MYP Exam Review 11/13/2017

                                          Learning Objectives To something something MYP Exam

Task Marks Criteria Assessed Criterion Marks Analyzing –Communications and Connections 50 A 30 B 10 D Producing Literary text – Creativity 35 C 15 Producing non-literary text - Perspective Total 120

Analyzing Task Analyze, then compare and contrast two unseen text extracts One written/One multimedia Short response questions focus on Extended Response question

Analyzing Task Assess your ability to: Analyze techniques used, giving justifications for your opinions (Criterion A) Organize your work in a coherent and logical manner (Criterion B) Produce text, demonstrating the ability to write in an appropriate register with grammatical accuracy (Criterion D)

Section 1: Sample Questions Create a plot diagram Interpret the writer’s use of language (style) Summarize paragraphs Identify the purpose and audience Identify the literary devices

Section 1: Compare and Contrast Be able to look at character, style or theme of 2 or 3 texts Be able to compare different elements, put similarities in one paragraph and difference in another

Section 1: Evaluate Needs a value statement ( effective, relevant, importance) Need to identify strengths and weaknesses and explain how these affect the meaning or value

Producing literary text task A extended creative writing task, with a stimulus of two static images provided Assess your ability to: Organize your work in a coherent and logical manner (Criterion B) Produce a literary text which demonstrates imagination and sensitivity and an awareness of impact on your audience (Criterion C) Produce text, demonstrating your ability to write in an appropriate register with grammatical accuracy (Criterion D)

Section 2: Literary Writing Task Possible Tasks Monologue Descriptive Short Story Speech Poem Dialogue Diary/Journal

Producing non-literary text task Extended non-literary writing task and it is connected to the global context focus for the session and year of study Assess your ability to: Organize your work in a coherent and logical manner (Criterion B) Produce a non-literary text which demonstrates imagination and sensitivity and an awareness of impact on your audience (Criterion C) Produce text, demonstrating your ability to write in an appropriate register with grammatical accuracy (Criterion D)

Global Context Focus For the May 2018 eAssessment the global context will be: Orientations in space and time What is the meaning of “where” and “when”? The focus of the exploration within this global context is: Natural and human landscape and resources.

Natural and human landscapes and resources Natural Landscapes Environment/Nature Pollution/Global Warming Natural Disasters Human Landscapes Traditions, Cultural Beliefs, Religion Racism, Discrimination Poverty Gender Possible types of questions to see on the test How does cultural, political, or natural environment influence an individual’s life? How do stories/poems/art reflect the natural and human landscape?

I just blowed in, and I got them dust bowl blues Dust Bowl Blues by Woody Guthrie I just blowed in, and I got them dust bowl blues I just blowed in, and I'll blow back out again I guess you've heard about ev'ry kind of blues But when the dust gets high, you can't even see the sky I've seen the dust so black that I couldn't see a thing And the wind so cold, boy, it nearly cut your water off I seen the wind so high that it blowed my fences down I've seen the wind so high that it blowed my fences down Buried my tractor six feet underground Well, it turned my farm into a pile of sand Yes, it turned my farm into a pile of sand I had to hit that road with a bottle in my hand

I spent ten years down in that old dust bowl When you get that dust pneumony, boy, it's time to go I had a gal, and she was young and sweet But a dust storm buried her sixteen hundred feet She was a good gal, long, tall and stout Yes, she was a good gal, long, tall and stout I had to get a steam shovel just to dig my darlin' out These dusty blues are the dustiest ones I know Buried head over heels in the black old dust I had to pack up and go An' I just blowed in, an' I'll soon blow out again

Example: Dust Bowl Blues/Migrant Mother Represent the hardships of people who were victims of the Depression/Dust Bowl dust pneumony Buried my tractor six feet underground it turned my farm into a pile of sand/I had to hit that road with a bottle in my hand

SPEECH FORMAT INTRODUCTION BODY CONCLUSION Hook, attention getting sentence, statement, quote, question- engage the reader Greet the audience Establish who you are and why you are presenting this speech (the purpose) Tell your topic –write a thesis statement (a summary of what your speech is about) Explain the benefit to the audience BODY Begin paragraphs with a clear, concise topic sentence Use specific details or examples to support ideas CONCLUSION Summary of main points and thesis A personal comment with a call to action - leave reader feeling persuaded or at least challenged The speaker’s hope for the future Thank the audience