Hello,
I am posting the final assessment task a bit early for those of you who would like to get a head start. On Sunday, July 27th there will only be 2 weeks left in the course! The finish line is in sight!
For our final two weeks and last module we will be focusing on the summative assessment task for the course. You will be focusing on designing a series of two assessment tasks that will lead up to a summative assessment task.
Please complete this assignment and submit it as a Word Document in “file submission.”
For more details please see the final module information and as always let me know if you have any questions. The final submission is due Sunday, August 10th and is worth 30% of your grade.
Please be sure to refer to the Learning Goals, Success Criteria and Rubric outlined in the course Syllabus (and the Module PPT) when completing the task. Your work will be graded according to these guidelines.
Soon I will also post some final reflection questions to be shared via the Discussion Board.
Regards,
Cristina
Rubric/Success Criteria:
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For our final two-week module of the course we will be focusing on our culminating task.
You will be asked to incorporate all of your learning from the course by designing a series of two assessment tasks which would prepare students for a final major summative assessment task in your programme ( DP).
1. Determine/identify a major summative assessment task based on your programme:
For DP - decide on one of the prescribed (end of programme) assessment tasks - whether exam or internal assessment. (See your subject guide for details.)
2. Design a set of two assessment tasks, each geared towards helping your (hypothetical) students prepare for a culminating course/unit assessment (assessment of learning); and will provide students feedback through a chosen assessment feedback tool (e.g., rubric, checklist) which you will construct.The two assessment tasks should be:
(i) an early formative assessment task which introduces/builds key skills
Task #1 should be focused on initiating skills related to the culminating task (for your hypothetical IB students), so taking place earlier in the learning cycle (i.e. course or unit)
Details/Further considerations:
How will you differentiate?
How will you incorporate an ATL skill?
What tool will you use? (E.g., rubric, checklist)
Explain why (rationale)
create and include tool itself
Objectives/criteria
Concepts (big ideas)
Is the task more diagnostic or formative?
What teaching and learning will you choose to prepare the students for this task in the lessons leading up to this task (describe in no more than one paragraph, i.e. 50 words)
Include any additional comments which provide rationale for the chosen task (where possible, reference/link to guides, research, other relevant documents)
(ii) a mid-way formative or summative assessment task, which further develops chosen key skills
Task #2 should be focused on the further development of skills (or possibly the consolidation), so taking place mid-way in the learning cycle or perhaps later
With both of the tasks you need to describe what the students will be doing to demonstrate knowledge, skills and understanding as well as what the teacher will be doing to provide feedback (and produce your chosen tools, e.g. rubric, checklist, etc.).
You will need to include: IB literature specific references; explain how your two tasks show progression in knowledge/skill building; incorporate key elements of the course (examples of differentiation, rich qualitative feedback, task-specific, student-friendly language, ATL).
Rationale and planning provide relevant IB guide references throughout (with specific page references as relevant)
Describe:
Objectives/criteria
Concepts (big ideas)
Is the task more diagnostic or formative?
What teaching and learning will you choose to prepare the students for this task in the lessons leading up to this task (describe in no more than one paragraph, i.e. 50 words)
Include any additional comments which provide rationale for the chosen task (where possible, reference/link to guides, research, other relevant documents)
How will you differentiate?
How will you incorporate an ATL skill?
An organizing template and criteria for the assignment is attached here. (in PPT form)
Please complete this assignment and submit it in “file submission.”
Final work is due by end of day Sunday, August 10th
Please let me know if you need assistance.
Best regards,
Cristina
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Language and Literature A) English
IBDP-Year 2-HL
Summative Assessment: Literature-Based Compare and Contrast Analysis (Paper 2)
Students write a comparative literary essay based on two works studied in class.
A choice of four essay questions is provided.
Formative Task:
Description of the task:
The task being introduced here is a 3-way venn diagram
Description of how the ATL will be assessed; using which assessment tool
Students organize issue-based evidence across three sources using a 3-way Venn diagram
explanation of how the students will receive feedback
Students will receive feedback in conference/conversation with the teacher as the teacher collects and observes the work produced by each student. This conversation will allow the teacher to not only also observe student agency but align student topics to ensure that a wider net is not cast, bringing student collective mindsets as closely together in one topic as possible while also rooting out blind participation in a topic that students think is "easy".
explain your grade level/subject and unit/ topic/overall and specific expectations from appropriate curriculum guidelines
Subject: IBDP Language and Literature (A) ENGLISH (HL); ENG4U
Grade Level: Year 1 or 2
Overall Expectations (Ontario ENG4U Curriculum)
Reading and Literature Studies
1. Reading for Meaning: Read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning.
2. Understanding Form and Style: Recognize and assess the effectiveness of the stylistic elements and conventions used by writers to communicate meaning.
