MYP Assessment Cover Sheet

Student to complete:

Student Grade:
Name:
Subject: Unit:

Teacher to complete:

Assessment instructions:
1. You have a double lesson to complete this assessment.
2. Spend a single lesson planning and a double to complete the
written task. Have your mood board in front of you.
3. You should type your final story using MS Word, font Times New
Roman, size 12 & 1.5 line spacing.
4. Submit your work on Managebac when you have finished.
Mark
/24
achieved:
Teacher Comment:

Student Reflection:

MYP Assessment Cover Sheet

 Grade 7 English

Unit: 2
How can we separate fact from fiction?
Task:
In this chapter you have read The Ruby and The Smoke and looked at excerpts from other historical
fiction. For this task you will develop your writing skills by creating your own piece of historical fiction
by writing the opening paragraphs for a historical fiction novel.
Remember, your goal here is not to write a beginning, middle and end to a story but to use the
conventions of historical fiction to introduce your chosen time period/event in history.

Task Specific Information:

G – your goal is to demonstrate an understanding of historical fiction through creative writing
R – you are a historical fiction novelist
A – historical fiction fans
S – you are a fan of historical fiction and want to write a new story using some of the key conventions
within this genre
P – opening paragraphs [min 1A4 Page / max 1 A4 page and a half – aim for four solid paragraphs]
S – see below for success criteria
Mark/ Criterion B – Organizing I can …
band The student:
0 The student does not reach a standard Work has not been submitted
described by any of the descriptors below.
1-2 i. makes minimal use of organizational i. includes a clear and logical opening
structures, though these may not always paragraph for a story.
serve the context and intention ii. organize my ideas with an ATTEMPT at
ii. organizes opinions and ideas with a chronological order
minimal degree of logic
3-4 i. makes adequate use of organizational i. BEGIN to use paragraphs in my writing
structures that serve the context and which try to show how my story develops
intention ii. BEGIN to organize my ideas chronologically
ii. organizes opinions and ideas with some
degree of logic
5-6 i. makes competent use of organizational i. COMPETENTLY use paragraphs in my writing
structures that serve the context and which show how my story develops
intention ii. organize my ideas chronologically using
ii. organizes opinions and ideas in a logical connectives to indicate time
manner, with ideas building on each other
7-8 i. makes sophisticated use of organizational i. EXCELLENT use paragraphs in my writing
structures that serve the context and which clearly demonstrate how my story
intention effectively develops
ii. effectively organizes opinions and ideas in ii. EFFECTIVELY organize my ideas clearly and
a logical manner with ideas building on each logically using connectives of time and space
other in a sophisticated way to transition between and within paragraphs.

Mark/ Criterion C – Producing a Text I can …

band The student:
0 The student does not reach a standard Work has not been submitted
 described by any of the descriptors below.
1-2 i. produces texts that demonstrate limited i. I have written less than 300 words, NO
personal engagement with the creative conventions of historical fiction used
process; demonstrates a limited degree of ii. I have used SOME adjectives, adverbs in my
thought or imagination and minimal writing
exploration of new perspectives and ideas
ii. makes minimal stylistic choices in terms
of linguistic, literary and visual devices,
demonstrating limited awareness of impact
on an audience
3-4 i. produces texts that demonstrate i. I have written between 300 and 400 words
adequate personal engagement with the Little evidence of the conventions of historical
creative process; demonstrates some fiction.
thought or imagination and some ii. I have used a VARIETY of adjectives and
exploration of new perspectives and ideas adverbs to create visual imagery. I have tried
ii. makes some stylistic choices in terms of to include figurative language.
linguistic, literary and visual devices,
demonstrating some awareness of impact
on an audience
5-6 i. produces texts that demonstrate i. I have written between 400 and 500 words. I
considerable personal engagement with the have included conventions of historical fiction
creative process; demonstrates and have used my mood board successfully.
considerable thought or imagination and ii. I have used a variety of adjectives and
substantial exploration of new perspectives adverbs to create visual and auditory imagery.
and ideas I have included at least 2 examples of
ii. makes thoughtful stylistic choices in terms different figurative devices. (Simile, metaphor,
of linguistic, literary and visual devices, hyperbole or personification)
demonstrating good awareness of impact
on an audience
7-8 i. produces texts that demonstrate a high i. I have written over 500 words. I have
degree of personal engagement with the included my map AND included more than
creative process; demonstrates a high one convention of historical fiction/
degree of thought or imagination and ii. I have EFFECTIVELY used a VARIETY of
perceptive exploration of new perspectives figurative and descriptive language to appeal
and ideas to the senses of the reader. A RANGE of
ii. makes perceptive stylistic choices in figurative devices used to enhance my story.
terms of linguistic, literary and visual (Simile, metaphor, hyperbole or
devices, demonstrating clear awareness of personification)
impact on an audience

