Course Profile Core French, Grade 11, University
Preparation, Catholic and Public
Unit
3: À chacun(e) la parole
Time: 20 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
Unit
Developers:
Elizabeth Ferns, Rhonda Ruddy, Bob Stilson
Students
survey, research, and analyse current issues through newspapers, the Internet,
television broadcasts, etc. Students produce a media presentation on a chosen
topic, followed by a panel discussion. Through the various activities in the
three strands, the students learn to assess information critically and express
their views. Students learn the formation of the futur antérieur,
plus-que-parfait, and conditionnel passé of -er, -ir, -re and
irregular verbs, as well as expressions of quantity + de + a noun. As
the culminating task, students respond to a media presentation and panel
discussion by writing a letter to the editor. As in other units, students
continue to enhance their communication skills through the self-directed study
of high-interest current issues.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
3.1 Passons en revue |
120 min |
OCV.01, .02, .04; OC2.04, .05; OC3.01, .02, .03; RE1.06; RE2.01, .05; WR2.01, .04 |
Knowledge/ Understanding Communication |
Create and conduct a survey on current issues |
|
3.2 Renseignons-nous! |
300 min |
OCV.01, .02, .04; REV.01, .03, 04; OC1.02, .03; OC2.04; OC3.01, .02, .03; RE1.01, .06; RE2.01, .04, .05; WR2.01, .04 |
Knowledge/ Understanding Communication Application |
Research a specific topic |
|
3.3 Au boulot! |
180 min |
OCV.01, .02, .04; REV.02, .04; WRV.01, .02, .03; OC1.02, .03; OC2.01, .04, .06; OC3.01, .02, .03; RE1.06; RE2.01, .04, .05; WR2.01, .02, .03, .04, .05 |
Knowledge/ Understanding Communication Application |
Plan media presentation |
|
3.4 Temps de parole |
180 min |
OCV.01, .03, .04; OC1.02, .03, OC2.06; OC3.01, .02, .03, .04 |
Application |
Media presentation |
|
3.5 Prenons la parole! |
240 min |
OCV.01, .02, .03, .04; REV.02, .04;OC1.02, .03, .04; OC2.04; OC3.01, .02, .03 |
Thinking/Inquiry Application |
Panel discussion |
|
3.6 À mon avis |
180 min |
REV.02, .04; WRV.01, .02, .03; RE1.01; RE2.01, .04, .05; WR1.03; WR2.01, .02, .03, .04, .05 |
Thinking/Inquiry Communication Application |
Culminating Task: Letter to the editor |
Time: 120 minutes
Students
brainstorm sources of news and information as well as current issues of
interest to them. Students work in pairs to produce a questionnaire. The
students use their questionnaires to survey classmates, friends, and parents to
determine which news sources they use and which issues are important to them.
Students then compile the results of their surveys, using charts, graphs,
percentages, etc. and may use their findings as a basis for their research
topic in Activity 2. Students learn expressions of quantity + de + a
noun, e.g., la majorité des gens, peu de gens, etc. which they apply
when reporting their survey findings to the class.
Strand(s): Oral Communication, Reading,
Writing
Overall
Expectations
OCV.01 -
respond in a variety of ways to a range of media works and spoken texts;
OCV.02 -
express ideas and opinions in self-directed conversations and discussions;
OCV.04 -
use correct grammar and appropriate language conventions during oral
communication activities.
Specific
Expectations
OC2.04 -
participate in informal debates or panel discussions on a topic under study
(e.g., by questioning classmates, by expressing their points of view);
OC2.05 -
present a report based on the results of a questionnaire on a current issue
(e.g., the use of drugs in sports);
OC3.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
OC3.02 -
use newly acquired vocabulary in conversation;
OC3.03 -
interpret the meaning of unfamiliar words, using contextual clues;
RE1.06 -
use specific research skills (e.g., identifying sources, gathering data, taking
notes, outlining) as they read for information;
RE2.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
RE2.05 -
use French-English and French dictionaries to determine the meaning of
unfamiliar vocabulary;
WR2.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
WR2.04 -
incorporate newly acquired vocabulary into their written work.
·
Grade
10 Academic Core French expectations
·
Correct
interrogative sentence structure
·
Conducting
a survey
·
Care
should be taken in pairing students as they will be working together throughout
the entire unit.
·
Have
a prepared list of current issues and news sources to supplement student
brainstorming.
·
Provide
for photocopying student questionnaires.
·
Cross-curricular
connections include Math, Media Studies and Social Sciences.
|
The teacher: |
The students: |
|
· directs a brainstorming session to compile a list of media sources, current issues, and how to compile a survey · introduces expressions of quantity + de + a noun · explains criteria for questionnaire · monitors, corrects, and advises students during writing process |
· take notes and contribute to the discussion · complete grammar exercises · work with a partner to create a questionnaire · use questionnaires to conduct a survey · compile information and share with the class using expressions of quantity + de + a noun |
|
Type |
User |
Tool |
Methods/Strategies |
Category |
|
Formative |
Teacher/ student |
Observation |
Brainstorming Oral questions and discussion |
Knowledge/Understanding Communication |
|
Diagnostic |
Teacher |
Answer sheet |
Grammar exercises |
Knowledge/Understanding |
|
Formative |
Teacher |
Observation |
Writing questionnaire Conducting and compiling survey |
Knowledge/Understanding Communication Application |
·
Strategic
pairing
·
Vary
time allotment
·
Allow
regular conferencing
·
Provide
computer access for word processing
·
Bilingual
French/English dictionaries
·
Annexe 3.1 and
other sample questionnaires from magazines
Annexe
3.1a, 3.1b
Time: 300 minutes
Students,
working in pairs, choose a specific current issue of interest to them and
research it using a minimum of three different types of sources. Students
acquire enough knowledge and examples to write an article on the topic in
readiness for the next activity. Students learn the formation of the futur
antérieur.
Overall
Expectations
OCV.01 - respond in a variety of ways to a
range of media works and spoken texts;
OCV.02 -
express ideas and opinions in self-directed conversations and discussions;
OCV.04 - use correct grammar and appropriate
language conventions during oral communication activities;
REV.01 -
read and demonstrate an understanding of a range of literary and informational
texts;
REV.03 -
expand their understanding of francophone culture around the world through
their reading;
REV.04 -
identify and understand language conventions used in their reading materials.
Specific
Expectations
OC1.02 -
extract the main ideas and supporting details from media works (e.g., radio and
television newscasts, sports reports, video clips) and discuss their
interpretations;
OC1.03 -
give their own viewpoints on a variety of spoken texts (e.g., readings or
recordings of short stories, poems, plays);
OC2.04 -
participate in informal debates or panel discussions on a topic under study
(e.g., by questioning classmates, by expressing their points of view);
OC3.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
OC3.02 -
use newly acquired vocabulary in conversation;
OC3.03 -
interpret the meaning of unfamiliar words, using contextual clues;
RE1.01 -
summarize articles or short stories to present key information;
RE1.06 -
use specific research skills (e.g., identifying sources, gathering data, taking
notes, outlining) as they read for information;
RE2.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
RE2.04 -
use reading strategies (e.g., skimming text for information, using clues from
context, using knowledge of word families and root words) to determine the
meaning of unfamiliar words and idiomatic expressions;
RE2.05 -
use French-English and French dictionaries to determine the meaning of
unfamiliar vocabulary;
WR2.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
WR2.04 -
incorporate newly acquired vocabulary into their written work.
·
Grade
10 Academic Core French expectations
·
Results
from previous activity
·
Correct
sentence structure
·
Book
library periods and/or computer labs to ensure access to Internet and
media/print resources.
·
Integrate
knowledge and skills from Media, Information Technology and Social Sciences.
|
The teacher: |
The students: |
|
· introduces formation and use of the futur antérieur (Annexe 3.2) · explains research assignment emphasizing need for three different types of sources and criteria for survey · supervises research · monitors, corrects, and advises students during writing process |
· complete grammar exercises · ask questions for clarification · conduct research and takes notes · work with partners to synthesize information from their three sources and write article |
|
Type |
User |
Tool |
Methods/Strategies |
Category |
|
Diagnostic |
Teacher |
Answer sheet |
Grammar exercises |
Knowledge/Understanding |
|
Formative |
Teacher |
Observation |
Oral discussion and questioning |
Knowledge/Understanding |
|
Formative |
Teacher |
Observation |
Research and note taking |
Knowledge |
|
Formative |
Teacher |
Rough draft See Presentation Rubric (Annexe 3.3) |
Writing an article |
Communication Making Connections |
·
Allow
for regular conferencing.
·
Provide
computer access for word processing.
·
Vary
time allotment for writing assignment.
Bilingual
French/English dictionaries
Jean,
Gladys. Avec Brio: Guide pratique de communication. Toronto: Pearson
Education, 1996.