3. Reading With Critical Awareness: Use critical thinking skills to analyze and evaluate texts.
Writing
1. Developing and Organizing Content: Generate, gather, and organize ideas and information to write for an intended purpose and audience.
2. Using Knowledge of Form and Style: Write for different purposes and audiences using appropriate style, tone, and structure.
Research and Inquiry Skills
1. Exploring and Planning: Explore and refine topics for inquiry, develop research questions, and identify information needs.
2. Researching: Locate and select information relevant to the inquiry from a variety of sources.
3. Processing Information: Assess, record, organize, and synthesize information gathered through research.
4. Evaluating and Communicating: Reflect on and evaluate the research process, draw conclusions, and communicate findings appropriately.
Specific Expectations Aligned with the Lesson:
Reading and Literature Studies
1.3: Identify the most important ideas and supporting details in texts, with a focus on author’s tone, voice, and thematic concerns.
1.6: Extend understanding of texts by making meaningful connections between the ideas in them and students’ own experiences, the world, and other texts.
2.1: Identify the characteristics of literary texts, including structure, point of view, and voice.
3.1: Identify the perspectives and biases evident in texts and examine how they affect meaning.
Writing
1.1: Identify the topic, purpose, audience, and form for writing tasks.
1.3: Locate and select information to support ideas for writing using a variety of strategies and print/digital sources.
2.2: Establish a personal voice and an appropriate tone in their writing.
2.4: Write complete texts using a variety of organizational structures suited to the purpose and audience.
Research and Inquiry Skills
1.1: Identify a topic, issue, or inquiry question and formulate questions to guide research.
1.4: Identify a variety of sources relevant to the research inquiry.
2.1: Locate information sources, using appropriate research tools and technologies.
2.3: Evaluate the reliability, accuracy, and currency of information sources.
3.2: Record, sort, and organize information and ideas using appropriate forms and techniques.
4.1: Synthesize findings and develop an informed opinion or conclusion.
4.2: Use appropriate citation and documentation to acknowledge sources.
learning goals, success criteria (what are you looking for?) in relation to a specific ATL
Learning Objectives
By the end of this lesson, students will be able to:
Understand key themes and contextual background of The Beach by Alex Garland
Make thematic and issue-based comparisons across three spheres:
a) Their own community issue (mind map)
b) A Small Place by Jamaica Kincaid
c) The Beach by Alex Garland
Employ use of citations to resemble research conducted
Success Criteria
Clear articulation of research in regards to the author of texts
Personal connection or interest described through topical choice
Analytical anticipation of how the author engages with the issue
Student can articulate ideas in their own words rather than purely paraphrasing or quoting what had been read
ATL Skills (Approaches to Learning)
Research: Author background, issue investigation, citations
Critical Thinking: Synthesis, comparison, perspective taking
Communication: Writing for purpose (social media and reflective writing)
Organization: Structuring comparative ideas visually and textually
This will be applied to the essay task (potentially)
Brief explanation of the activity and any prior learning that has taken place- enough information to give the reader a solid understanding of what you are planning
Students organize issue-based evidence across three sources using a 3-way Venn diagram. Students are connecting their understanding of an issue from within their own community as it connects to the issues introduced in Kincaid's A Small Place and Garland's The Beach. The students in the previous few lessons would have already started brainstorming and connecting to their community with regards to issues as they understand them within their community.
Complete details of the assessment activity; including an assessment type (scale, checklist, rubric etc.) peer and self-assessment methods if applicable
Venn Diagram (graphic organizer), utilizes a rubric provided to students that dictates the criteria they should include in order to reach their desired outcome. This venn-diagram is a 3 way incorporation of information that they observed from the introductions to both texts and the issues they explored within their own community. Using this venn-diagram students will be able to identify which text they feel more closely relates with their selected topic as a matter of reference for the rest of the inquiry unit.
