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Pathways School Gurgaon

SEMESTER END EXAMINATION – JANUARY 2022-23
TO BE FILLED IN BY THE EXAMINER
GRADE:MYP 3 SUBJECT: CRITERIA:

DATE: DURATION:

TO BE FILLED IN BY THE CANDIDATE

Candidate Name: ………………………………………………………………….

Subject Teacher: …………………....................................................................

Instructions to Candidates

Answer all the questions in the spaces provided.

Additional Material

None

This question paper consists of 10 printed pages

EXAMINER’S COMMENT:

For Examiner’s Use

CRITERIA A B C D
Levels Obtained 6 7 7 7

SIGNATURE

Task 1: Analysing

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This task contains questions 1a to 1e

Text 1
This is a short story written by Gwendolyn Brooks (1917-2000), who was an American poet, author,
and teacher. Her writing often explores the experiences of ordinary people and their communities.
In this short story, a family contemplates losing their house.

Home
by Gwendolyn Brooks
What had been wanted was this always, this always to last, the talking softly on this porch, with the
snake plant in the jardinière in the southwest corner, and the obstinate slip from Aunt Eppie’s
magnificent Michigan fern at the left side of the friendly door. Mama, Maud Martha, and Helen
rocked slowly in their rocking chairs, and looked at the late afternoon light on the lawn and at the
emphatic iron of the fence and at the poplar tree. These things might soon be theirs no longer.
Those shafts and pools of light, the tree, the graceful iron, might soon be viewed passively by
different eyes.
Papa was to have gone that noon, during his lunch hour, to the office of the Home Owners’ Loan. If
he had not succeeded in getting another extension, they would be leaving this house. The Home
Owners’ Loan was hard.
“We’ll be moving into a nice flat somewhere,” said Mama. “Somewhere on South Park, or Michigan,
or in Washington Park Court.” Those flats, as the girls and Mama knew well, were burdens on wages
twice the size of Papa’s. This was not mentioned now.
“They’re much prettier than this old house,” said Helen. “I have friends I’d just as soon not bring
here. And I have other friends that wouldn’t come down this far for anything, unless they were in a
taxi.”
“Well, I do know,” said Mama, turning her hands over and over, “that I’ve been getting tireder and
tireder of doing that firing. From October to April, there’s firing to be done.”
But she felt that the little line of white, sometimes ridged with smoked purple, and all that cream-
shot saffron would never drift across any western sky except that in back of this house. The rain
would drum with as sweet a dullness nowhere but here. The birds on South Park were mechanical
birds, no better than the poor caught canaries in those “rich” women’s sun parlors.
“It’s just going to kill Papa!” burst out Maud Martha.
“He loves this house! He lives for this house!” “He lives for us,” said Helen. “It’s us he loves. He
wouldn’t want the house, except for us.”
“And he’ll have us,” added Mama, “wherever.”
Helen saw Papa coming. “There’s Papa,” said Helen.
They could not tell a thing from the way Papa was walking. They wanted to hurl themselves over the
fence, into the street, and shake the truth out of his collar. He opened his gate — the gate — and
still his stride and face told them nothing.
“Hello,” he said.

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Mama got up and followed him through the front door. The girls knew better than to go in too.
Presently Mama’s head emerged. Her eyes were lamps turned on.
“It’s all right,” she exclaimed. “He got it. It’s all over. Everything is all right.”
The door slammed shut. Mama’s footsteps hurried away.
“I think,” said Helen, rocking rapidly, “I think I’ll give a party. I haven’t given a party since I was 11. I’d
like some of my friends to just casually see that we’re homeowners.
Meanings of few words:

1. jardinière: French for “planter”

2. Obstinate (adjective) stubbornly refusing to change
3. Emphatic (adjective) attracting special attention
4. Poplar tree: a type of quick-growing tree
5. Saffron: an orange to orange-yellow

Timing recommendation for question parts 1a to 1d: 20 minutes

Below given questions are based on text 1 (1a-1b)

1a. Interpret the feelings of the characters through the description in paragraph 1.