Multimedia
resources - television, Internet, newspapers, periodicals, magazines, etc. (see
Course Overview bibliography, pp. 16-17)
Annexes
3.2, 3.3
Time: 180 minutes
Students
plan a media presentation in the style of an on-the-spot news report, an
interview, etc. based on their research and article from the previous activity.
Students produce a handout to be distributed at the time of their presentation.
The handout must include their article from Activity 2, two points-of-view on
the issue, questions designed to spark discussion on the issue as well as
relevant vocabulary. Students also learn the formation of the plus-que-parfait
and conditionnel passé, which they will revisit in Unit 4.
Overall
Expectations
OCV.01 -
respond in a variety of ways to a range of media works and spoken texts;
OCV.02 -
express ideas and opinions in self-directed conversations and discussions;
OCV.04 -
use correct grammar and appropriate language conventions during oral
communication activities;
REV.02 -
apply critical thinking as they read (e.g., analyse information, go beyond the
surface meaning, question the point of view presented);
REV.04 -
identify and understand language conventions used in their reading materials;
WRV.01 -
create written texts expressing their ideas and opinions for a variety of
audiences;
WRV.02 -
write in a variety of forms, adjusting the language to suit the purpose and the
audience;
WRV.03 -
use correct grammar and appropriate language conventions in their written work.
Specific
Expectations
OC1.01 -
mime or re-enact the actions described in a recorded story, dramatization, or
poem;
OC1.02 -
extract the main ideas and supporting details from media works (e.g., radio and
television newscasts, sports reports, video clips) and discuss their
interpretations;
OC1.03 -
give their own viewpoints on a variety of spoken texts (e.g., readings or
recordings of short stories, poems, plays);
OC2.01 -
prepare an argument based on researched information;
OC2.04 -
participate in informal debates or panel discussions on a topic under study
(e.g., by questioning classmates, by expressing their points of view);
OC2.06 -
create a media presentation (e.g., a news report, an interview, a political
debate);
OC3.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
OC3.02 -
use newly acquired vocabulary in conversation;
OC3.03 -
interpret the meaning of unfamiliar words, using contextual clues;
RE1.06 -
use specific research skills (e.g., identifying sources, gathering data, taking
notes, outlining) as they read for information;
RE2.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
RE2.04 -
use reading strategies (e.g., skimming text for information, using clues from
context, using knowledge of word families and root words) to determine the
meaning of unfamiliar words and idiomatic expressions;
RE2.05 -
use French-English and French dictionaries to determine the meaning of
unfamiliar vocabulary;
WR2.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
WR2.02 -
revise, edit, and proofread their writing, focusing on grammar, spelling,
punctuation, and conventions of style;
WR2.03 -
identify correctly the indicators for parts of speech (e.g., n. for noun, adj. for
adjective) that are found in a dictionary;
WR2.04 -
incorporate newly acquired vocabulary into their written work;
WR2.05 -
use French-English and French dictionaries to verify spelling, confirm the
meaning of newly acquired words and phrases, and expand their vocabulary.
·
Grade
10 Academic Core French expectations
·
Presentation
skills
·
Structure
of interrogative sentences
·
Ensure
access to photocopier for reproduction of presentation handouts.
·
Create
a rubric for the media presentation with the students.
|
The teacher: |
The students: |
|
·
introduces plus-que-parfait and conditionnel
passé · explains media presentation and presents presentation rubric (Annexe 3.3) · monitors, corrects, and advises students throughout the planning process |
· complete grammar exercises · take notes and ask questions for clarification · work with partner to plan media presentation in Activity 4 · work with partner to prepare handout for panel discussion in Activity 5 |
|
Type |
User |
Tool |
Methods/Strategies |
Category |
|
Diagnostic |
Teacher |
Correction |
Grammar exercises |
Knowledge/Understanding |
|
Formative |
Teacher/ student |
Observation Peer progress assessment |
Planning media presentation |
Thinking/Inquiry Communication |
·
Allow
regular conferencing.
·
Vary
time allotment for preparation.
·
Provide
computer access for word processing.
Bilingual
French/English dictionaries
“Conditionnel
passé, Plus-que-parfait”, pp. 259-261 in Collet, Paulette and Frank Milani. Objectifs.
“Liste
de contrôle”, p. 9
in Jean, Gladys. Avec Brio: Guide pratique de communication.
Plus-que-parfait exercises in Valette, Jean-Paul and
Rebecca M. Valette. French for Fluency.
Students’
notes and articles from Activity 2.