Your assessment philosophy and how it relates to this assignment and how it relates to IB philosophies as well as to local Ministry policies such as Growing Success and Learning for All grade level/subject, course title/ strand or unit/ topic/overall and specific expectations from appropriate curriculum guidelines and relationship to IB program/course being taught
This 3-way venn-diagram is essentially a diagnostic tool that renders prior knowledge and allows students to receive feedback as well as utilize the graphic organizer to better plan their line of inquiry. The idea of incorporating the following texts all for students to make a choice in regards to the text observed through the unit. Students selecting a text on their own, allows for students to build topical agency as they pursue their line of inquiry through the unit. Students are using the text to provide insights and perspectives as they continue through the unit. Concepts investigated through the include, Identity, Communication and Perspective (Language A: language and literature guide, pp.28-29) . This is recognized through the demonstration of perspectives accounted for in the diagram, as na example. ATL Observerd through the unit are Organization, Thinking, Research, Self-Management, and Communication, wherein this assessment, students are organizing their observations and making a choice based on their understanding that will be communicated through a corresponding exit ticket. This assessment provides the teacher with context to the students' decision and allows an opportunity for the teacher to provide input in order to better support the student. This assessment is associated with a diagnostic/formative rubric (AFL/AAL) that corresponds with Growing Success' Achievement Chart Categories (Knowledge and Understanding; Communication; Application; and Thinking and Inquiry).
---------------------------Official Lesson Plan--------------------------
Issues and Connection Between, Self, World and Text
Subject: IBDP Language and Literature (A)
Grade Level: Year 1 or 2
Lesson Duration: 75 minutes
Unit Stage: Tuning Phase (Inquiry-Based Learning)
Lesson Title: “Escape or Exposure? Comparing Perspectives of Place”
Inquiry Focus: How do different authors represent community issues, identity, and escapism in relation to place?
Learning Objectives
By the end of this lesson, students will be able to:
Understand key themes and contextual background of The Beach by Alex Garland
Make thematic and issue-based comparisons across three spheres:
Their own community issue (mind map)
A Small Place by Jamaica Kincaid
The Beach by Alex Garland
Demonstrate research, citation, and creative representation skills
Make an informed decision about which text and issue to study further
Submit a 100-word write-up justifying their choice
ATL Skills (Approaches to Learning)
Research: Author background, issue investigation, citation
Critical Thinking: Synthesis, comparison, perspective taking
Communication: Writing for purpose (social media and reflective writing)
Organization: Structuring comparative ideas visually and textually
Key Concepts & Inquiry Questions
Key Concepts: Place, Identity, Perspective, Culture
Factual Inquiry: What is The Beach about, and what issues does it present?
Conceptual Inquiry: How do Kincaid and Garland use place to explore societal concerns?
Debatable Inquiry: Does escaping reality offer insight or ignorance about social and environmental issues?
Materials Needed
Short teacher-prepared summary of The Beach
Previous mind maps, issue proposals, Kincaid Venn diagram
Venn diagram template (for 3-way comparison)
Facebook Wall Template
Rubric for Facebook Profile Task
Digital tools or printed research materials
Exit slip/100-word write-up template
Lesson Breakdown (75 Minutes)
1. Minds On / Introduction (10 minutes)
Activity: Teacher Presentation – Intro to The Beach*
Provide a 150–200 word summary of The Beach. Example:
"Introduction to The Beach by Alex Garland
Alex Garland’s The Beach is a modern adventure novel that explores the darker side of paradise through the eyes of Richard, a young backpacker searching for an untouched, idyllic island in Thailand. When he discovers a secret beach community hidden from tourists, it seems like he has found a perfect escape. However, as the novel unfolds, the beach’s beauty is slowly corrupted by secrecy, selfishness, and violence. Garland uses the beach as a metaphor to critique Western tourism, showing how travelers often exploit foreign cultures while pretending to seek authenticity. The novel explores how the pursuit of paradise can lead to isolation, moral decay, and the destruction of local environments. As the community begins to break down, readers witness how even well-intentioned people can become complicit in harming both nature and society. The novel also raises environmental concerns, such as the impact of tourism on fragile ecosystems and the illusion of "untouched" nature in a globalized world. Through suspenseful storytelling and psychological insight, The Beach challenges readers to question their assumptions about travel, freedom, and the cost of escapism."
Brief Class Discussion:
What issues are hinted at here? (tourism, consumerism, community breakdown, environment)
How might these relate to your own issue or to Kincaid’s critique in A Small Place?
2. Exploration – 3-Way Venn Diagram Comparison (15 minutes)
Activity: Triple Venn Diagram – Comparing Issues and Contexts
Students complete a 3-way Venn diagram comparing:
Their community issue (from mind map)
Jamaica Kincaid’s perspective in A Small Place
Garland’s themes in The Beach
Prompts for each overlap zone:
What similar problems arise in both fictional and real-world contexts?
How do authors represent place as a site of conflict, identity, or escape?
