Course Profile International Languages, Level 3, Grade 11, University Preparation,
Public
Unit 4: Legendary Figures and Contemporary Heroes/Heroines
Time: 27.5 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5
Students
identify legendary figures and real or fictional heroes and heroines of the
20th and 21st centuries and discuss the qualities that make them role models.
They read comics in the international language of study and gather information
on a legendary figure or modern hero/heroine. The teacher introduces heroes
found in literature, poetry, music, theatre, opera and/or art and explains how
to tell a story in the past tense. Students present a legendary or modern
hero/heroine, retell folktales using pictures and unscramble a plot sequence.
As a culminating activity, students write a five paragraph composition about a
hero/heroine’s or legendary figure’s life or an event from their lives and make
a presentation to the class.
Overall
Expectations: LIV.01,
SPV.01, REV.01, WRV.01.
Specific
Expectations: LI1.01, LI1.02, LI1.03, SP1.01, SP1.02,
SP1.03, SP1.04, RE1.01, RE1.02, RE1.03, RE1.04, RE1.05, WR1.01, WR1.02, WR1.03,
WR1.04, WR1.05.
|
Activity |
Time |
Description |
|
1.
Modern Heroes/Heroines |
225 min |
Students
discuss modern heroes or heroines, then role-play an interview with one of
these figures. |
|
2.
Heroes/ Heroines in comic books |
400 min |
Students
discuss fictional heroes/heroines in comics, and read a heroic comic book in
the language of study. They discuss the common elements of a heroic story,
and draw a mind map of these elements. Finally, students analyse the plot of
a story, then draw and label a graph of the plot. |
|
3.
Legendary figures in literature and poetry |
375 min |
Students
examine legendary heroes found in literature from the country of the language
of study. They read legends, abridged folk/fairytale and heroic poems, then
compare the folk/fairytale heroes’ positive and negative qualities. Students
also brainstorm the common elements of heroic literature. As a culminating
activity, they change the ending of a tale or poem, and present to the class. |
|
4.
Legendary figures in music and stage presentations |
325 min |
Students
view/listen to excerpts from an opera/musical/play based on a folk/fairy tale
in the language of study, then gather information of the musical or stage presentation.
Then students prepare a true/false quiz to test each other’s knowledge of the
folk/fairy tale in musical form. |
|
5. My
Hero/Heroine |
325 min |
Students
gather information on a legendary figure or modern hero/heroine, then write a
composition on their lives or on an event in their lives. They also analyse
the motivation or impetus that spurred this person to become a hero/heroine. |
Time: 225 minutes
Students
discuss people who could be considered modern heroines/heroes and choose a
“person of the century.” The teacher reviews how to tell a story about
something that happened in the past and introduces the tense used for
description and repetitive action in the past. At the end of the activity,
students role-play an interview between a reporter and a popular figure, then
analyse which events and/or character traits lead to the development of a
hero/heroine.
Overall
Expectations
LIV.01 -
demonstrate an understanding of brief oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 -
communicate orally in various situations and for a variety of purposes, using language
appropriate to the level;
REV.01 -
read age- and language-appropriate passages from different sources for a
variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific
Expectations
LI1.01 -
demonstrate an understanding of vocabulary and language structures appropriate
to the level by responding appropriately to the speaker’s comments and
identifying key information in a presentation;
LI1.02 -
demonstrate an understanding of information conveyed orally in presentations
and dialogues, as well as in recorded materials (e.g., material on videotape,
audiotape, and CD-ROMs);
SP1.01 -
use standard pronunciation and intonation with accuracy in the international
language (e.g., in conversations and discussions);
SP1.02 -
convey and respond to a variety of messages, using vocabulary and language
structures appropriate to the level (e.g., participate in a discussion of a
topic);
SP1.03 -
express opinions and ideas in prepared and open-ended conversations and
discussions (e.g., comment on a newspaper article or literary work);
RE1.02 -
read aloud with expression and accurate pronunciation;
RE1.03 -
analyse plot, character development, and setting in novels, short stories, and
poems;
RE1.04 -
respond to the texts read in a variety of activities (e.g., summarize events,
predict further developments);
RE1.05 -
demonstrate knowledge of the culture of countries where the language is spoken
in detailed and well-researched projects (e.g., prepare a presentation on a
major literary figure from a country where the language is spoken);
WR1.01 -
write sentences and paragraphs, including dialogues, using vocabulary and
language structures appropriate to the level (e.g., write a short report
comparing their school life to that of peers living in a country where the
language is spoken);
WR1.02 -
compose and answer a variety of questions;
WR1.03 -
express opinions and ideas in writing, using different forms and/or a model
(e.g., write a short composition on a topic or issue, prepare a questionnaire
for a survey);
WR1.04 -
revise and edit their written work for accuracy of language, using input from
teachers and peers and a variety of other resources (e.g., print and electronic
dictionaries, spell-check feature of software programs).
·
formation
of the perfect tense of regular and irregular verbs
·
adjective
formation and use
·
subordinate
conjunctions and subordinate clauses
Grammar
and Language Knowledge
·
formation
and use of the imperfect tense of regular and irregular verbs
The
teacher prepares:
·
a
list of people who stand out in their fields of expertise and could be modern
heroes/heroines. e.g., sports heroes; Olympic gold medal winners; artists and
entertainers; local and world political leaders; heroes from television, movies
and comic books; scientists; (see Resources for websites on Heroes and Icons);
·
a
list of vocabulary associated with legendary figures/heroes/heroines;
·
exercises
to review the formation of the perfect tense used to tell the events of a
story.
1. Whole class: The teacher presents
orally several legendary figures or modern heroes/heroines e.g., Gandhi, Albert
Einstein, Che Guevera, Jackie Robinson, Rosa Parks, Florence Nightingale (see
Resources for websites with information on modern heroes and icons).
2. Small group: Students develop a list
of heroes in the categories of sports, music, local, national or international political
leaders, artists and entertainers, builders and titans, scientists and
thinkers, or local people who have done heroic deeds (e.g., saving a life).
3. Small group: Students write one
sentence about each person’s/character’s contribution in their notebooks, then
on the board/overhead.
4. Small group: Students discuss whom
they would choose as the best person of the 20th century, giving reasons for
their choice. They present their rationale to the class. The class votes to
select a person of the century, using candidates whose names appeared most
frequently in the discussions and presentations.
5. Whole class: The teacher reviews the
formation and use of perfect tense on the board/overhead. Students complete a
cloze exercise using the perfect tense to complete a story in the past tense.
6 Whole class: The teacher reviews the
formation and use of the perfect tense and leads the students in completing
review exercises.
7. Whole class: The teacher introduces
the formation and use of the imperfect tense and leads the students in
completing exercises on regular and irregular verbs.
8. Pair: Students choose a modern
hero/heroine to interview, then write and role-play an interview between a
reporter and a hero/heroine.
9. Pair: Each pair writes a paragraph analysing
which events and/or character traits lead to the development of a hero/heroine.
(Note:
number in brackets following activities refers to Teaching/Learning
Strategy above)
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/
|
LI1.01,
LI1.02 |
Informal
observation |
Students
listen to a presentation of modern heroes/icons. (1) |
|
Thinking/
|
LI1.02,
SP1.01, SP1.02, SP1.03, RE1.01, RE1.02, RE1.03, WR1.03 |
Rubric
for oral presentation |
Students
develop a list of heroes/heroines, describe that person and present to the
class. (2,3) |
|
Communication |
LI.01,
LI1.02, SP1.01, SP1.03, RE1.02, RE1.04, WR1.01, WR1.03 |
Informal
observation |
Students
choose a person of the century. (4) |
|
Knowledge/
|
RE1.01WR1.01,
WR1.04 |
Paper-and-pencil
quiz |
Students
complete a quiz on the formation and use of the perfect and imperfect tenses.
(5, 6, 7) |
|
Communication |
LI1.01,
LI1.02, SP1.01, SP1.03, RE1.01, RE1.02, WR1.01, WR1.02, WR1.03, WR1.04 |
Rubric
for oral presentation |
Students
role-play a reporter and hero/heroine. (8) |
|
Application |
RE1.03,
RE1.04, RE1.05, WR1.01, WR1.03, WR1.04 |
Rubric
for written work |
Students
write a paragraph analysing how events and character of a person lead to
becoming a hero/heroine. (9) |
·
Students
write an interview with a modern hero/icon using a dialogue in which the
interviewer’s questions are already written. Students finish the dialogue with
information they have gathered in the Library/Resource Centre or on the
Internet.
·
Students
take a variable amount of time to prepare their dialogues.
·
Students
may arrange an interview with a local hero/heroine in their town, or correspond
via letters or e-mail with a contemporary hero/heroine.
Please
see Overview for Community Resources and Print and Technological Resources in
Chinese, German, Italian, Japanese and Spanish for each of the four units.
Time: 400 minutes
Students
use a variety of reading strategies to read comic books/illustrated stories in
the language of study, then complete a cloze exercise on the content of each
story. They retell one of the stories orally in the past tense. In addition,
students analyse the plot of the comic/illustrated story and draw and label a
graphic representation of the plot including a beginning, climax, dénouement
and conclusion. To conclude this activity, students present their labelled
graphs of the plots to the class.
Overall
Expectations
LIV.01 -
demonstrate an understanding of brief oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 -
communicate orally in various situations and for a variety of purposes, using
language appropriate to the level;
REV.01 -
read age- and language-appropriate passages from different sources for a
variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific
Expectations
LI1.01 -
demonstrate an understanding of vocabulary and language structures appropriate
to the level by responding appropriately to the speaker’s comments and
identifying key information in a presentation;
LI1.02 -
demonstrate an understanding of information conveyed orally in presentations
and dialogues, as well as in recorded materials (e.g., material on videotape,
audiotape, and CD-ROMs);
LI1.03 -
demonstrate knowledge of the culture of countries where the language is spoken
by identifying information that is relevant to course themes (e.g., identify
significant artists from a particular time period);
SP1.01 -
use standard pronunciation and intonation with accuracy in the international
language
(e.g., in conversations and discussions);
SP1.02 -
convey and respond to a variety of messages, using vocabulary and language
structures appropriate to the level (e.g., participate in a discussion of a
topic);
SP1.03 -
express opinions and ideas in prepared and open-ended conversations and
discussions
(e.g., comment on a newspaper article or literary work);
SP1.04 -
demonstrate an understanding of the culture of countries where the language is
spoken in oral presentations that draw on a variety of media (e.g., create a
video commercial that illustrates cultural attitudes to the product
advertised);
RE1.01 -
read, for comprehension of main ideas and expansion of vocabulary, selections
from a variety of texts, including a minimum of two genres (e.g., short
stories, fables, poems, newspapers);
RE1.02 -
read aloud with expression and accurate pronunciation;
RE1.03 -
analyse plot, character development, and setting in novels, short stories, and
poems;
RE1.04 -
respond to the texts read in a variety of activities (e.g., summarize events,
predict further developments);
RE1.05 -
demonstrate knowledge of the culture of countries where the language is spoken
in detailed and well-researched projects (e.g., prepare a presentation on a
major literary figure from a country where the language is spoken);
WR1.01 -
write sentences and paragraphs, including dialogues, using vocabulary and
language structures appropriate to the level (e.g., write a short report
comparing their school life to that of peers living in a country where the
language is spoken);
WR1.02 -
compose and answer a variety of questions;
WR1.03 -
express opinions and ideas in writing, using different forms and/or a model
(e.g., write a short composition on a topic or issue, prepare a questionnaire
for a survey);
WR1.04 -
revise and edit their written work for accuracy of language, using input from
teachers and peers and a variety of other resources (e.g., print and electronic
dictionaries, spell-check feature of software programs).
·
formation
of the perfect tense
·
formation
and use of the imperfect tense
The
teacher:
·
finds
comics in the language of study, if possible;
·
underlines/highlights
new vocabulary in the comics/illustrated stories;
·
writes
a cloze exercise based on the plot of the comics/illustrated stories;
·
prepares
an exercise reviewing the difference in use between the imperfect and perfect
tenses;
·
draws
and labels a graphic representation of a plot to show students how to visually
present a plot.
1. Whole class: The teacher reads aloud
one scene from a comic/illustrated story in the language of study. Students
read the rest of the comic silently.
2. Whole class: With the teacher’s
assistance, students look up the meaning of the underlined/ highlighted words
in the comic/illustrated story.
3. Individual: Students complete a cloze
exercise based on the plot of the comic/illustrated story
4. Whole class: Students role-play,
reading scenes aloud from the comic/illustrated story.
5. Pair: Students match scrambled
pictures and sentences from the comic/illustrated story
6. Individual: Students make a personal
vocabulary list based on new words in the comic/illustrated story.
7. Whole class: Retelling a scene from
the comic(s), the teacher puts on the board/overhead the verbs in the imperfect
tense.
8. Whole class: The teacher explains the
formation and use of the imperfect tense.
9. Individual: Students complete
exercises that review the difference in use between the imperfect and perfect
tenses.
10. Small group: Students brainstorm the
elements that are common to heroic stories, then draw a mind map of the common
elements of a heroic story.
11. Small group: Students analyse plot of
the comic/illustrated story. They draw a graphic representation of the plot and
label the events occurring at the beginning, leading up to the climax, then to
the dénouement and conclusion.
12. Whole class: Each group presents its
graphic representation of the plot to the class and explains the placement of
the events.
(Note:
number in brackets following activities refers to Teaching/Learning
Strategy above)
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/
Understanding |
Ll1.01,
LI1.02, Ll1.03, RE1.01, RE1.05 |
Informal
observation |
Students
listen to an oral reading of the heroic comic/illustrated story, then read
the rest of the comic silently. (1) |
|
Knowledge/
Understanding |
RE1.04,
RE1.05, WR1.04 |
Portfolio
entry |
Students
look up meaning of underlined words in comic/illustrated story. (2) |
|
Application |
RE1.01,
RE1.04, WR1.01 |
Informal
observation |
Students
complete a cloze exercise based on the plot of the story. (3) |
|
Application
Communication |
LI1.01,
LI1.02, SP1.01, SP1.02, RE1.02 |
Vocabulary
quiz |
Students
role-play scenes from the comic/illustrated story. (4) |
|
Thinking/ Inquiry |
RE1.01, RE1.04 |
Quiz |
Students match scrambled pictures and
sentences. (5) |
|
Knowledge/
Understanding |
RE1.01,
WR1.01 |
Portfolio
entry |
Students
make a personal vocabulary list of new words. (6) |
|
Knowledge/
Understanding |
RE1.01,
WR1.01 |
Informal
assessment |
Students
complete exercises on the perfect and imperfect tenses. (9) |
|
Thinking/
Inquiry |
LI1.01,
LI1.02, SP1.02, SP1.03, SP1.01, SP1.03, WR1.03 |
Informal
observation |
Students
brainstorm the common elements of a heroic story. (10) |
|
Thinking/
Inquiry |
RE1.01,
RE1.03, WR1.1.03, WR1.04 |
Portfolio
entry |
Students
draw a mind map of the common elements of a heroic story. (10) |
|
Application
Communication |
LI1.01,
LI1.02, LI1.03, LI1.04, SP1.01, SP1.04, RE1.02, RE1.03, RE1.04, WR1.01,
WR1.03, WR1.04 |
Peer
assessment Rubric for oral presentation and written work |
Students
analyse plot of the comic/illustrated story. They draw and label a graphic
representation of the plot. They present their graph to the class. (11, 12) |
·
The
teacher pre-teaches the vocabulary from the comic(s).
·
Students
take a variable amount of time to read and understand the comic(s).
·
The
teacher reads the comic with individual students.
·
The
teacher highlights the new words in the comic to form a vocabulary list.
Please
see Overview for Community Resources and Print and Technological Resources in
Chinese, German, Italian, Japanese and Spanish for each of the four units.
Time: 375 minutes
Students
examine legendary heroes found in literature from the country of the language
of study. They read legends about heroic figures and/or an abridged
folk/fairytale and heroic poem, then compare the folk/fairytale heroes’ good
and bad qualities. Students also brainstorm the common elements of heroic
literature. As a culminating activity, they change the ending of a tale or
poem, and present to the class.
Overall
Expectations
LIV.01 -
demonstrate an understanding of brief oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 -
communicate orally in various situations and for a variety of purposes, using
language appropriate to the level;
REV.01 - read age- and language-appropriate
passages from different sources for a variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific
Expectations
LI1.01 -
demonstrate an understanding of vocabulary and language structures appropriate
to the level by responding appropriately to the speaker’s comments and
identifying key information in a presentation;
LI1.02 -
demonstrate an understanding of information conveyed orally in presentations
and dialogues, as well as in recorded materials (e.g., material on videotape,
audiotape, and CD-ROMs);
LI1.03 -
demonstrate knowledge of the culture of countries where the language is spoken
by identifying information that is relevant to course themes (e.g., identify
significant artists from a particular time period);
SP1.01 -
use standard pronunciation and intonation with accuracy in the international
language (e.g., in conversations and discussions);
SP1.02 -
convey and respond to a variety of messages, using vocabulary and language
structures appropriate to the level (e.g., participate in a discussion of a
topic);
SP1.03 -
express opinions and ideas in prepared and open-ended conversations and
discussions (e.g., comment on a newspaper article or literary work);
SP1.04 -
demonstrate an understanding of the culture of countries where the language is
spoken in oral presentations that draw on a variety of media (e.g., create a
video commercial that illustrates cultural attitudes to the product
advertised);
RE1.01 -
read, for comprehension of main ideas and expansion of vocabulary, selections
from a variety of texts, including a minimum of two genres (e.g., short
stories, fables, poems, newspapers);
RE1.02 -
read aloud with expression and accurate pronunciation;
RE1.03 -
analyse plot, character development, and setting in novels, short stories, and
poems;
RE1.04 -
respond to the texts read in a variety of activities (e.g., summarize events,
predict further developments);
WR1.01 -
write sentences and paragraphs, including dialogues, using vocabulary and
language structures appropriate to the level (e.g., write a short report
comparing their school life to that of peers living in a country where the
language is spoken);
WR1.03 -
express opinions and ideas in writing, using different forms and/or a model
(e.g., write a short composition on a topic or issue, prepare a questionnaire
for a survey);
WR1.05 -
demonstrate knowledge of the culture of countries where the language is spoken
in well-researched reports (e.g., write a biographical sketch of a famous
person from a country where the language is spoken).
·
the
imperfect and perfect tenses of verbs
·
the
positive form of adjectives and adverbs
The
teacher:
·
prepares
examples of comparative and superlative forms of adjectives and adverbs;
·
makes
a list of common legends or folk/fairytales in the language of study and in
English;
·
selects
a video or cassette of a folk/fairytale;
·
obtains
a television/VCR/cassette/CD player;
·
selects
one or several heroic poems in the language of study;
·
prepares
a list of new vocabulary words in the legend or folk/fairytale and poem(s);
·
pre-determines
a list of elements common to folk/fairytales;
·
finds/creates
a guided cloze exercise based on the poem’s story;
·
prepares
strips of paper containing one sentence from a summary of the poem’s plot.
1. Whole class: The teacher hands out a
list of common legends or folk/fairytales in the language of study and their
English counterparts. Students match titles.
2. Whole class: The teacher pre-teaches
the vocabulary of a fairytale, especially the useful phrases once upon a
time; they lived happily ever after.
3. Whole class: Students watch a
video/listen to the reading of a folk/fairytale, then answer questions based on
the video/tale.
4. Small group: Students brainstorm the
elements that are common to legends and folk/fairytales, then list the common
elements on the board and in their notebooks.
5. Individual: Students complete a guided
cloze exercise on the story of the poem by selecting the correct word from a
scrambled set of words at the bottom of the page.
6. Whole class: The teacher
introduces/reviews the comparative and superlative of regular adjectives and
adverbs orally and on the board/overhead, using students and items in the classroom.
7. Small group: Students follow the
teacher’s model of how to make a comparison or use the superlative with two or
more people.
8. Pair: Students make a list of
legendary figures and folk/fairytale heroes.
9. Small group: Students compare the folk/fairytale
heroes’ good and bad qualities and present to the class. If the story is an
allegory, students explain to the class what each character represents.
10. Whole class: The teacher pre-teaches
the new vocabulary from a heroic poem, then reads aloud a heroic poem.
11. Small group: Students retell the poem
in their own words, but change the ending, using past tenses and new vocabulary
from the story.
12. Small group: Students dramatize the poem/fairytale
and add their new ending by performing the tale before the class. The class
responds by providing the original ending.
