Key concept Related concept(s)

Context
Perspective
Intertextuality
Assessment Task Sheet
Australian International Academy, Kellyville
Name: ___________________________ Date of notification: Friday 6 March 2020
Year Level: 10 Subject: Language and Literature

TITLE: U1: Fairytales and Intertextuality

DUE DATE:
Narrative: Due Thursday 2 April 2020 before 8:45am to Managebac
Reflection: Due Thursday 2 April 2020 before 8:45am to Managebac

Task Description
Goal: Produce an imaginative piece of work:
Create a narrative in the style of one of the prescribed texts studied in class which
demonstrates your understanding of transformation and intertextuality.

Reflect on the writing process

Write a reflective statement exploring the writing style of both your prescribed texts, and
the choices made to write your own narrative.

Product: a. Imaginative Work: Narrative

Create an 800-1000 word narrative in the style of one of the prescribed
texts studied in class which demonstrates your understanding of transformation and
intertextuality.
Students will:
● work on this task in class;
● be provided a planning and reflection booklet to: plan, draft and revise your
narrative.
b. Reflective Statement
Write a 250 word reflective statement exploring the writing style of both your prescribed
texts and the choices made to write your narrative.

Submission Requirements:
1. Imaginative Work: plan, draft, final version
2. Reflection Statement

Standards and Criteria for Success

▪ use of literary devices
▪ use of language
▪ structure and form of written work(s)
▪ stylistic conventions
▪ intertextuality: use of prescribed, related, and other texts as references
▪ awareness and use of the concept of transformation
▪ reflection on the process of writing
▪ analysis of literary texts
Prescribed Texts:
● Lamb To The Slaughter, Roald Dahl
● So Much Water so Close to Home, Raymond Carver or Popular Mechanics, Raymond Carver
● The Necklace, Guy de Maupassant
● Pride and Prejudice (extract), Jane Austen

NESA Outcomes:

□ EN5-3B selects and uses language forms, features and structures of texts appropriate to a range of
purposes, audiences and contexts, describing and explaining their effects on meaning
□ EN5-4B effectively transfers knowledge, skills and understanding of language concepts into new and
different contexts
□ EN5-5C thinks imaginatively, creatively, interpretively and critically about information and increasingly
complex ideas and arguments to respond to and compose texts in a range of contexts
□ EN5-8D questions, challenges and evaluates cultural assumptions in texts and their effects on meaning

Approaches to Learning (ATL) Skills

● Communication:
● Social

MYP CRITERIA: The following criteria will be used to assess this task:
Criteria C: Producing Text 8 marks
Criteria D: Using Language 8 marks
TOTAL = 16 marks
Assessment Task Rubric

Australian International Academy, Kellyville

YEAR LEVEL: 10 SUBJECT: ENGLISH NOTIFICATION DATE: Friday 6th March 2020
SUBMISSION DATE: Thursday 2nd April 2020
STUDENT NAME: AYEM ABIOULA
UNIT: 1. Fairytales and Intertextuality

CRITERIA C Producing Text

LEVEL LEVEL DESCRIPTORS (I5B MYP PUBLISHED: YEAR 5) TASK INDICATORS

0 The student does not reach a standard described by any of the descriptors given below.

1-2 The student: ● limited use of features, structure and

form of narrative and reflection
i. produces texts that demonstrate limited personal
engagement with the creative process; ● limited use of language, literary
2 demonstrates a limited degree of insight, devices, and stylistic influences
imagination or sensitivity and minimal exploration
of and critical reflection on new perspectives and ● limited use, justification, and
ideas development of examples,
experiences, and ideas
ii. makes minimal stylistic choices in terms of
linguistic, literary and visual devices, demonstrating ● limited use of supportive background
limited awareness of impact on an audience and information

iii. selects few relevant details and examples to

develop ideas.

3-4 The student: ● sufficient use of features, structure

and form of narrative and reflection
i. produces texts that demonstrate adequate
personal engagement with the creative process; ● sufficient use of language, literary
demonstrates some insight, imagination or devices, and stylistic influences
sensitivity and some exploration of and critical
reflection on new perspectives and ideas ● sufficient use, justification, and
development of examples,
ii. makes some stylistic choices in terms of linguistic, experiences, and ideas
literary and visual devices, demonstrating adequate
awareness of impact on an audience ● sufficient use of supportive
background and information
iii. selects some relevant details and examples to
develop ideas.
5-6 The student: ● substantial use of features, structure
and form of narrative and reflection
i. produces texts that demonstrate considerable
personal engagement with the creative process; ● substantial use of language, literary
demonstrates considerable insight, imagination or devices, and stylistic influences
sensitivity and substantial exploration of and critical
reflection on new perspectives and ideas ● substantial use, justification, and
development of examples,
ii. makes thoughtful stylistic choices in terms of experiences, and ideas
linguistic, literary and visual devices, demonstrating
good awareness of impact on an audience ● substantial use of supportive
background and information
iii. selects sufficient relevant details and examples
to develop ideas.