What language or tone is used to shape audience perception?
Students may work individually or in pairs to complete the diagram.
3. Body – Research & Facebook Wall Author Task (25 minutes)
Activity: Create a Facebook Wall for Alex Garland
Instructions:
Create a Facebook profile for Alex Garland that includes:
Bio (basic background, key works, literary focus)
Status updates (written in Garland’s tone about relevant issues: tourism, escapism, societal collapse)
“Liked” pages or groups (movements, themes, other authors)
Photo or excerpt that reflects his ideology or style
Minimum 2 researched facts with MLA-style citations
Tools: Google Slides, Canva, or printed template
Assessment: Use rubric for creativity, research depth, tone/voice, and citation quality
Teacher circulates and supports with resources, checking for academic honesty and synthesis of issue relevance.
4. Consolidation – Text Choice & Issue Justification (20 minutes)
Activity: Text Selection & 100-Word Justification
Students now decide which text—A Small Place or The Beach—they would like to study more deeply in their inquiry.
They complete a formal write-up answering:
Which text have you selected?
What specific issue do you want to explore in this text?
Why does this issue interest you?
How do you expect the author to influence your perspective?
Criteria:
Clear articulation of topic and text
Personal connection or interest
Analytical expectation of how the author engages with the issue
Approx. 100 words
This will guide how groups, texts, or mentor activities are formed in the Investigate Phase.
5. Wrap-Up (5 minutes)
Quick Debrief:
“What’s something that surprised you today about the overlap between real life and fiction?”
“How do different authors use ‘place’ as a metaphor for societal problems?”
Collect write-ups and Facebook Walls for formative assessment.
Assessment (Formative)
Facebook Wall Profile (150 words):
Depth of author research
Creativity and authenticity of tone
Proper citation
Visual engagement
Venn Diagram: Clarity of connections across the three perspectives
100-Word Text/Issue Justification:
Relevance and specificity of chosen issue
Coherent rationale for text choice
Reflective and forward-thinking tone
Differentiation Strategies
For ELLs: Provide vocabulary banks for issue themes and sentence stems
For Support: Offer a scaffolded Facebook template and example status posts
For Extension: Students may begin collecting articles or passages from their selected text for deeper investigation
Homework / Next Steps
Begin reading selected text (A Small Place or The Beach)
Annotate passages that relate to your chosen issue
Bring one passage to class next time for analysis
Teacher Reflection (Post-Lesson Notes)
Which texts were more popular and why?
How well did students synthesize ideas from all three sources (self, Kincaid, Garland)?
Did students demonstrate confidence in their inquiry direction?
How can this momentum carry into the Investigate Phase?
Appendix Item:
Checklist based on IB-Ontario schools (1-7) grading scale
Below is an elaborate assessment checklist tailored for the 3-Way Venn Diagram task from the lesson, aligning with the learning objectives and ATL skills (critical thinking, communication, organization) emphasized in the unit.
Assessment Checklist – 3-Way Venn Diagram
Task Purpose: Compare and contrast the representation of a social or environmental issue across:
-
The student's own community
-
A Small Place by Jamaica Kincaid
-
The Beach by Alex Garland
| Criteria | Exceeds Expectations | Meets Expectations | Approaching Expectations | Not Yet Evident | Teacher Comments |
|---|---|---|---|---|---|
| Content & Understanding | |||||
| Identifies a clearly defined issue in own community | ☐ | ☐ | ☐ | ☐ | |
| Identifies relevant and nuanced issues from A Small Place | ☐ | ☐ | ☐ | ☐ | |
| Identifies key issues and themes from The Beach | ☐ | ☐ | ☐ | ☐ | |
| Demonstrates an understanding of how place shapes or influences each issue | ☐ | ☐ | ☐ | ☐ | |
| Comparison & Analysis | |||||
| Makes thoughtful comparisons between at least two contexts | ☐ | ☐ | ☐ | ☐ | |
| Analyzes similarities across all three sources (text, world, self) | ☐ | ☐ | ☐ | ☐ | |
| Analyzes differences and context-specific details | ☐ | ☐ | ☐ | ☐ | |
| Demonstrates critical thinking about tone, language, and authorial intent | ☐ | ☐ | ☐ | ☐ | |
| Structure & Organization | |||||
| Venn diagram has clear and accurate labeling | ☐ | ☐ | ☐ | ☐ | |
| Information is placed logically in overlapping and non-overlapping sections | ☐ | ☐ | ☐ | ☐ | |
| Visually organized and legible; shows attention to layout | ☐ | ☐ | ☐ | ☐ | |
| Communication & Insight | |||||
| Uses relevant terminology (e.g., colonization, gentrification, tourism, escapism) | ☐ | ☐ | ☐ | ☐ | |
| Shows evidence of reflection or insight (personal voice or thought-provoking observations) | ☐ | ☐ | ☐ | ☐ | |
| Connections show cultural, global, or societal awareness | ☐ | ☐ | ☐ | ☐ |
Teacher Notes / Feedback:
Strengths:
Areas for Growth:
Next Steps or Suggested Support:
Optional Add-ons (if time/interest allows):
-
Student self-assessment (check three strongest insights from your diagram)
-
Peer feedback (swap diagrams and identify a connection you hadn’t considered)
-
Digital upload or photo submission for learning portfolios
-----------------------------------------Final Product---------------------------------------
Subject: IBDP Language and Literature (A)
Grade Level: Year 1 or 2
Lesson Duration: 75 minutes
Unit Stage: Tuning Phase (Inquiry-Based Learning)
Lesson Title: “Escape or Exposure? Comparing Perspectives of Place”
Inquiry Focus: How do different authors represent community issues, identity, and escapism in relation to place?