(Note:
number in brackets following activities refers to Teaching/Learning Strategy
above)
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/
Understanding |
RE1.01,
RE1.04 |
Informal
observation |
Students
match folk/fairytale names. (1) |
|
Knowledge/
Understanding |
LI1.01,
LI1.02, LI1.03 |
Listening
comprehension |
Students
watch a video, listen to a cassette of a folk/fairytale, the answer questions
based on the video/tale. (3) |
|
Thinking/
Inquiry |
LI1.01,
SP1.01, SP1.03, RE1.04, WR1.01, WR1.03 |
Oral
participation |
Students
brainstorm the common elements of folk/fairytales and put them in their
notebooks. (4) |
|
Thinking/
Inquiry |
RE1.01,
RE1.04, WR1.01, WR1.03 |
Written
exercise |
Students
complete a guided cloze exercise on the folk/fairytale’s plot. (5) |
|
Application |
SP1.01,
SP1.03, RE1.02, WR1.01, WR1.03 |
Formal
observation of oral and written skills |
Students
make up comparisons of folk/fairytale heroes using the comparative of
adjectives and adverbs. (9) |
|
Thinking/
Inquiry |
LI1.01,
LI1.02, LI1.03 |
Listening
comprehension |
Students
listen to an oral reading of a heroic poem. (10) |
|
Thinking/ Inquiry |
RE1.01, RE1.03, RE1.04 |
|
Students retell the poem by putting sentences
that tell the plot in order. (11) |
|
Communication |
LI1.02,
LI1.03, SP1.01, SP1.02, RE1.02, WR1.01, WR1.03 |
Assessment
of communication skills |
Students
rewrite the ending of a legend/folk/fairytale and role-play the tale before
the class. (12) |
|
Thinking/
Communication |
LI1.01,
LI1.02, SP1.01, SP1.02, SP1.03, WR1.01, WR1.03, WR1.05 |
Informal
Assessment |
The
class provides the original ending. (12) |
·
Students
take a variable amount of time to read and understand the folk/fairytale(s) and
poems.
·
Students
view the video or listen to the cassette of a legend or folk/fairytales more
than once.
·
The
teacher reads sections of the legend or folk/fairytale with individual
students.
·
The
teacher highlights the new words in the poem/folk/fairytale to form the
vocabulary list.
·
Students
choose from a list of possible folk/fairytale endings the one they would like
to use in Strategy 12.
Please
see Overview for Community resources and Print and Technological Resources in
Chinese, German, Italian, Japanese and Spanish for each of the four units.
Time: 325 minutes
Students
broaden their exploration of the theme of legendary figures and heroes and
heroines by turning their sights to the world of theatre and music. They view
and listen to excerpts from an opera, musical or play based on a folk/fairytale
in the language of study, then retell the story. Students prepare a true/false
quiz to test each other’s knowledge of the folk/fairy tale in musical form.
Strand(s)
& Learning Expectations
Overall
Expectations
LIV.01 -
demonstrate an understanding of brief oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 -
communicate orally in various situations and for a variety of purposes, using
language appropriate to the level;
REV.01 -
read age- and language-appropriate passages from different sources for a
variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific
Expectations
LI1.01 -
demonstrate an understanding of vocabulary and language structures appropriate
to the level by responding appropriately to the speaker’s comments and
identifying key information in a presentation;
LI1.02 -
demonstrate an understanding of information conveyed orally in presentations
and dialogues, as well as in recorded materials (e.g., material on videotape,
audiotape, and CD-ROMs);
LI1.03 - demonstrate knowledge of the culture
of countries where the language is spoken by identifying information that is
relevant to course themes (e.g., identify significant artists from a particular
time period);
SP1.01 -
use standard pronunciation and intonation with accuracy in the international
language (e.g., in conversations and discussions);
SP1.02 -
convey and respond to a variety of messages, using vocabulary and language
structures appropriate to the level (e.g., participate in a discussion of a
topic);
SP1.03 -
express opinions and ideas in prepared and open-ended conversations and
discussions (e.g., comment on a newspaper article or literary work);
RE1.01 -
read, for comprehension of main ideas and expansion of vocabulary, selections
from a variety of texts, including a minimum of two genres (e.g., short
stories, fables, poems, newspapers);
RE1.03 -
analyse plot, character development, and setting in novels, short stories, and
poems;
RE1.04 -
respond to the texts read in a variety of activities (e.g., summarize events,
predict further developments);
WR1.01 -
write sentences and paragraphs, including dialogues, using vocabulary and
language structures appropriate to the level (e.g., write a short report
comparing their school life to that of peers living in a country where the
language is spoken);
WR1.02 -
compose and answer a variety of questions;
WR1.03 -
express opinions and ideas in writing, using different forms and/or a model
(e.g., write a short composition on a topic or issue, prepare a questionnaire
for a survey);
WR1.04 -
revise and edit their written work for accuracy of language, using input from
teachers and peers and a variety of other resources (e.g., print and electronic
dictionaries, spell-check feature of software programs);
WR1.05 -
demonstrate knowledge of the culture of countries where the language is spoken
in well-researched reports (e.g., write a biographical sketch of a famous
person from a country where the language is spoken).
·
the
definite and indefinite article
·
the
perfect and imperfect tenses
·
how
to tell a story in the past tense
The
teacher:
·
selects
excerpts from an opera/musical/stage play based on a folk/fairytale in the
language of study;
·
obtains
a television/VCR/cassette/CD player;
·
prepares
listening comprehension exercises about an opera/musical/stage play based on a
folk/fairytale in the language of study;
·
prepares
a cloze exercise reviewing definite and indefinite articles;
·
prepares
exercises on the formation and use of possessive adjectives.
1. Whole class: The teacher shows
students a video/excerpts from a video (or takes students to a live
performance) of an opera/musical/play based on a folk/fairytale in the language
of study.
2. Pair: Students complete listening
comprehension exercises based on what they saw or heard. They list the
characters in the musical performance, describe the setting and summarize the
plot in their own words.
3. Whole
class: In preparation for a lesson on possessive nouns, the teacher reviews
definite and indefinite articles orally using common vocabulary words. Students
complete a cloze exercise by adding the definite and indefinite article to a
list of common nouns.
4. Whole class: The teacher introduces
possessive adjectives by talking about his/her family, possessions, and school
subjects.
5. Pair: Students discuss with a partner
a topic that uses possessive adjectives (his/her family’s first names/school subjects/school
tools/family pets) and present information about their partner orally to the
class.
6. Pair: Students pick a folk/fairytale,
gather information in point form about the musical/stage forms in which this
tale appears, using the Library/Resource Centre or Internet as a resource, then
present their findings orally to the class.
7. Pair: Students design a true/false
quiz based on the plot of the musical/stage version of the folk/fairy tale the
class saw/listened to and test each other.
(Note:
number in brackets following activities refers to Teaching/Learning
Strategy above)
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/
Understanding |
LI1.02,
LI1.03, RE1.01, WR1.01 |
Informal
observation |
Students
complete listening comprehension exercises. (2) |
|
Thinking/
Inquiry |
RE1.01,
RE1.03, RE1.04, WR1.02, WR1.05 |
Listening
comprehension quiz |
Students
summarize the plot of an opera/musical or stage play. (2) |
|
Knowledge/
Understanding |
SP1.01,
SP1.02 |
Informal
observation |
Students
review definite and indefinite articles in a cloze exercise. (3) |
|
Application |
SP1.01,
SP1.02 |
Rubric
for oral presentation |
Students
present information about a partner using possessive adjectives. (5) |
|
Thinking/
Inquiry |
SP1.01,
SP1.03, RE1.01, RE1.04, WR1.03, WR1.04 |
Rubric
for written work |
Students
gather information about the musical forms in which a folk/fairytale appears
and present to the class. (6) |
|
Communication |
LI1.01,
RE1.01, RE1.03, WR1.03, WR1.04 |
Student
prepared quizzes |
Students
design a true/false quiz and test each other. (7) |
·
Students
view/listen to the musical presentation of a folk/fairytale as often as needed.