Mark/ Criterion D – Using Language I can …

band The student:
0 The student does not reach a standard Work has not been submitted
described by any of the descriptors below.
1-2 i. uses a limited range of appropriate i. Basic, monosyllabic vocabulary and simple
vocabulary and forms of expression sentences used.
ii. writes and speaks in an inappropriate ii. INCONSISTENT use of narration & style
register and style that do not serve the iii. Errors/ INCONSISTENT use of tense and
context and intention misuse of commas, apostrophes and full stops
iii. uses grammar, syntax and punctuation affects the meaning of your writing
with limited accuracy; errors often hinder iv. Spelling is FREQUENTLY incorrect.
communication v. Map OR character illustration is very basic
iv. spells/writes and pronounces with
limited accuracy; errors often hinder
communication
v. makes limited and/or inappropriate use
of non-verbal communication techniques.
3-4 i. uses an adequate range of appropriate i. A range of vocabulary is used as well as a
vocabulary, sentence structures and forms variety of simple and compound sentences.
of expression ii. Use of chosen narration is SOMETIMES
ii. sometimes writes and speaks in a register inconsistent.
and style that serve the context and iii. Some errors with tenses are evident. Basic
intention punctuation is mostly used correctly
iii. uses grammar, syntax and punctuation iv. Spelling of most simple words is accurate.
with some degree of accuracy; errors v. Map OR character illustration attempts to
sometimes hinder communication convey the setting/characterisation
iv. spells/writes and pronounces with some
degree of accuracy; errors sometimes
hinder communication
v. makes some use of appropriate non-
verbal communication techniques.
5-6 i. uses a varied range of appropriate i. A range of appropriate vocabulary is used as
vocabulary, sentence structures and forms well as a variety of simple, compound and
of expression competently complex sentences.
ii. writes and speaks competently in a ii. uses chosen narration & style
register and style that serve the context and COMPETETNTLY
intention iii. ACCURATE and VARIED use of tenses and
iii. uses grammar, syntax and punctuation punctuation. Attempt to include at least one
with a considerable degree of accuracy; advanced punctuation (ellipsis or parenthesis)
errors do not hinder effective iv. Spelling of most simple words and more
communication complex words is accurate.
iv. spells/writes and pronounces with a v. Map OR character illustration EFFECTIVELY
considerable degree of accuracy; errors do conveys convey the setting/characterization
not hinder effective communication with some success
v. makes sufficient use of appropriate non-
verbal communication techniques.
7-8 i. effectively uses a range of appropriate i. A VARIETY of vocabulary used as well as a
vocabulary, sentence structures and forms VARIETY of sentence types for effect.
of expression ii. EXCELLENT use of narrative voice & style
ii. writes and speaks in a consistently iii. ACCURATE and VARIED use of tenses and
appropriate register and style that serve the both simple and advanced punctuation.
context and intention Includes both parenthesis and ellipsis.
iii. uses grammar, syntax and punctuation iv. Spelling of most words is accurate.
with a high degree of accuracy; errors are v. Map AND character illustration adds to the
 minor and communication is effective overall content of the story and
iv. spells/writes and pronounces with a high SUCCESSFULLY conveys the
degree of accuracy; errors are minor and setting/characterization
communication is effective
v. makes effective use of appropriate non-
verbal communication techniques.
Teacher Comment:

Student Reflection: