LANGUAGE ACQUISITION

MYP YEAR 2
8TH YEAR OF BASIC EDUCATION
2019 – 2020
Drawing a song

Name: Mateo Ruiz Date: 21/04/20 Course: 8C

Teacher: NATALIA ESPINEL Achievement level: ____/8

INSTRUCTIONS
- Read the instructions and evaluation criteria carefully before starting the activity.
- Avoid scratches and the use of correction fluid.
- Academic dishonesty is penalized with 0 according to Art 223, 330 of the LOEI.
- Check your work before handing it in.

Activity instructions
a. Based on the song that you chose and shared on the forum, classify the adverbs that you
heard on the song. Follow this table to help you:

ADVERBS

ending in -ly same form as adjectives irregular forms

Probably

Barely

Mentally

Ever

Never

b. Answer this questions:

i. Why is the song’s writer using each of those adverbs?

I think that the song writer is using that adverbs, because he think that is the best and no one will beat

him, I think that because the song is hip-hop genre and many songs of that genre use this adverbs to refer

that.

ii. What do you believe is the purpose of the song?

Communicate that he is the best, I believe more that is a tribute to another rapper named “Juice WRLD”, is

a tribute to him because, I think that Eminem and him were good friends and that song is a tribute to him.

iii. Do the adverbs help the singer achieve this purpose?

Yes, because the adverbs, for me mean like a remembering, he is remembering him after the dead of he,

in general yes, because it says something in specific

 c. Represent a scene of the song by drawing it. Explain what is happening on the scene
writing at least 3 sentences and using at least 2 adverbs.

Eminem is remembering Juice WRLD, absolutely they were very good friends, Juice WRLD come here to
greet Eminem, after that Eminem met again to juice WRLD he make the song Godzilla like a tribute.

d. Upload this homework to the Moodle

Rubric:
Criterion A: Comprehending spoken and visual text
Students should be able to:
i. show understanding of messages, main ideas and supporting details
ii. recognize basic conventions
iii. engage with the spoken and visual text by identifying ideas, opinions and attitudes and by making a personal response to the text.

Achievement
Level Descriptor Clarifications
level

The student:

i. shows minimal understanding of messages, main The student:

ideas and supporting details
ii. has limited awareness of basic conventions
iii. engages minimally with the spoken and visual text
1-2
by identifying few ideas, opinions and attitudes; has
difficulty making a personal response to the text.
The student shows limited understanding of the
content, context and concepts of the text as
a whole.
i. is not able to identify and classify correctly each adverb heard on
the song to understand the emotion or tone of the song on question a.
ii. is not able to identify the purpose of the song on question b.
iii. and i. is not able to represent the song’s message and details by
drawing a scene from it and/or not explaining it correctly on question
c.

The student:
i. shows some understanding of messages, main
ideas and supporting details
ii. has some awareness of basic conventions
iii. engages adequately with the spoken and visual
3-4
text by identifying some ideas, opinions and attitudes
and by making some personal response to the text.
The student shows some understanding of the
content, context and concepts of the text as a
whole.
The student:
i. identifies and classifies almost always the adverbs heard on the
song to understand the emotion or tone of the song by fulfilling the
table on question a.
ii. identifies superficially the purpose of the song by answering
question b.
iii. and i. represents some of the song’s message and details by
drawing a scene from it and explaining it on question c.

The student:
i. shows considerable understanding of messages,
main ideas and supporting details
ii. has considerable awareness of basic conventions
iii. engages considerably with the spoken and visual
5-6
text by identifying most ideas, opinions and attitudes
and by making a personal response to the text.
The student shows considerable understanding of
the content, context and concepts of the
text as a whole.
The student:
i. identifies and classifies most adverbs heard on the song to
understand the emotion or tone of the song by fulfilling correctly the
table on question a.
ii. identifies the purpose of the song by answering correctly question
b.
iii. and i. represents the song’s message and some details by drawing
a scene from it and explaining it on question c.

The student:
i. shows excellent understanding of messages, main
ideas and supporting details
ii. has excellent awareness of basic conventions
iii. engages thoroughly with the spoken and visual
7-8
text by identifying ideas, opinions and attitudes and
by making a personal response to the text.
The student shows thorough understanding of the
content, context and concepts of the text
as a whole.
The student:
i. identifies and classifies correctly each adverb heard on the song to
understand the emotion or tone of the song by fulfilling correctly the
table on question a.
ii. clearly identifies the purpose of the song by answering correctly
question b.
iii. and i. clearly represents the song’s message and details by
drawing a scene from it and explaining it correctly on question c.

Sources:
de Castro, A. (2019) English for the IB MYP 4&6. London, United Kingdom. Hodder Education.

Cintya Vaca Natalia Espinel

Area Coordinator Teacher