·
After
reviewing the lesson on possessive adjectives, students teach each other the
same information in order to reinforce the new grammar.
·
Students
who play a musical instrument play a piece from one of the operas, operettas or
musical plays.
Please
see Overview for Community resources and Print and Technological Resources in
Chinese, German, Italian, Japanese and Spanish for each of the four units.
Time: 325 minutes
Students
complete their study of legendary figures and heroes/heroines. To make their
writing more interesting they use relative pronouns to write complex sentences.
They gather information about a legendary figure or contemporary hero/heroine.
Next, students write a five-paragraph composition about this person’s life or
an event from his/her life. They also analyse the motivation or impetus that
spurred this person to become a hero/heroine.
Overall
Expectations
LIV.01 -
demonstrate an understanding of brief oral messages, communicated in various
situations and for a variety of purposes;
SPV.01 -
communicate orally in various situations and for a variety of purposes, using
language appropriate to the level;
REV.01 -
read age- and language-appropriate passages from different sources for a
variety of purposes;
WRV.01 -
write for a variety of purposes and audiences, using vocabulary and language
structures appropriate to the level.
Specific
Expectations
LI1.01 -
demonstrate an understanding of vocabulary and language structures appropriate
to the level by responding appropriately to the speaker’s comments and
identifying key information in a presentation;
LI1.02 -
demonstrate an understanding of information conveyed orally in presentations
and dialogues, as well as in recorded materials (e.g., material on videotape,
audiotape, and CD-ROMs);
LI1.03 -
demonstrate knowledge of the culture of countries where the language is spoken
by identifying information that is relevant to course themes (e.g., identify
significant artists from a particular time period);
SP1.01 -
use standard pronunciation and intonation with accuracy in the international
language (e.g., in conversations and discussions);
SP1.02 -
convey and respond to a variety of messages, using vocabulary and language
structures appropriate to the level (e.g., participate in a discussion of a
topic);
SP1.03 -
express opinions and ideas in prepared and open-ended conversations and
discussions (e.g., comment on a newspaper article or literary work);
SP1.04 -
demonstrate an understanding of the culture of countries where the language is
spoken in oral presentations that draw on a variety of media (e.g., create a
video commercial that illustrates cultural attitudes to the product
advertised);
RE1.01 -
read, for comprehension of main ideas and expansion of vocabulary, selections
from a variety of texts, including a minimum of two genres (e.g., short
stories, fables, poems, newspapers);
RE1.02 -
read aloud with expression and accurate pronunciation;
RE1.03 -
analyse plot, character development, and setting in novels, short stories, and
poems;
RE1.04 -
respond to the texts read in a variety of activities (e.g., summarize events,
predict further developments);
RE1.05 -
demonstrate knowledge of the culture of countries where the language is spoken
in detailed and well-researched projects (e.g., prepare a presentation on a
major literary figure from a country where the language is spoken);
WR1.01 -
write sentences and paragraphs, including dialogues, using vocabulary and
language structures appropriate to the level (e.g., write a short report
comparing their school life to that of peers living in a country where the
language is spoken);
WR1.03 - express opinions and ideas in writing,
using different forms and/or a model (e.g., write a short composition on a
topic or issue, prepare a questionnaire for a survey);
WR1.04 -
revise and edit their written work for accuracy of language, using input from
teachers and peers and a variety of other resources (e.g., print and electronic
dictionaries, spell-check feature of software programs);
WR1.05 -
demonstrate knowledge of the culture of countries where the language is spoken
in well-researched reports (e.g., write a biographical sketch of a famous
person from a country where the language is spoken).
·
names
of heroes/icons mentioned in heroic comic books, folk/fairytales
·
imperfect
and perfect tenses
·
possessive
adjectives
The
teacher:
·
prepares
an exercise using relative pronouns to join main and subordinate clauses;
·
makes
a list of heroes/icons mentioned in this unit;
·
books
space in the Library/Resource Centre, computer room for research;
·
prepares
a storyboard/filmstrip/series of pictures to show students how to tell a story
in the past;
1. Whole class: The teacher introduces
relative pronouns (e.g., that, who, whose) orally and on the
board/overhead.
2. Individual: Students complete an
exercise joining main clauses using relative pronouns.
3. Whole class: The teacher presents a
storyboard/film strip/series of pictures, which tell a story in pictures and
words. Then, using that storyboard the teacher reviews with students how to
tell a story in the past tense.
4. Pair: Students choose a legendary
figure or hero/heroine from the list of ancient or contemporary heroes/heroines
provided by the teacher.
5. Pair: Students gather information in
the Library/Resource Centre or on the Internet about the personal life and
heroic deed of the legendary figure/contemporary hero/heroine.
6. Pair: Students write a five-paragraph
composition on their heroic figure. The report has an introduction, three ideas
and a conclusion about their hero’s life story or an event from their life.
They also analyse the motivation or impetus that spurred this person to become
a hero/heroine. They use the imperfect and perfect tenses, as well as the
comparative and superlative of adjectives and adverbs.
7. Pair: Students peer-edit other groups’
reports, then write a final draft.
8. Pair: Students present
their report to the class.
(Note:
number in brackets following activities refers to Teaching/Learning
Strategy above)
|
Categories |
Expectations |
Tools |
Activities |
|
Knowledge/
Understanding |
LI1.01,
RE1.01, WR1.03 |
Informal
observation |
Students
join main clauses using relative pronouns. (2) |
|
Knowledge/
Understanding |
LI1.01,
LI1.02, RE1.01, RE1.02 |
Informal
observation |
Students
review how to tell a story in the past tense. (3) |
|
Knowledge/ Understanding Thinking/ Inquiry |
RE1.01, RE1.04, RE1.05, WR1.01, WR1.03 |
Informal observation |
Students gather information on a hero/icon.
(4, 5) |
|
Application |
LI1.02,
LI1.03, SP1.02, SP1.03, RE1.02, RE1.03, WR1.03, WR1.04 |
Rubric
for evaluating process writing |
Students
make a rough draft of a composition presenting the life story or an event
from the life of their hero/heroine/legendary figure. They also analyse the
motivation or impetus that spurred this person to become a hero/heroine. (6) |
|
Thinking/
Inquiry |
RE1.04,
RE1.05, WR1.04 |
Checklist
for evaluating peer editing |
Students
peer-edit other groups’ reports. (7) |
|
Application
Communication |
LI1.01,
LI1.02, LI1.03, SP1.01, SP1.02, SP1.04, RE1.02, RE1.03, RE1.04, RE1.05,
WR1.01, WR1.04, WR1.05 |
Rubric
for oral presentation and written work |
Students
create a final draft of their composition and present orally to the class.
