Adapted assessment grid
Subject: English / Grade: / 9 / Teachers: / Danica Lalich / Date: / May 2013Evaluation Task: / The Movie Review
Overall expectations:
Oral and oral-visual communication
- Use active listening strategies and higher-order thinking skills to interpret, make inferences about, and respond to a variety of situations for a variety of purposes.
- Use appropriate speaking skills and strategies when communicating in formal and informal situations.
- Prepare and deliver a variety of independent and collaborative oral and oral-visual communications, using appropriate forms, conventions and techniques.
Learning outcome(s):
The student will prepare and present a movie review of a film adaptation of Romeo and Juliet.
MYP Assessment Criteria (Criterion A, B and C) / Achievement Chart Categories
Criterion A (Content)
____ / 10 / Criterion B (Organization)
____ / 10 / Criterion C (Style and Language Mechanics)
____ /10 / (Knowledge and Understanding)
KU ______ / (Thinking Inquiry)
TI ______ / (Communication)
CO ______ / (Application)
AP ______
Teacher’s Comments:
MYP Assessment Chart
CRITERION A : CONTENT (RECEPTIVE AND PRODUCTIVE) / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10MEO / 1 / 2 / 3 / 4
KNOWLEDGE AND UNDERSTANDING / q Compose pieces that apply age-appropriate literary and/or non-literary features to serve the context and intention.
o I prepare and present a movie review that conforms to the conventions of the genre.
§ Presents the cast and director
§ Gives a short summary of the plot without spoilers
§ Mentions the demographic of the film.
§ Has an opinion in the form of a thesis and evidence to support it.
§ Uses a scoring or rating system. / The student demonstrates very limited understanding of the text and topic, and little or no awareness of the author’s choices.
There is little or no detail, development or support.
The student rarely employs literary features, or employs literary and/or nonliterary features that do not serve the context or intention. / The student demonstrates limited understanding of the text and topic, and sometimes shows an awareness of the author’s choices, although detail, development and/or support are insufficient.
The student attempts to employ literary and/or non-literary features; these sometimes serve the context and intention. / The student demonstrates a sufficient understanding of the text and topic, and an awareness of the author’s choices, using adequate detail, development and support.
The student generally employs literary and/or non-literary features that serve the context and intention. / The student demonstrates a good understanding of the text, topic and the author’s choices, using substantial detail, development and support.
The student employs literary and/or non-literary features that serve the context and intention. / The student demonstrates a perceptive understanding of the text, topic and the author’s choices, consistently using illustrative detail, development and support.
The student employs literary and/or non-literary features effectively that serve the context and intention.
CRITERION B : ORGANIZATION / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
MEO / 1 / 2 / 3 / 4
AP / q create work that employs organizational structures and language-specific conventions throughout a variety of text types.
o I use MLA format to cite any sources I may have used.
o I transfer my knowledge of the writing process to the context of filming (brainstormed ideas, made an outline, revised and edited my work, and published it) / The student rarely employs organizational structures and/or language-specific conventions, or uses those that do not serve the context and intention. / The student sometimes employs organizational structures and/or language-specific conventions that serve the context and intention. / The student usually employs organizational structures and language-specific conventions that serve the context and intention. / The student consistently employs organizational structures and language-specific conventions that serve the context and intention. / The student consistently employs sophisticated organizational structures and language-specific conventions that serve the context and intention.
TH / q organize ideas and arguments in a sustained, coherent and logical manner.
o My review is organized and clear.
o It is clear that I have made a plan for my review and that I followed it while filming. / The work is generally disorganized, unclear and/or incoherent. / The work shows the beginnings of organization but lacks coherence. / The work is generally organized, clear and coherent. / The work is usually well-organized, clear and coherent and the ideas being expressed build on each other. / The work is consistently well-organized, clear and coherent and the ideas being expressed build on each other in a sophisticated manner.
CRITERION C: STYLE AND LANGUAGE MECHANICS / 1 / 2 / 3 / 4 / 5 / 6 / 7 / 8 / 9 / 10
MEO / 1 / 2 / 3 / 4
COMMUNICATION
COMMUNICATION / q use language to narrate, describe, explain, argue, persuade, inform, entertain and express feelings and begin to analyse.
o I vary my tone and volume to suit my purpose (to inform).
o I use an appropriate vocabulary that suits my topic and intention.
o I make eye contact with my audience, use hand gestures to convey meaning, and move around when appropriate. / There is little or no evidence of a register and style that serve the context and intention.
In oral/presentation work there is little or no competence in oratory technique. / There is some evidence of a register and style that serve the context and intention.
In oral/presentation work there some competence in oratory technique. / The student often uses a register and style that serve the context and intention.
In oral/presentation work there is adequate competence in oratory technique. / The student consistently uses a register and style that serve the context and intention.
In oral/presentation work there is a good level of competence in oratory technique. / The student demonstrates mastery of a register and style that serve the context and intention.
In oral/presentation work there is a high level of competence in oratory technique.
q use correct grammar and syntax. / There are very frequent errors in grammar and syntax, which persistently hinder communication. / There are frequent errors in grammar and syntax, which hinder communication. / Grammar and syntax are generally accurate; occasional errors sometimes hinder communication. / Grammar and syntax are accurate; occasional errors rarely hinder communication. / Grammar and syntax are accurate; very infrequent errors do not hinder communication.