The characters in the first text are looking sadly at every little detail in their home. The planters,
the iron, the plants and more. They are looking at everything to the minute detail because they
are moving away from their current home. It feels sad, like how a friend sees another for the last
time. It is a final goodbye for the characters in the first paragraph. This can also be understood by
how measly parts of their home are being described using words such as emphatic. On a normal
day the iron would not be noticed. Wonderful

1b. Outline the difference between the house the characters live in currently and the house they
might move to.

They describe their new home in a hopeful sense, they hope that their new flat will be prettier
than their current flat, and that it will be in a better larger place. They know the houses in
different neighborhoods are better. The difference between the two is that the entire family is
nostalgic for their current home. The houses in the other neighborhoods are also al lot more
expensive this is understood from the sentence “as the girls and Mama knew well, were burdens
on wages twice the size of Papa’s.”correct

Text 2:

This is short film by Maria Alvarez, a 17-year-old internationally recognized filmmaker. In this film
she explored the concept of home.

what is home? - YouTube

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Below given questions are based on text 2 (1c-1d)

1c. Justify the impact of the background score on the audience.

Th e background score increases in speed along with the intensity of what is being spoken to by
the character or the narrator of this film. The background score emphasizes the important parts of
the film and also acts as a way to ease the ending and beginning of the video. It peaceful but
slightly loudest 0:24 when the character talks about her memories related to home. When the
character ends her monologue on her final thoughts about home(1:01), the speed and intensity of
the music greatly increases to show the importance of the dialogue in summary it helps emphasize
what she is feeling herself and what the creator feels is important.what does the creator find
important?

1d. From 1:01-1:06, the character says, “Home is not a person, it’s not a city, it’s a state of mind.” In
the light of the above given statement, discuss, what home means for the character.

Home refers to her memories, what has been the most important for her in her life. Home is
where she feels like she comes from, and home is where she feels like she belongs. Home is the
nostalgic feeling she gets and wherever that nostalgic feeling points to is what she would call
home. Home is also what this character enjoys and loves to do and everything that has shaped
this character’s mind like her memories at the beach and at school as well as everyone she
knows.correct

Question 1e

This task is based on both Text 1 & Text 2

Timing Recommendation: 35 minutes

This task is assessed according to criteria A (Analysing) and B (Organizing)

1e. Compare and contrast, how both the texts explore the concept of home.

(Approximately 350 words)

Text 1, Home by Gwendolyn Brooks and “what is home?” by MVA Films are both stories which
deal about the feeling of leaving ones home. Home in text 1 refers to the more literal form of
home and text 2 refers to the philosophical form of home. In text 1 we can see the characters
groping at the prospect at leaving their home and what that means for their life. The goal of the
author is to make the reader look into what makes their home, their home through the text. In
text 2, the author is trying to vent their feelings of home and what it means to them, it is a
monologue which helps emphasize her emotions due to their being no other presence it allows
the viewer to truly focus on what she is saying. It confronts us with the common phrase “what
does home mean to you”. The creator goes through this topic on an emotional standpoint she
shares the little emotional moments she had throughout her life, different to how text 1 views the

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same topic.

In text 2 the backing track helps emphasize the emotions of the character. We can see how the
backing track throughout the video helps emphasize the feelings of the character. We can
understand the intensity of her emotions throughout the scenes, and it helps us the viewers
understand what she means by home. This can be understood through different time clips. At
0:16, the music is soft subtle and quiet. At 0:24, the music is getting louder but it is still rather soft.
at 1:01 the music ramps up and becomes much louder. Then at 1:07 it immediately becomes
softer as if the melody is ending. This shows us how the character is finally understanding that she
must go forward with her life this can also be felt by the view.

In text 1 we can see how the characters feel about moving away. All the characters, know that
their home is at stake, they remember all the little things which make their home special such as
the shafts and the planters. They look at it nostalgically even though they don’t know if they have
to leave because they are still confronting that piece of information in the first paragraph. 5
paragraphs into the story, we are finally able to see what the house means to their family. They
state specifically how the house means so much to their Dad because he is was so proud of being
a homeowner. During the story the authors goals is to take us with them on their journey of
sadness, denial and finally understanding what it means for everyone. They also come to an
understanding for the fact that they wouldn’t fit in in the wealthier neighborhoods. To the reader
this feels like a rollercoaster of emotions. In paragraph 10 the hyperbolic statement on how they
wished to just jump over the gate and learn the truth shows us how desperate they are to stay in
their house. This shows their jumps in thoughts as well.