Annexes
3.3, 3.4
Time: 180 minutes
Students
present the media presentation that they planned in Activity 3. This gives
students the opportunity to express orally their ideas and opinions. This
activity is directly linked to the panel discussion in Activity 5.
Overall
Expectations
OCV.01 -
respond in a variety of ways to a range of media works and spoken texts;
OCV.03 -
make oral presentations on a variety of topics;
OCV.04 -
use correct grammar and appropriate language conventions during oral
communication activities.
Specific
Expectations
OC1.02 -
extract the main ideas and supporting details from media works (e.g., radio and
television newscasts, sports reports, video clips) and discuss their
interpretations;
OC1.03 -
give their own viewpoints on a variety of spoken texts (e.g., readings or
recordings of short stories, poems, plays);
OC2.06 -
create a media presentation (e.g., a news report, an interview, a political
debate);
OC3.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
OC3.02 -
use newly acquired vocabulary in conversation;
OC3.03 -
interpret the meaning of unfamiliar words, using contextual clues;
OC3.04 -
use stylistic devices (e.g., juxtaposition, similes, metaphors) to add interest
to their spoken French.
·
Grade
10 Academic Core French expectations
·
Oral
communication skills
·
Book
a television and a VCR and other audio-video equipment that is necessary for
presentations.
·
Following
each presentation, the presenting group leads the panel discussion as outlined
in
Activity 5.
·
The
teacher may choose to have students do a peer evaluation of presenting groups.
|
The teacher: |
The students: |
|
· listens to presentations and asks questions · evaluates presentations according to rubric (Annexe 3.3) |
· distribute handouts and review vocabulary · perform media presentation · listen to other presentations and take notes · participate in a panel discussion after each media presentation |
|
Type |
User |
Tool |
Methods/Strategies |
Category |
|
Summative |
Teacher (student if peer evaluating) |
Rubric |
Media presentation |
Communication Application/ |
·
Have
students present to teacher only.
·
Encourage
greater use of visual aids.
Presentation
handouts prepared by students in Activity 3
Annexes
3.3, 3.4
Time: 240 minutes
Students
respond orally to each media presentation performed in Activity 4. Acting as
experts, the presenters moderate, field questions, and encourage class
discussion with the help of their own previously prepared questions (see
Activity 3). Students apply their knowledge of the futur antérieur to
make predictions.
Overall
Expectations
OCV.01 -
respond in a variety of ways to a range of media works and spoken texts;
OCV.02 -
express ideas and opinions in self-directed conversations and discussions;
OCV.03 -
make oral presentations on a variety of topics;
OCV.04 -
use correct grammar and appropriate language conventions during oral
communication activities;
REV.02 -
apply critical thinking as they read (e.g., analyse information, go beyond the
surface meaning, question the point of view presented);
REV.04 -
identify and understand language conventions used in their reading materials.
Specific
Expectations
OC1.02 -
extract the main ideas and supporting details from media works (e.g., radio and
television newscasts, sports reports, video clips) and discuss their
interpretations;
OC1.03 -
give their own viewpoints on a variety of spoken texts (e.g., readings or
recordings of short stories, poems, plays);
OC1.04 -
ask questions and make comments to clarify and evaluate classmates’
presentations during class or small-group discussions;
OC2.04 -
participate in informal debates or panel discussions on a topic under study
(e.g., by questioning classmates, by expressing their points of view);
OC3.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
OC3.02 -
use newly acquired vocabulary in conversation;
OC3.03 -
interpret the meaning of unfamiliar words, using contextual clues.
·
Grade
10 Academic Core French expectations
·
Oral
communication skills
·
Formation
and use of the futur antérieur
·
Activities
4 and 5 are done in tandem, with the panel discussion immediately following
each presentation.
·
Review
with students’ the rules concerning effective class discussions.
|
The teacher: |
The students: |
|
· listens to discussion, asks questions, and evaluates the panel discussion according to rubric (Annexe 3.3) · reviews the formation and use of the futur antérieur |
· moderate discussion and answer questions when they are the presenters · listen, ask questions and contribute to discussion · take notes to record key information · make a written prediction on each issue using the futur antérieur |
|
Type |
User |
Tool |
Methods/Strategies |
Category |
|
Formative/ |
Teacher |
Observation/Rubric |
Panel discussion |
Communication Application/Making Connections |
|
Summative |
Teacher |
Rubric |
Written predictions using the futur antérieur |
Application/Making Connections |
·
To
assist students requiring remediation, brainstorm possible predictions once all
panel discussions are completed.