7-8 The student: ● extensive and creative use of features,

structure and form of narrative and
i. produces texts that demonstrate a high degree of reflection
personal engagement with the creative process;
demonstrates a high degree of insight, imagination
or sensitivity and perceptive exploration of and
critical reflection on new perspectives and ideas ● extensive use of language, literary
devices, and stylistic influences
ii. makes perceptive stylistic choices in terms of
linguistic, literary and visual devices, demonstrating
good awareness of impact on an audience
● extensive use, justification, and
iii. selects extensive relevant details and examples development of examples,
to develop ideas with precision. experiences, and ideas

● detailed use of supportive background

and information

TEACHER ASSESSMENT STUDENT ASSESSMENT

You have produced a text

which demonstrates a
limited personal
engagement with the
creative process. Use full
stops and capital letters
and form full sentences.
There is limited
intertextuality shown and
no reflection on your
 writing process

CRITERIA D Using Language

LEVEL 5555DES5CRIPTORS (IB MYP PUBLISHED: Year 5) TASK INDICATORS

0 The student does not reach a standard described by ● did not complete any of the items
any of the descriptors given below. below.

1-2 The student: ● limited use of expressions, grammar,

and vocabulary
i. uses a limited range of appropriate vocabulary and
forms of expression ● limited communication of register,
2
tone, and themes
ii. writes and speaks in an inappropriate register and
style that do not serve the context and intention
● limited use of imagery, descriptive
language, and literary devices
iii. uses grammar, syntax and punctuation with
limited accuracy; errors often hinder communication
● writes with a limited degree of
accuracy; errors are minor and
iv. spells/writes and pronounces with limited
communication is limited
accuracy; errors often hinder communication

v. makes limited and/or inappropriate use of non-

verbal communication techniques.
3-4 The student: ● adequate use of expressions,
grammar, and vocabulary
i. uses an adequate range of appropriate vocabulary,
sentence structures and forms of expression ● adequate communication of register,
tone, and themes
ii. sometimes writes and speaks in a register and
style that serve the context and intention
● adequate use of imagery, descriptive
language, and literary devices
iii. uses grammar, syntax and punctuation with some
degree of accuracy; errors sometimes hinder
● writes with an adequate degree of
communication
accuracy; errors are minor and
communication is proficient
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 The student: ● considerable use of expressions,

grammar, and vocabulary
i. uses a varied range of appropriate vocabulary,
sentence structures and forms of expression ● considerable communication of
competently register, tone, and themes

ii. writes and speaks competently in a register and

● considerable use of imagery,
style that serve the context and intention
descriptive language, and literary
device
iii. uses grammar, syntax and punctuation with a
considerable degree of accuracy; errors do not
● writes with a considerable degree of
hinder effective communication
accuracy; errors are minor and
communication is proficient
iv. spells/writes and pronounces with a considerable
degree of accuracy; errors do not hinder effective
communication

v. makes sufficient use of appropriate non-verbal

communication techniques.

7-8 The student: ● effective use of expressions,

grammar, and vocabulary
i. effectively uses a range of appropriate vocabulary,
sentence structures and forms of expression ● effective use of register, tone, and
themes
ii. writes and speaks in a consistently appropriate
register and style that serve the context and
● effective use of imagery, descriptive
intention
language, and literary devices
iii. uses grammar, syntax and punctuation with a high
degree of accuracy; errors are minor and ● writes with a high degree of
communication is effective accuracy; errors are minor and
communication is effective
iv. spells/writes and pronounces with a high degree
of accuracy; errors are minor and communication is
 effective

v. makes effective use of appropriate non-verbal

communication techniques.

TEACHER ASSESSMENT STUDENT ASSESSMENT

You have demonstrated

limited use of
expressions, grammar
and vocabulary. Limited
use of imagery,
descriptive language.
Some sound use of
effective narrative voice

ATL SELF REFLECTION:

Communication

Skill demonstration: Yes/No Yes/No

Use appropriate forms of writing for different purposes and audiences

Use a variety of speaking techniques to communicate with a variety of

audiences

Use intercultural understanding to interpret communication

Give and receive meaningful feedback

Social

Skill demonstration: Yes/No Yes/No

Takes responsibility for one’s own actions

Listen actively to other perspectives and ideas

ATL skills comment:

What ATL skills did you use to complete this task?

How can you improve in the future?

What were your strengths / weaknesses with regards to the requirements for each of the ATLs?

Explain below.

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Teacher: …………………………………… Student: ……………………………………