Here are the Ontario ENG4U (Grade 12 University English) curriculum expectations—both overall and specific—aligned with the key skills and learning goals in the Tuning Phase lesson plan for IBDP Language and Literature (A) titled:
“Escape or Exposure? Comparing Perspectives of Place”
Overall Expectations (Ontario ENG4U Curriculum)
Reading and Literature Studies
1. Reading for Meaning: Read and demonstrate an understanding of a variety of literary, informational, and graphic texts, using a range of strategies to construct meaning.
2. Understanding Form and Style: Recognize and assess the effectiveness of the stylistic elements and conventions used by writers to communicate meaning.
3. Reading With Critical Awareness: Use critical thinking skills to analyze and evaluate texts.
Writing
1. Developing and Organizing Content: Generate, gather, and organize ideas and information to write for an intended purpose and audience.
2. Using Knowledge of Form and Style: Write for different purposes and audiences using appropriate style, tone, and structure.
Research and Inquiry Skills
1. Exploring and Planning: Explore and refine topics for inquiry, develop research questions, and identify information needs.
2. Researching: Locate and select information relevant to the inquiry from a variety of sources.
3. Processing Information: Assess, record, organize, and synthesize information gathered through research.
4. Evaluating and Communicating: Reflect on and evaluate the research process, draw conclusions, and communicate findings appropriately.
Specific Expectations Aligned with the Lesson:
Reading and Literature Studies
1.3: Identify the most important ideas and supporting details in texts, with a focus on author’s tone, voice, and thematic concerns.
1.6: Extend understanding of texts by making meaningful connections between the ideas in them and students’ own experiences, the world, and other texts.
2.1: Identify the characteristics of literary texts, including structure, point of view, and voice.
3.1: Identify the perspectives and biases evident in texts and examine how they affect meaning.
Writing
1.1: Identify the topic, purpose, audience, and form for writing tasks.
1.3: Locate and select information to support ideas for writing using a variety of strategies and print/digital sources.
2.2: Establish a personal voice and an appropriate tone in their writing.
2.4: Write complete texts using a variety of organizational structures suited to the purpose and audience.
Research and Inquiry Skills
1.1: Identify a topic, issue, or inquiry question and formulate questions to guide research.
1.4: Identify a variety of sources relevant to the research inquiry.
2.1: Locate information sources, using appropriate research tools and technologies.
2.3: Evaluate the reliability, accuracy, and currency of information sources.
3.2: Record, sort, and organize information and ideas using appropriate forms and techniques.
4.1: Synthesize findings and develop an informed opinion or conclusion.
4.2: Use appropriate citation and documentation to acknowledge sources.