·
Vary
time allotment for written predictions.
Presentation
handouts prepared by students in Activity 3
Annexes
3.3, 3.4
Time: 180 minutes
Students
choose one of the issues that has been presented and discussed (other than
their own) and express an opinion about it in a letter to the editor.
Overall
Expectations
REV.02 -
apply critical thinking as they read (e.g., analyse information, go beyond the
surface meaning, question the point of view presented);
REV.04 -
identify and understand language conventions used in their reading materials;
WRV.01 - create written texts expressing their
ideas and opinions for a variety of audiences;
WRV.02 -
write in a variety of forms, adjusting the language to suit the purpose and the
audience;
WRV.03 -
use correct grammar and appropriate language conventions in their written work.
Specific
Expectations
RE1.01 -
summarize articles or short stories to present key information;
RE2.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
RE2.04 -
use reading strategies (e.g., skimming text for information, using clues from
context, using knowledge of word families and root words) to determine the
meaning of unfamiliar words and idiomatic expressions;
RE2.05 -
use French-English and French dictionaries to determine the meaning of
unfamiliar vocabulary;
WR1.01 -
write a review of a text, a movie, or a play studied in class, including a
summary of the plot and their personal reactions and recommendations;
WR1.03 -
write a multi-paragraph text commenting on a situation or defending an opinion;
WR2.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 11, p. 16);
WR2.02 -
revise, edit, and proofread their writing, focusing on grammar, spelling,
punctuation, and conventions of style;
WR2.03 -
identify correctly the indicators for parts of speech (e.g., n. for noun, adj.
for adjective) that are found in a dictionary;
WR2.04 -
incorporate newly acquired vocabulary into their written work;
WR2.05 -
use French-English and French dictionaries to verify spelling, confirm the
meaning of newly acquired words and phrases, and expand their vocabulary.
·
Grade
10 Academic Core French expectations
·
Letter-writing
skills
·
Correct
sentence structure
·
Encourage
students to refer to presentation handouts and any notes they have taken during
the presentations and ensuing discussions.
|
The teacher: |
The students: |
|
· reviews formal letter-writing format, vocabulary and structures of persuasive writing · presents rubric (Annexe 3.5) · monitors, corrects, and advises throughout writing process ·
evaluates letters according to rubric |
· listen, take notes, and ask questions for clarification · write drafts of letter · exchange drafts with a partner for peer-proofreading · write final copy of letter |
|
Type |
User |
Tool |
Methods/Strategies |
Category |
|
Summative |
Teacher |
Rubric (Annexe 3.5) |
Letter to the editor |
Knowledge/Understanding Thinking/Inquiry Application/Making Connections |
·
Allow
for regular conferencing.
·
Vary
time allotment.
·
Allow
for several drafts with teacher proofreading.
·
Ensure
access to computers for word processing.
Bilingual
French/English dictionaries
Handouts
from media presentations
“Pour rédiger une opinion” in Jean,
Gladys. Avec Brio: Guide pratique de communication.
Annexe
3.5
Questions
controversies
l’alcoolisme
les
ateliers (où la main d’oeuvre est exploitée)
l’avortement
la
censure
le
clonage
les
jeunes déliquents
les
drogues
les
droits de la femme
les
droits de l’enfant
les
droits des animaux
l’environnement
la famine
la
globalisation
la hausse
des frais de scolarité
les lois
sur le port d’armes
la
nourriture modifiée/la manipulation génétique
les
sans-abris
la
souveraineté; l’anti-fédéralisme
le
syndicalisme
le
tabagisme
les
uniformes scolaires
Les
ressources
- les
revues, les magazines, les journaux
- la
télévision et la radio (les actualités, les documentaires)
- les
personnes-ressources (les experts)
- les
publications gouvernmentales et brochures de divers organismes
- les
services documentaires multi-média
-
l’internet
Directives
cochez
encerclez
soulignez
répondez
à
classez
en ordre d’importance/de priorité/de préférence
dressez
une liste
Le
comparatif
plus...que
mieux...que
aussi...que
autant de
+ noun + que
autant...que
moins...que
pire...que
Le
superlatif
le plus
(important/urgent, etc.)
la plus
les plus
le moins
(important/urgent, etc.)
la moins
les moins
le
meilleur
la
meilleure
les
meilleur(e)s
le mieux
le pire
la pire
les pires
Adverbes
et expressions de temps
jamais
rarement
très peu
un peu
de temps
en temps
parfois
souvent
chaque
jour/semaine/mois/année
chaque
matin/après-midi/soir/nuit
tous les
jours
Adverbes
et expressions de quantité
assez
(de) très
beaucoup
(de) la plupart (de)
pas mal
(de) plus (de)
peu (de)
Annexe 3.2
L’an
2020q qw
Tout est
possible, mais dans un certain temps. Dites “oui” ou “non” si les personnes
suivantes auront realisé les objectifs entre parenthèses en l’an 2020.