(8) |
·
Students
cut out pictures from a comic/magazine, use the Internet or a draw program to
draw the pictures of the storyboard.
·
The
teacher gives students the story of a hero/icon in scrambled form. Students
unscramble the ideas and paste them onto their storyboard.
Please
see Overview for Community resources and Print and Technological Resources in
Chinese, German, Italian, Japanese and Spanish for each of the four units.
Strategies
to support students before, during and after reading
(with
thanks to the TDSB English and ESL departments)
Students
in language classes normally are required to read both intensively (in class,
with the help of the teacher) and extensively (on their own). Both intensive
and extensive reading selections should be carefully chosen, taking into
account the interests and abilities of students in the class. Reading passages
or stories must be free of bias and stereotype (unless the aim of the teacher
is to address this issue), and should provide a basis for discussion and
follow-up activities. Teachers choose techniques and activities that best
prepare students of their particular language to become effective readers.
International language teachers can play a key role in teaching the necessary
skills and strategies to their students. Many of the techniques described below
can be implemented in Level 3, with additional strategies and more challenging
activities introduced at Level 4. Because this course profile is written for
teachers of many languages, certain strategies suggested may be more
appropriate to some languages than others. Teachers use their professional
judgement in making decisions that most benefit the students in their
particular classes.
In
addition to the specific pre-, during, and post-reading strategies suggested
that follow, the techniques suggested below are offered as aids to second (or
third) language learners:
|
Pre-teach key words |
Choose
and present words that will be essential for comprehension of the text. Use
pictures, synonyms, cognates, clear contexts or analogies to aid
comprehension. |
|
Focus on important high-frequency words |
Choose
words/expressions that students will need to hear, say, read or write during
the lesson or unit, and that will also be useful in other contexts. |
|
Write and say new words |
Present
new words in written form and say them, pointing to syllables and
articulating clearly. |
|
Provide pronunciation practice |
Students
must be given opportunities to recognize and use new words orally as well as
in print. |
|
Provide visual support |
Models,
charts, flash cards, posters as well as facial expressions, gestures and mime
will help learners to get meaning from what the teacher says. |
|
Read aloud to students |
Clear
pronunciation and phrasing can make the meaning clearer for many students. |
|
Post lists of words |
Lists
of important vocabulary and new words can be written on chart paper, with
sample sentences to provide a context for each word. Keep the lists displayed
in the classroom and refer to them regularly. |
|
Use audio resources |
Use
audio cassette/audio CD programs where available to expose students to a
variety of native speakers and structured activities. |
|
Establish a clear context |
Ensuring
that students understand clearly the cultural or situational context of a
reading passage facilitates comprehension. |
|
Lower the risk factor |
Encourage
students to share ideas and responses in small groups rather than in front of
the whole class. Many more students get to speak in this type of situation
and it is less stressful than speaking or reading in front of the class. |
|
Consider multiple intelligences |
We all
possess different combinations of intelligences. Information should be
presented and activities organized in ways that allow all students to learn
through their strengths. |
|
Encourage group collaboration |
Have
students take responsibility for something (e.g., key vocabulary or main
ideas from a previous lesson), that they can use to interact with others in a
small group situation. |
|
Total Physical Response (TPR) |
Engaging
students in activities that require some form of physical action/ response is
often an effective language-learning strategy. It is an aid in internalizing
new concepts or vocabulary, and in recycling those already learned. |
|
Teach dictionary skills |
Students
need to learn how to use dictionaries effectively and need to practise using
them. Provide dictionaries in the classroom. |
|
Explain figurative language/idioms |
A
student may understand every individual word in an expression in the language
of study, e.g., the English expression to “take a stab at it”, but have no
idea what the expression means! |
|
Understand and use cultural richness |
The
cultural backgrounds of students should influence the way a topic or reading
passage is introduced and treated. Sharing of knowledge or experiences by
students from many different cultures will enhance the global awareness of
students and allow them to make connections to a Canadian context. |
|
Create cloze passages based on vocabulary |
Cloze
passages help students apply the new vocabulary and review content at the
same time. |
·
“Look
up the words and copy the definitions.” Students may copy and even memorize
definitions, but will still be unable to use the words independently.
·
“Use
the new words in sentences of your own that show the meaning.” If students
could do this, they wouldn’t need to! Most students need more supported
practice, such as cloze exercise, to help them use new words.
·
Word
search activities: Word searches can be confusing for second/third language
learners. In addition, word searches depend only on word recognition, not
comprehension.
Pre-Reading
Strategies
Pre-reading
strategies help students:
·
access
prior knowledge and build a knowledge base
· Have students brainstorm what they know about the topic (ex., think-pair-share, mind map)
· Use video, discussion, field trips, speakers, artefacts, etc. to increase students’ knowledge about the topic.
·
make
predictions
· Use the title/cover art/format of a reading selection to ask students what they think the text will be about. If recorded, these can later be confirmed or revised, after reading the text.
· Construct a “before and after chart,” and invite students to predict what will happen at various points in the text.
· Use a selection of carefully chosen pre-taught words from the text (10-15) and ask students to sort them into different categories. Ask them to explain their categorization, and to make some suggestions/predictions about the content/subject matter of the text.
|
e.g., |
ship |
vast |
spirits |
harbour |
fear |
|
|
soar |
hearts |
home |
new |
prosper |
|
|
life |
begin |
joy |
land |
sails |
·
link
with text and increase students’ motivation
· Explore students’ experiences to make connections with the topic and engage their interest.
· Link with students’ background knowledge, taking into account their cultural origins.
· Use both open-ended (What would you think if…?) and structured (If… would you say yes?) prompts to elicit information from students. They can then be asked to share responses and make predictions.
·
understand
text features and text structure
· Guide students through the textual features of the reading selection (e.g., table of contents, headings, sub-headings, illustrations, photographs, maps, graphs).
·
understand
key vocabulary and develop strategies to handle unfamiliar vocabulary
· Have students work in groups to preview or skim the text and identify unfamiliar words.
· Repeat key words clearly and have students repeat them to connect the sound to the spelling of a word or phrase.
· Model how to define words (category to which concept belongs and specific features that distinguish that concept from other members of the category (e.g., hammer - a tool for driving nails).
· Help students use context clues (sentence in which word appears, as well as preceding and following sentence).
· Revisit key vocabulary after students have read the text.
·
select
appropriate reading strategies
·
·
choose
an appropriate text
· For individual readers, give a book talk to help students select an appropriate one.
·
understand
the reading process
· Use a “think aloud” process to model what effective readers do when they read: check cover, examine text features, notice headings, skim for associations, reread to check meaning, predict what will happen next, go back to another section of the text, etc.
During
reading strategies help students:
·
monitor
their comprehension
· Divide the text into manageable “chunks” for reading, and have students summarize the text as they go – in pairs – orally or in writing.
· Show students how to use stick-on notes to “mark” sections that confuse them.
·
visualize
or “think through” the images in the text
· Select a piece of text with strong visual images and model “think alouds” for students (e.g., “Now I see…, I feel, I picture…, I wonder if…, Oh he means…”).
·
handle
unfamiliar vocabulary
· Have students use sticky’s to mark difficult/unfamiliar words, terms or phrases as they read.