How the Lesson Aligns to ENG4U Curriculum
(*)Lesson Activity (^)Curriculum Connection
(*) Intro to Garland’s The Beach
(^) Reading 1.3, 1.6, 2.1; builds understanding of tone, voice, and theme
(*) 3-Way Venn Diagram Comparison
(^) Reading 1.6, 3.1; Writing 1.1; critical thinking and cross-textual analysis
(*) Facebook Wall Task
(^) Writing 1.3, 2.2, 2.4; Research 2.1–2.3, 4.2; demonstrating tone, structure, citation
(*) Text/Issue Justification Write-Up
(^) Writing 1.1, 2.2, 2.4; Research 1.1, 4.1
(*) Sourcing Local Knowledge (Brainstorm)
(^) Research 1.4, 2.1, 2.3, 3.2; identifying real-world perspectives and epistemologies
(*) Exit Ticket Interview Proposal
(^) Research 1.1, 4.1; Writing 1.1, 2.2
----Emphasis on ATL Skill Alignment----
Research (ATL Skill)
Research and Inquiry – 1. Exploring and Planning; 2. Researching 1.1, 1.4, 2.1, 2.3
Students brainstorm potential community sources, begin considering real-world epistemologies, and research authors
Communication (ATL Skill)
Research and Inquiry – 4. Evaluating and Communicating 4.1, 4.2
Students summarize findings in justification and demonstrate MLA citation in the Facebook Wall task
Self-management (ATL Skill)
Research and Inquiry – 3. Processing Information 3.2
Students organize issue-based evidence across three sources using a 3-way Venn diagram
---Emphasis on Assessments Objectives Alignment----
AO1: Knowledge and understanding of texts and contexts
Reading & Literature Studies – Overall Expectations 1 & 2 1.3, 1.6, 2.1, 3.1
Students explore key themes in The Beach and A Small Place, analyze tone/potential bias, and relate to personal and community issues
AO2: Analysis of language, style, and structure
Reading & Literature Studies – 2. Understanding Form and Style 2.1, 3.1
Students topically examine Garland and Kincaid’s narrative styles, tone, symbolism, and representations of place
AO3: Understanding of the use of literary, linguistic, and visual devices
Reading & Literature Studies3. Reading With Critical Awareness 3.1 Through the Venn diagram and Facebook Wall task, students develop a brief understanding of how each author uses experience and tone to influence perception by the audience.
AO4: Organization and development of ideas in writing
Writing – 1. Developing and Organizing Content 1.1, 1.3 Students plan and draft a justification write-up articulating their chosen text and issue
AO5: Language use appropriate to purpose and audience
Writing – 2. Using Knowledge of Form and Style 2.2, 2.4 The Facebook Wall simulates social media voice; the justification requires a formal tone appropriate for academic writing
Mid-Point Task:
Essay?
Prototype Rubric:
| Ontario Achievement Category | Criteria | Level 1–2 (Limited) | Level 3–4 (Adequate) | Level 5–6 (Proficient/Competent) | Level 7–8 (Excellent/Effective) |
|---|---|---|---|---|---|
| Knowledge and Understanding | Understanding of Texts and Ideas (IB AO1; ENG4U Reading 1.1, 1.3) | Limited understanding of texts, topic, or themes; irrelevant or vague references | Basic understanding of global issue or texts; some relevant ideas presented | Clear understanding of both texts, with appropriate thematic interpretation | Sophisticated and insightful understanding of texts and global issue; deep engagement with key ideas and contexts |
| Thinking | Analysis of Literary Devices and Theories (IB AO2; ENG4U Reading 1.4, 1.5; Writing 2.1) | Minimal analysis; literary devices or theory referenced but not explained | Some identification of devices; explanations are basic or formulaic | Competent analysis of techniques and integration of literary theory to support argument | Insightful, precise analysis; literary theory and devices used expertly to deepen comparisons |
| Communication | Essay Structure, Language, and PEEC Organization (IB AO3; ENG4U Writing 1.4, 2.4, Oral 2.3) | Weak organization; minimal coherence; inconsistent use of PEEC; poor control of thesis | Adequate structure; some clarity; inconsistent control of thesis; basic use of PEEC | Well-organized; PEEC consistently used; thesis is mostly clear and controls the argument | Excellent structure and flow; PEEC used skillfully; thesis is consistently clear, focused, and drives the essay |
| Application | Use of Textual Evidence, MLA Formatting, and Conventions (IB AO4; ENG4U Writing 2.2, 2.3, 3.3) | Weak or insufficient evidence; MLA format frequently incorrect; many writing errors | Some relevant evidence; MLA format mostly followed; some grammar/punctuation errors | Appropriate, well-integrated evidence; mostly accurate MLA formatting and conventions | Purposeful, varied, and precise evidence; flawless MLA style; excellent control of grammar and mechanics |
Version 2: use of command terms,
| Criterion | IB-Aligned Descriptor (with Command Terms) | Ontario Category | Level 1 (50-59%) | Level 2 (60-69%) | Level 3 (70-79%) | Level 4 (80-100%) |
|---|---|---|---|---|---|---|
| A: Knowledge and Understanding of Texts & Contexts | Demonstrate an understanding of how literary, social, and cultural contexts influence meaning; examine how ideas and values are communicated. | Knowledge & Understanding | Limited understanding of texts or contexts; little relevance. | Some awareness of contexts; ideas inconsistently explained. | Clear understanding; relevant contexts applied. | Sophisticated understanding; contextual knowledge deepens analysis. |