The visuals in text 2 help emphasis the thoughts as well the dialogue of the character. Most of
video has been taken from a first-person perspective to show us a real insight into the characters
life so that the viewer can feel like the character. This is purposeful decision by the director. There
is also a dollying camera movement used during all the first-person scenes for example 0:16-0:40.
The first-person exceptions are in scenes where the movements of the character are important
like at 1:08 and 1:13 where we can see the character swimming and dancing from a low level
angle and a high level angle respectively the camera is also fixed during these specific scenes. This
allows us to observe the setting and understand the hobbies of the character which include
swimming. All the images give us a collation of what the character feels makes up her home, and
her personality as her descriptors for home are almost interchangeable to her memories and what
one could believe is her personality.

In conclusion Text 1 “Home” by Gwendloyn Brooks and text 2 “what is Home?” by MVA Films
share similar themes but through their respective formats look through the problem in different
lights. Text 1 looks at home through what one could describe as their various levels of grief. The
look at the little things of their home, what could become of their new home and what their home
means to their family. Text 2 represents home as ones most important parts of their life, their
family, their friends new and old as well as all the places the character has felt are the most
memorable for her. She also believes that one’s culture is also part of their home through the first
2 scenes. Both texts at the end of the day share their beliefs on the topic of home.

There is an adequate analysis of both the texts, but the task is to compare and contrast. You have
to pick up the same point from both the texts and then compare or contrast.

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Task Descriptors
Criterion A: Analysing

Achievement
Level descriptor
level
0 The student does not reach a standard described by any of the descriptors below.
The student:

i. provides minimal identification or explanation of the content, context, language,

structure, technique and style, and does not explain the relationship among texts
ii. provides minimal identification and explanation of the effects of the creator’s
1–2 choices on an audience
iii. rarely justifies opinions and ideas with examples or explanations; uses little or no
terminology
iv. interprets few similarities and differences in features within and between genres and
texts.

The student:

i. provides adequate identification and explanation of the content, context, language,

structure, technique and style, and some explanation of the relationship among texts
ii. provides adequate identification and explanation of the effects of the creator’s
3–4 choices on an audience
iii. justifies opinions and ideas with some examples and explanations, though this may
not be consistent; uses some terminology
iv. interprets some similarities and differences in features within and between genres
and texts.

The student:

i. provides substantial identification and explanation of the content, context, language,

structure, technique and style, and explains the relationship among texts
ii. provides substantial identification and explanation of the effects of the creator’s
5–6 choices on an audience
iii. sufficiently justifies opinions and ideas with examples and explanations; uses
accurate terminology
iv. competently interprets similarities and differences in features within and between
genres and texts.

7–8 The student:

i. provides perceptive identification and explanation of the content, context, language,

structure, technique and style, and explains the relationship among texts thoroughly
ii. provides perceptive identification and explanation of the effects of the creator’s
choices on an audience
iii. gives detailed justification of opinions and ideas with a range of examples, and
thorough explanations; uses accurate terminology

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iv. perceptively compares and contrasts features within and between genres and texts.

Criterion B: Organizing

Achievement
Level descriptor
level
0 The student does not reach a standard described by any of the descriptors below.
The student:

i. makes minimal use of organizational structures though these may not always
serve the context and intention
1–2
ii. organizes opinions and ideas with a minimal degree of coherence and logic
iii. makes minimal use of referencing and formatting tools to create a presentation
style that may not always be suitable to the context and intention.

The student:

i. makes adequate use of organizational structures that serve the context and
intention
3–4
ii. organizes opinions and ideas with some degree of coherence and logic
iii. makes adequate use of referencing and formatting tools to create a
presentation style suitable to the context and intention.

The student:

i. makes competent use of organizational structures that serve the context and
intention
5–6 ii. organizes opinions and ideas in a coherent and logical manner with ideas
building on each other
iii. makes competent use of referencing and formatting tools to create a
presentation style suitable to the context and intention.