· Demonstrate how students can use classroom resources (classmates, teacher, dictionaries) to clarify meaning.
· Have students keep track of key vocabulary on index cards or in a notebook section.
· Have fun explaining idiomatic expressions.
·
modify
their reading strategies
· Show students when to speed up and skim portions of text, and when to slow down and read more carefully.
· Help “word-by-word” readers focus on comprehension and context by using cloze activities.
· Use choral reading. It is a non-threatening way to help students handle complex syntax and longer sentences, and to practise intonation.
·
understand
paragraph structure
· Show students how the main idea in a paragraph can be found in different places – beginning, middle, end.
· Show students how the main idea can also be implied, rather than explicitly stated.
·
make
assumptions
· Have students role-play characters and make character sketches.
· Encourage risk-taking by treating errors in comprehension with humour and sensitivity.
Post-Reading
Strategies
Post-reading
strategies help students:
·
respond
personally to text
· Model effective responses for students, using the overhead or board.
· Use drama, re-telling, art, music, electronic slide show presentations, storyboards and a range of other vehicles to allow students to demonstrate their understanding.
·
respond
critically to text
· Teach students about the elements of fiction (character, plot, setting, conflict, etc.) and how they contribute to the development of the text.
· Have students analyse how the author created particular effects/moods (e.g., suspense, surprise, fear, etc.).
· For non-fiction texts, teach students how to detect bias, and what is “not” in the text
· Have students learn to differentiate between fact and opinion.
· Teach students to analyse the language of fiction and non-fiction texts (e.g., imagery in poetry, “loaded” words in advertising, for example).
·
identify
and extract important concepts and information
· Encourage students to summarize information in a variety of ways, including written forms (paragraphs, essays), oral forms (discussions, presentations), media forms (slide presentations, webpages), dramatic forms (role plays, simulations), and visual forms (posters, collages).
·
draw
conclusions, make judgements
· Have students interview characters, write newspaper reports, and do other activities that have them show proof of understanding and critical thinking.
· Invite students to debate issues that arise from their reading.
· Have students write/present/video book reviews for specific audiences.
·
understand
and appreciate point of view
· Invite students to change the point of view of a fiction or non-fiction reading selection.
· Have students prepare to argue both sides of an issue. They learn which side they are arguing only after they have prepared.
·
demonstrate
note-making skills
· Teach students how to use headings, charts, point-form notes to record important information.
· Show students how to develop paragraphs from their notes (link reading and writing).
Some
reading resources
Archer,
Lynn, Cathy Costello, and Debbie Harvey.
Graves,
Michael F., Connie Juel, and Bonnie B. Graves, Teaching Reading in the 21st
Century, 2nd ed., Allyn & Bacon, 2001. ISBN 0-205-32513-0
Walker,
Barbara J., Diagnostic Teaching of
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Comprehension
of main ideas (Objective test: fill-ins, true/false, multiple choice) |
-
identifies characters, plot, setting, conflict, etc., with limited accuracy |
-
identifies characters, plot, setting, conflict, etc., with some accuracy |
- identifies
characters, plot, setting, conflict, etc., with considerable accuracy |
-
identifies characters, plot, setting, conflict, etc., with a high degree of
accuracy |
|
Thinking/Inquiry Inference
(Short answer questions) |
- makes
assumptions based on limited evidence |
- makes
assumptions based on some evidence |
- makes
assumptions based on considerable evidence |
- makes
well-reasoned assumptions based on a high degree of evidence |
|
Communication Summarize
(Written assignment: re-tell the story in five sentences) |
-
re-tells the content in limited detail |
-
re-tells the content in some detail |
-
re-tells the content with considerable detail |
-
re-tells the content with a high degree of detail |
|
Application Strategies
(Interview with teacher) |
-
explains how answers were sought with limited effectiveness |
-
explains how answers were sought with some effectiveness |
-
explains how answers were sought with considerable effectiveness |
-
explains how answers were sought with a high degree of effectiveness |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Note: Each category can be assessed on separate short
sight passages over a period of time. Using the same rubric, the student’s
progress can be recorded and measured, from diagnostic to formative to
summative evaluation, using different colours for each assessment. The length
of the sight passage may be more than one or two pages, as long as the length
and level of difficulty are consistent among assessments.
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Vocabulary - uses
resources (dictionary, peers, teacher to learn unfamiliar words) |
- uses
resources to learn and record unfamiliar words with limited ability |
- uses
resources to learn and record unfamiliar words with some ability |
- uses
resources to learn and record unfamiliar words with considerable ability |
- uses
resources to learn and record unfamiliar words with a high degree of ability |
|
Application Strategies - uses
reading strategies (e.g., text features and structure-headings, graphs,
illustrations, etc.) to aid comprehension |
- uses
reading strategies (e.g., text features and structure-headings, graphs,
illustrations, etc.) to aid comprehension with limited ability |
- uses
reading strategies to aid comprehension with some ability |
- uses
reading strategies to aid comprehension with considerable ability |
- uses
reading strategies for the specific passage to aid comprehension with a high
degree of ability |
|
Knowledge/
Understanding Comprehension -
monitors comprehension using a variety of strategies |
-
monitors comprehension with limited effectiveness |
-
monitors comprehension with some effectiveness |
-
monitors comprehension with considerable effectiveness |
-
monitors comprehension with a high degree of effectiveness |
|
Application Structure - uses
structure to find the main idea |
- uses
structure to find the main idea with limited success |
- uses
structure to find the main idea with some success |
- uses
structure to find the main idea with considerable success |
- uses
structure to find the main idea with a high degree of success |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Note: The teacher assesses these
categories of the student’s reading skills whenever possible over a period of
time to arrive at an evaluation of student progress. Using the same rubric, the
student’s progress can be recorded and measured, from diagnostic to formative
to summative evaluation, using different colours for each assessment.
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding Personal
response to text |
- uses
some medium (e.g., art, drama, music, re-telling) in a limited way to
demonstrate understanding of text |
- uses
some medium somewhat successfully to demonstrate understanding of text |
- uses
some medium with considerable success to demonstrate understanding of text |
- uses
some medium highly successfully to demonstrate understanding of text |
|
Knowledge/
Understanding Critical
response to text |
- using
at least one element (e.g., character, plot, setting, conflict, conflict),
demonstrates a limited understanding of text |
- using
at least one element, demonstrates some understanding of text |
- using
at least one element, demonstrates considerable understanding of text |
- using
at least one element, demonstrates complete or almost complete understanding
of text |
|
Thinking/
Inquiry Making
judgments |
- does
an activity (e.g., interview, report, debate, presentation) that shows a
limited amount of judgment based on the text |
- does
an activity that shows some amount of judgment based on the text |
- does
an activity that shows a considerable amount of judgment based on the text |
- does
an activity that shows an extensive amount of judgment based on the text |
|
Application Note-making
skills |
- makes
notes to record a limited amount of general information on the text |
- makes
notes to record a certain amount of general information on the text |
- makes
notes to record a considerable amount of information on the text |
- makes
notes to record an extensive amount of detailed information on the text |
Note: A student whose achievement is below level 1
(50%) has not met the expectations for this assignment or activity.