| B: Analysis and Evaluation of Literary Devices & Theory | Analyse how literary devices create meaning; evaluate the effectiveness of techniques; apply relevant literary theory to interpret themes. | Thinking | Identifies some devices without explanation; limited analysis. | Some analysis; superficial or undeveloped theory use. | Detailed analysis with appropriate theoretical links. | Insightful evaluation with fluent integration of theory and close reading. |
| C: Construction of Argument | Develop and sustain a coherent, focused argument; justify claims using PEEC (Point, Evidence, Explanation, Commentary). | Communication | Argument is unclear or poorly organized; limited use of PEEC. | Central argument is present but inconsistently developed. | Argument is mostly clear, logical, and well-supported. | Argument is purposeful, compelling, and thoroughly integrated using PEEC. |
| D: Use of Language & Academic Conventions | Use academic register and adhere to conventions (MLA); organize ideas with coherence and synthesize sources when relevant. | Application | Frequent errors; limited use of MLA format or formal style. | Occasional lapses in MLA or academic style; some transitions. | Consistent tone and style; MLA is mostly accurate. | Language is precise and fluent; MLA perfectly followed; sophisticated style. |
influenced by Assessment policies from,
APA-7 Referencing
International Baccalaureate Organization. Diploma Programme Subject Brief: Language A: Language and Literature – First Assessment 2021. International Baccalaureate Organization, 2019.
International Baccalaureate Organization (UK) Ltd. (2019). Diploma Programme Language A: Language and Literature Guide (5th ed.) [E-copy].
International Baccalaureate Organization (UK) Ltd. (2018). Diploma Programme Language A: Literature School-supported Self-taught Student Guide [E-copy].
International Baccalaureate Organization. Language A: Language and Literature Guide: For Use from September 2019 / First Assessment 2021. International Baccalaureate Organization, 2019.
Ontario Ministry of Education. The Ontario Curriculum, Grades 11 and 12: English, Revised. Queen’s Printer for Ontario, 2007.
Ontario Ministry of Education. Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, Grades 1–12. Queen’s Printer for Ontario, 2010.
Rick Stiggins. (n.d.). http://www.rickstiggins.com/
Silva, E. (2009). Measuring skills for 21st-century learning. The Phi Delta Kappan, 90(9), 630–634. https://www.jstor.org/stable/27652741
Learning as connected to course learning goals and expectations:
Through Module 1, we introduce ourselves and who we are, where we come from and where we go. that being said, this coursework produced in Module 9/10 (2 week module work), comes from a mix of my past experiences in studies and teaching (in and out of the IBO environment). Addressing my previous experiences allows me to demonstrate my familiarity with the IB learner profile and confidently apply it to my final project in Module 9/10 which allows me to meet the learning outcomes, Develop assessment strategies which ensure that the learner profile and each of the five essential elements (Knowledge, Concepts, Skills, Attitude and Action) are effectively addressed; and Differentiate the relationship between the programme PYP/MYP/DP assessment criteria and subject objectives.
With regards to Module 2, influence from Rick Stiggins and John Hattie become clear as I prepare these tasks to resemble "visible learning" as well as establishing that these assessments are not "destinations", but trajectories as students move into their major summative assessments in the IBDP HL course. Students are introduced to high expectations but provided with descriptive feedback and success criteria to identify their growth and potentials. In doing this, I address the following learning goals of the course, Locate, examine, assess, analyze and apply professional literature related to educational practice relevant to Assessment and Evaluation; and DP Develop strategies for: a. promoting academic honesty through emphasizing a respect for the integrity of all forms of IB Diploma Programme assessment b. assessing broader learning objectives associated with the learner profile.
Continuing into Module 3, the assessments are selected to reflect in-class learning that takes place in class then reformed into these formative tasks that allow for students to engage in their essay writing with the use of blogging/vlogging technology. This being developed cognizant of the 21st Century Learning Skills. The application of the 21st century learning principles as applied in the project for Module 9/10 allow me to recognize that I locate, assess and analyze alternative systems of monitoring and assessing student learning and their role in assessing Programme learning activities; and Use instructional strategies, technologies, tools, and media, including assistive and adaptive learning technologies appropriate to students’ needs, abilities and contexts to create inclusive assessment and evaluation tool which are effectively integrated into teaching and learning.