The student:

i. makes sophisticated use of organizational structures that serve the context and
intention effectively
7–8 ii. effectively organizes opinions and ideas in a coherent and logical manner with
ideas building on each other in a sophisticated way
iii. makes excellent use of referencing and formatting tools to create an effective
presentation style.

Task 2 – Producing Literary Text

This task is assessed according to Criteria C (Producing text) and D (Using language).

Criterion C: Producing text  

Students will produce written and spoken text, focusing on the creative process itself and on
the understanding of the connection between the creator and their audience. In exploring and

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appreciating new and changing perspectives and ideas, they will develop the ability to make
choices aimed at producing texts that affect both the creator and the audience.   
  
Criterion D: Using language  
Students have opportunities to develop, organize and express themselves and communicate
thoughts, ideas and information. They are required to use accurate and varied language that
is appropriate to the context and intention. This objective applies to, and must include,
written, oral and visual text, as appropriate.  

Timing recommendation: 35 minutes

This task is assessed according to Criterion C (Producing text) and Criterion D (Using

language).  
  
Choose an image and respond to the prompt given below.  

Image 1

Source: Google Images

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OR
Image 2

Source – Google Images

Using any one of the images given above, create an opening of a narrative that brings out the
experience of the character.

Start writing from here:

Picture 1

I’m finally in middle school, I thought as I entered my homeroom class. As I entered the
classroom, I could hear the hushed chitter and chatter. In the back I could hear giggling
as well as a few munches from one direction or another. As I took my seat next to my
best of friends, Margaret, or M as she likes to call herself. As we all sat down, we waited
in awkward silence for a good 3 minutes. All of us in the classroom really didn’t know
what to do, it was our first day in a different school, some of us were lucky to have our
friends with us and some weren’t. I whispered in a giggle of sorts to M, “this teacher of
ours is quite late indeed”. And right as I said that sentence we could hear the loud
thumping footsteps of who we believe is to be our home room teacher.

As we finally hear the crashing of the doors, we can see our teacher who’s name I
presume is Miss Doe. At least that is what I read on the door. We all watched silently as
she slowly, in tired fashion walked herself down to the table. She in a tired voice, said
“good morning kid’s”. For some reason, we all continued to stay silent. After 2 more

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long silent minutes, one of the kids in the front started giggling, then person next to him
started giggling and not long after, we were all almost crying with laughter, I still do not
why that was funny but all I know is that laughter is the most contagious disease there is.

Miss Doe finally started speaking again “Nice, to you too, but it just happens to be that
your next class in mine, Science! So, look under your tables and pick up whatever I say
and by the way, this is a group task so whoever is to the right of you is your partner”.
She quickly listed out “Powder 1, 5, 9, and 12, Instrument 3, 2 and 6, also fill up a glass
of water, you will definitely need that”. As we put our bags down. Me and Margaret
hurriedly picked up the items, I picked up the powder and she picked up all the glass
vials. M dropped vial number 3 straight onto the floor, but it luckily didn’t shatter.

“Good job people, now it’s time to create the most colorful explosion you shall ever see”
Miss Doe said, she even ended that sentence with the silliest evil laugh imaginable.
“Mix powder 1 and 12 into vial 3 and pour the glass of water too. Also, add powder 9,
and 5 into vial number 2. You can put away vial number 6. I know that’s confusing, but
I know you guys can do that”.

As all of us in our pairs struggled to remember which vial was which, Me and M were
being absolute pros. We poured the water from vial 6 into vial 3 and mixed the powders
1 and 12 into that. We then mixed powder 9 and 5 in the second vial slowly. Miss Doe
really emphasized that. Me and M in conjunction said, were almost finished, everyone
else slowly started peaking as they saw one oozy blue bubbling liquid and one
interesting white powder. In intrigue everyone in the class watched as I held vial 3 and
M poured in vial number 2. There right before our eyes, the liquid looked as if it was
trying crawl out from underneath us and out into the table. It almost looked alive. As the
liquid turned into foam everyone started clapping. It truly felt amazing. As others
watched us, they also started finishing their projects. The class became a mayhem of
foamy colorful liquids. I really hope the rest of the day goes like this too as these sort of
experiences that make school fun for us all.
Wonderful, you have been able to bring out the experience of the character by
connecting the response to the image.