Exemple :
moi (célébrer mon 30ième anniversaire?)
Oui, j’aurai célébré mon
trentième anniversaire.
Non, je n’aurai pas célébré
mon trentième anniversaire.
1. les savants (créer une intelligence
artificielle?)
2. les Américains (négocier une unité monétaire
commune avec le Canada?)
3. le gouvernement (supprimer l’inflation?
trouver une solution au problème du chômage? éliminer les sources de
pollution?)
4. les médecins (trouver une guérison contre les
maladies de coeur? découvrir un vaccin contre le SIDA? éliminer le cancer?)
5. nous (apprendre à parler parfaitement
français? passer une année en France?)
6. notre professeur (obtenir un prix littéraire?
prendre sa retraite? quitter cette école?)
7. mes parents (gagner la loterie? devenir
millionaires? acheter un château en France?)
8. Prince William (devenir roi de l’Angleterre?
épouser Britney Spears?)
9. les habitants de la Terre (établir une
colonie sur la planète Mars?)
10. on (élire une femme premier ministre?)
(Adaptée
de Valette, Jean-Paul et Rebecca M. Valette. French for Fluency.
Toronto: D.C. Heath, 1985. p. 376.)
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Knowledge of language conventions in handout (including article - Activity 2) |
- demonstrates limited knowledge of language conventions |
- demonstrates moderate knowledge of language conventions |
- demonstrates considerable knowledge of language conventions |
- demonstrates thorough knowledge of language conventions |
|
Thinking/ Inquiry identify two points of view Discussion questions |
- demonstrates limited ability to identify relevant points of view - demonstrates limited ability to create relevant questions |
- demonstrates moderate ability to identify relevant points of view - creates questions of some relevance |
- demonstrates considerable ability to identify relevant points of view - creates questions of considerable relevance |
- demonstrates thorough ability to identify relevant points of view - creates questions of high degree of relevance |
|
Communication Communication of information and ideas within context of chosen presentation style Quality of handout, including article - Activity 2 (organization, completeness) |
- communicates with limited clarity - demonstrates limited ability to create a quality handout |
- communicates with moderate clarity - demonstrates moderate ability to create a quality handout |
- communicates with considerable clarity - demonstrates considerable ability to create a quality handout |
- communicates with a high degree of clarity - demonstrates thorough ability to create a quality handout |
|
Application Use of three different types of media sources for research |
- demonstrates limited use of media sources |
- demonstrates moderate use of media sources |
- demonstrates considerable use of media sources |
- demonstrates thorough use of media sources |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
|
Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Knowledge of language forms and conventions involved in writing a letter of opinion Knowledge and understanding of a chosen issue |
- demonstrates limited knowledge - demonstrates limited knowledge and understanding |
- demonstrates moderate knowledge - demonstrates moderate knowledge and understanding |
- demonstrates considerable knowledge - demonstrates considerable knowledge and understanding |
- demonstrates a thorough knowledge - demonstrates a thorough knowledge and understanding |
|
Thinking/ Inquiry Evidence of well- thought ideas to support stated opinion |
- demonstrates limited evidence |
- demonstrates moderate evidence |
- demonstrates considerable evidence |
- demonstrates thorough evidence |
|
Communication States/reiterates opinion clearly and succinctly in introduction, development and conclusion Communicates and supports argument |
- demonstrates limited ability to state opinion - communicates with limited effectiveness |
- demonstrates moderate ability to state opinion - communicates with moderate effectiveness |
- demonstrates considerable ability to state opinion - communicates with considerable effectiveness |
- demonstrates thorough ability to state opinion - communicates with a high degree of effectiveness |
|
Application/ Applies recently acquired vocabulary to a letter of opinion Shows relevance of topic to his/her own life and its wider implications |
- applies vocabulary to a limited extent - demonstrates relevance to a limited extent |
- applies vocabulary to moderate extent - demonstrates relevance to moderate extent |
- applies vocabulary to a considerable extent - demonstrates relevance to a considerable extent |
- applies vocabulary to a thorough extent - demonstrates relevance to a thorough extent |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
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