Note: This rubric is not to be used to assess one
piece of reading in isolation, but rather to monitor a student’s use of variety
over a series of assignments. The teacher can also use this rubric to assess
her/his own use of variety in post-reading assignments. It is a good idea to
provide an assignment sheet before each reading, in which the teacher lists
several suggestions of creative response possibilities under each category.
Accommodations: changes in the delivery, assessment or
evaluation of curriculum for exceptional students to enable them to achieve the
same curriculum expectations as the rest of the students.
Achievement Chart: a chart included in policy documents for each
discipline, providing a reference point for all assessment practices and a
framework within which to assess and evaluate student achievement. Each chart
is organized into four broad categories of knowledge and skills.
Assessment: the process of gathering information from a
variety of sources that accurately reflects how well a student is achieving the
curriculum expectations. The main purpose of assessment is to provide
descriptive feedback to students to guide their efforts towards improvement.
Cloze passage: a selected passage of text in which certain words
are deleted and replaced with blanks. The student reads the passage and fills
in the blanks with an appropriate word.
Clustering: the grouping of expectations that are used
together by students in carrying out activities. Language activities almost
always involve the use of expectations from more than one strand, i.e.,
listening and speaking, listening and writing, reading, speaking and writing.
Expectations: the knowledge and skills that students must
develop and demonstrate in their class work, on tests or in activities on which
their achievement is assessed and evaluated.
Evaluation: the process of judging the quality of
students’ work on the basis of established criteria, and assigning a value to
represent that quality.
Levels of Language: the various possibilities of
vocabulary, expressions and grammar chosen by a speaker (ranging from slang to
very formal) according to the individual or group being addressed, i.e.,
friends, a teacher, a prospective employer.
Portfolio: samples of student work collected over a
period of time, usually in written form, but possibly in oral form recorded on
tape or video, providing a dynamic record of the learning process of a student.
The teacher can use the information in a portfolio to provide feedback to
students for improvement and to evaluate a student’s progress in the language.
Reflection Journal: a notebook in which students record, over a
period of time, their personal reactions and reflections on a variety of
topics.
Rubric: an instrument for assessing broad levels of
student performance in a variety of categories according to clear descriptors
for each level. For the
Strands: the areas of language use into which the
curriculum is organized. The strands for international languages are: Oral
Communication,
Three-skill quiz/test: a quiz or test that requires students to demonstrate
ability in three of the language skills, i.e., listening, speaking and writing.
Tones: different pitches used in certain languages to distinguish words that
have the same pronunciation.
·
Write
a newspaper or magazine article.
·
Devise
and describe a game.
·
Participate
in a debate.
·
Discuss
the main idea of a reading selection.
·
Write
a paragraph/composition.
·
Propose
and describe a way to resolve a problem.
·
Develop
a classification system for something and explain the categories you have
chosen.
·
Argue
one point of view on an issue, then argue the opposing view.
·
Given
the information you know to date, predict what is going to happen.
·
Write
a summary of an article or reading selection.
·
Lip-sync
or act out a song.
·
Draw
conclusions from a text that has been read.
·
Create
a series of rules for a particular situation.
·
Describe
two courses of action, giving advantages and disadvantages of both.
·
List
and explain how many solutions to a problem you can come up with.
·
Discuss
what information you need to solve a problem.
·
Describe
a pattern in a series of events or objects.
·
Write
a short play in a group, and act it out.
·
Choose
two things from the same category—one which you like and one which you dislike.
The class asks up to three “detective” questions to discover which you like and
which you dislike.
·
Conduct
a survey and create a “Family Feud” type show (based on first, second and third
choices).
·
In
teams, produce an advertising video for your country, province, city, town,
school or class.
·
Identify
the culture/country/time period from which works of art, music or dance have
come.
·
Write
a newspaper article on a show at an art gallery or museum.
·
Classify
works of art or music according to the period or culture they represent.
·
Review
a concert.
·
Write
a theatrical review.
·
Compare/contrast
works of art/music that deal with the same theme.
·
Adapt
a short story in dramatic form.
·
Adapt
a historical event in dramatic form.
·
Re-arrange
segments of a story to match what you have heard/read.
·
Write
an e-mail from one character to another in a short story.
·
Make
an “alphabet video”, creating storyboards for a certain number of letters.
(e.g., Q – QUIET - a shot of the whole class sitting quietly; L - LUNGS – two
people breathing in and out).
·
Write
a health-related public service announcement.
·
Describe
a sport.
·
Invent
a game and explain the rules.
·
Make
a decision based on weighing the advantages and disadvantages of something.
·
Write
your own ending to a story.
·
Create
and present (live or on video) a job interview.
·
Produce
your own self-development training video entitled “Be a better person.”
·
Evaluate
the claims made in an advertisement.
·
Explain
what problem a literary character faced and how it was resolved.
·
Compare
and contrast two characters in a story.
·
Retell
a story in your own words.
·
Write
a radio newscast.
·
Write
a weather report.
·
Create
an advertisement.
·
Write
a letter to the editor about an environmental (or other) issue.
·
Write
a letter to a friend.
·
Write
a letter to a famous person.
·
Write
a letter to an elected official.
·
Write
and present a biography of a famous person.
·
Write
and present a biography of someone you know.
·
Write
a poem and read it aloud.
·
Invent
and “market” a new business to a group of investors.
·
As
a famous person, give a press conference, with questions from a variety of
“reporters.”
·
Use
a bus, train, or plane schedule to plan a trip.
·
Develop
and present an itinerary for a trip, given budget and time restrictions.
·
Conduct
an opinion poll, and create a chart or graph to show the results. State
conclusions.
·
Propose
and describe an invention that fills some need.
·
Pretend
you live in another time, place or culture. Describe a typical day.
·
Write
an interview with a contemporary or historical figure.
·
Participate
in a mock job interview.
·
Create
a travel or tourist brochure.
·
Choose
the contents of a time capsule and describe why you have chosen them.
·
Write
a newspaper article about an historic or current event.
·
Interview
native speakers of the language of study to gather information about a specific
topic.
·
Create
true/false questions about a reading passage. (with answer key).
·
Participate
in a mock trial or interrogation.
·
Describe
the best/worst gift you have ever received.
·
Design
a test to determine which of several products is the best.
·
Write
a creative story describing a future time period.
·
Create
a webpage based on an existing one.
·
Given
a budget, decide what to do/eat/drink at a friend’s birthday (or other) party.
·
Plan
a menu to feed a large group. Estimate quantities, compare prices, order and
serve the food.
·
Compare
prices of products at different stores.
·
Describe
an embarrassing moment or experience.
·
Enact
a scene between a salesperson and a difficult client.
·
Use
words and another medium to describe/illustrate a concept.
·
Interpret
the significance of events in a story.
·
Keep
track of and report on everything you eat for a week.
·
Devise
a healthy diet, describing meals for a week.
·
Write
your own ending to a story.
·
Narrate
a virtual city tour using presentation software.
·
Produce
a series of sentences giving clues about cities, and run a map-touching game
with the class.
·
Choose
your best piece of work from a portfolio, and write/describe why you have
chosen it.
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