Criterion C: Producing text

Achievement
level
Level descriptor Marking notes   
The student does not reach a standard described by    
0
any of the descriptors below.
1–2 The student: The response is basic with a few
details to support or explain the
i. produces texts that demonstrate prompt.   
limited personal engagement with the
creative process; demonstrates a
  
limited degree of thought, imagination The conventions of the text type are
and sensitivity and minimal not visible.   
exploration and consideration of new

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perspectives and ideas

ii. makes minimal stylistic choices in
terms of linguistic, literary and visual
devices, demonstrating limited
awareness of impact on an audience   
iii. selects few relevant details and
examples to develop ideas.

The student: The response explores the prompt

with some supporting details.   
i. produces texts that demonstrate   
adequate personal engagement with Conventions of the text type are
the creative process; demonstrates
some degree of thought, imagination visible.   
and sensitivity and some exploration   
3–4
and consideration of new perspectives Subject specific vocabulary evident
and ideas to some extent  
ii. makes some stylistic choices in terms   
of linguistic, literary and visual
devices, demonstrating adequate 2-3 Literary devices used
awareness of impact on an audience contextually  
iii. selects some relevant details and   
examples to develop ideas.
  
The response elaborates on the
prompt and demonstrates good
The student:
understanding of the same.    
i. produces texts that demonstrate
The text conventions are
considerable personal engagement purposeful   
with the creative process;   
demonstrates considerable thought, Subject specific vocabulary evident
imagination and sensitivity and to a large extent  
substantial exploration and
5–6 consideration of new perspectives and
  
ideas 3-4 Literary devices used
ii. makes thoughtful stylistic choices in contextually and used to explore
terms of linguistic, literary and visual different perspectives and ideas   
devices, demonstrating good   
awareness of impact on an audience
What, how and why questions are
iii. selects sufficient relevant details and
examples to develop ideas. answered   
  

  
7–8 The student: The response is engaging with clear
reflection on the prompt and
i. produces texts that demonstrate a high demonstrates excellent
degree of personal engagement with
the creative process; demonstrates a
understanding of the same.   
high degree of thought, imagination 4-5 Literary devices used
and sensitivity and perceptive contextually and enhance the
exploration and consideration of new understanding of the subject while
perspectives and ideas exploring different perspectives  
ii. makes perceptive stylistic choices in
terms of linguistic, literary and visual
  
Sophisticated use of subject specific

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vocabulary is seen   
devices, demonstrating clear   
awareness of impact on an audience What, how and why questions are
iii. selects extensive relevant details and answered, while being aware of the
examples to develop ideas with impact of subpoints on the
precision.
audience   

  

Criterion D: Using language

Achievement
Level descriptor
level
0 The student does not reach a standard described by any of the descriptors below.
The student:

i. uses a limited range of appropriate vocabulary and forms of expression

ii. writes and speaks in an inappropriate register and style that do not serve the
context and intention
iii. uses grammar, syntax and punctuation with limited accuracy; errors often
1–2
hinder communication
iv. spells/writes and pronounces with limited accuracy; errors often hinder
communication
v. makes limited and/or inappropriate use of non-verbal communication
techniques.

The student:

i. uses an adequate range of appropriate vocabulary, sentence structures and

forms of expression
ii. sometimes writes and speaks in a register and style that serve the context and
intention
3–4
iii. uses grammar, syntax and punctuation with some degree of accuracy; errors
sometimes hinder communication
iv. spells/writes and pronounces with some degree of accuracy; errors sometimes
hinder communication
v. makes some use of appropriate non-verbal communication techniques.

The student:

i. uses a varied range of appropriate vocabulary, sentence structures and forms

of expression competently
ii. writes and speaks competently in a register and style that serve the context and
intention
5–6
iii. uses grammar, syntax and punctuation with a considerable degree of accuracy;
errors do not hinder effective communication
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:

i. effectively uses a varied range of appropriate vocabulary, sentence

structures and forms of expression

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ii. writes and speaks in a consistently appropriate register and style that
serve the context and intention
iii. uses grammar, syntax and punctuation with a high degree of 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.

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