When I participated in Module 4, I observed, how the Ontario Curriculum is aligned to a degree with the IBO's philosophies and assessment practices, this was also later explored in Module 6 with a little more depth. In both units I was able to demonstrate the importance of the alignment between Ontario's and the IB's frameworks with regards to assessment and evaluation. The instructor also provided me with insights in regards to the idea of how Ontario teachers develop rubrics that align with the IB in Canada (Ontario) which are used and shared online. Through this comparative task, I am able to better articulate how the two curriculums (ON and IB) align in a classroom setting, in applying this to my projects in modules 9/10, I meet the following learning goals, Identify and describe the procedures in setting, marking and reporting external examinations; and Identify and describe the processes involved in school-based internal standardization and IB external moderation of internal assessment.
In Module 5, I originally designed the 3-way venn-diagram task for the purpose of this final task actually, having an understanding that ultimately, these online learning experiences require teachers/enrolled colleagues to spend personal time performing tasks like this, wherein one may be conducting what seems like a redundant task, but is actually expected to be a growth or scaffolding moment. An added motivation was the positive feedback that I received from the instructor regarding my breakdown of the lesson. I have since applied the "further structure" for students who may need it as suggested by the instructor as well. In my preparation of the Module 5 for use in Module 9/10 I am applying these principles to my project and meet the following learning goals, Describe the role and implications of formative and summative assessment on planning, teaching and the relationship to the learning process; Locate, examine, assess, analyze and apply multiple strategies that enable effective assessment of broad and specific programme learning outcomes; and Demonstrate the incorporation of assessment data into the planning and modification of future learning activities for a given subject using a range of strategies according to the needs of the student.
Come Module 7, aspects of differentiation in regards to instruction and ATL (as initially discussed in Module 5), become an important focal point and are revisited through my work here as I examine how differentiation can take place in both formative tasks presented for prepartion of the major summative (Paper #2). Through the completion of the task in Module 7 and applying these ideals to my project in Module 9/10 (Final task) I meet the following learning goal in which I can, develop strategies using a range of techniques to help students master learning outcomes.
Finally, concluding at Module 8, again, considering previously completed work in the course/previous experiences, we needed to demonstrate the abilities to create a rubric that meets the expectations of the IBO, and Ontario Curriculum (in my case), to which I have answered the call most appropriately in this task. THis further allows me to carry what I have done and learn into my project for Module 9/10 demonstrating my successful acquistion of learning goal to which I identify and describe the procedures in setting, marking and reporting external examinations to accommodate students with special assessment needs.
As I completed the final project for Modules 9/10, this is a most recent demonstration of the following learning goals wherein I, differentiate the roles of formative and summative assessment in the learning process; Construct and apply task-specific assessment rubrics, and identify the relationship between the rubrics and; Synthesize and develop: a. assessment tasks, criteria and levels of achievement appropriate to specific age groups and stages of student development within each subject b. strategies for assessing approaches to learning c. processes for student inclusion in the assessment of their own work to develop an awareness of criteria against which they are assessed; and Design and implement alternative procedures for: a. recording authentic student achievement b. providing feedback to students and parents about learning progress and the achievement of DP programme outcomes.
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Final Feedback:
Hi Carmelo -
This is impressively comprehensive, showing a clear and deliberate alignment between the Ontario curriculum expectations and Language and Literature objectives. The sequence from diagnostic tools like the Venn diagram to a summative comparative essay is also well thought out, ensuring skills are scaffolded effectively. ATL skills are explicitly integrated, and the mix of rigorous academic work with creative, authentic tasks like the Facebook Wall is especially impressive ! Prior learning connections and visible learning principles are thoughtfully embedded, demonstrating both pedagogical depth and really intentional planning.
General future considerations could be to streamline some sections to avoid repetition, especially where curriculum links and assessment philosophies are reiterated. This would make everything more concise and 'reader friendly' without losing thoroughness. Adding a few more student voice or lived-experience examples could also emphasize authenticity and make everything feel even more grounded in the realities of your classroom. Finally, you might even clarify the purpose and expected outcome of certain creative tasks (like the Facebook Wall) to ensure they remain tightly tied to assessment criteria.
Overall, this is a strong and detailed lesson plan that not only meets the demands of both IB and Ontario frameworks but also reflects how you, as a teacher, value alignment, student agency, and authentic learning. These tasks are both ambitious and practical, with multiple access points for different learners and a strong sense of progression toward meaningful summative assessment. Great work !
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