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Course Profile International Languages, Level 4 (LBADO–LYXDO), Grade 12, Workplace Preparation, Public

Course Overview

Policy Document: The Ontario Curriculum, Grades 11 and 12,
Classical Studies and International Languages, 2000.

Prerequisite: International Languages, Level 3, University Preparation or Open

Course Description

This course provides students with opportunities to consolidate the language skills required for effective communication in business and personal contexts. Students will use a variety of print and technological resources that will promote their ability to apply the language in practical situations, and will engage in activities such as writing memos, reading articles, and applying conversational skills in business contexts. They will also add to their knowledge the culture of countries where the language is spoken by using resources from the local and international community.

Course Organization

· In this course profile, four thematic units constitute a complete course. Each unit takes 27.5 hours to complete. One unit has been fully developed; for the other three units, themes have been suggested and tables are provided that give recommendations for clustered expectations, links to the categories of the Achievement Chart, and a focus for each activity. These four units can be used as models for any language and for any other theme.

· More than 65 international languages are taught in Ontario schools. In order to make this resource as useful as possible to all teachers, English is used in the profile, with reference to resources in several languages.

· In many languages, consideration and sensitivity must be shown to the cultural and regional nuances associated with the language, and to the idiosyncrasies and distinct features of the particular language.

· Some languages have writing systems that are not phonetic, some are tonal, and others may stress the oral over the written components. Required grammar and language knowledge elements for European languages for level 4 are found on page 57 of The Ontario Curriculum, Grades 11 and 12, Classical Studies and International Languages, 2000. Teachers of non-European languages will identify the appropriate features of their particular language that enable students to meet all the required expectations.

· Normally, a “standard” form of the language is taught in our schools. In many languages, however, regional dialects and levels of language may exist. Teachers should make students aware of these variations, in order to increase their knowledge and appreciation of the richness of the language of study. International language teachers should maintain close contact with the language community to stay apprised of changes in the language as they occur.

· Teachers may use this course profile to supplement or adapt activities from existing textbooks or may use it as a complete framework for a course of study where texts are not available. In this case, suitable resources would have to be found in the language of study to carry out the chosen activities.

· This profile contains both generic and language-specific resources (technological, community and print) in the Resources section towards the end of this overview.

Course Notes

This is the final year of a four-level continuum. This course provides students with further opportunities to consolidate the language skills required for effective communication in business and personal contexts. Students use a variety of print and technological resources that enhance their ability to apply the language in practical situations, and engage in activities such as writing memos, reading articles, and applying conversational skills in business contexts. They also add to their knowledge the culture of countries where the language is spoken by using resources from the local and international community.

This course is appropriate for students wishing to further their proficiency in the language for personal or professional reasons, such as future travel or business. Students continue to gain knowledge and practice of useful, everyday vocabulary and structures that enable them to communicate effectively in the language.

The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000 provides essential information on aspects of policy that relate to program planning and the assessment, evaluation, and reporting of student achievement. The curriculum establishes high standards of education for secondary students, and has been designed to ensure that graduates are well prepared to lead satisfying and productive lives and to compete successfully in a global economy and a rapidly changing world. Clear and detailed curriculum expectations and descriptions of achievement levels assist teachers in their assessment and evaluation of students’ work. The curriculum integrates material that pertains to violence prevention, anti-discrimination education, and native education where relevant.

The sample units of this course profile can be used as a model for any unit of an international language course. The themes chosen are applicable to most languages.

· Integrated Grammar and Language Knowledge: Grammar and language knowledge are always integrated into the listening, speaking, reading and writing activities of students to provide a real context for their use, and to help students see the inseparability of this knowledge from their use of the language. Teachers should choose the appropriate point at which to introduce, practise and review these language structures.

· Strands: At this level, listening and speaking activities continue to play an important role in the classroom experience of students, while increasing emphasis is placed on reading and writing activities.

· Expectations: Overall and specific expectations from Oral Communication, Reading, and Writing are the basis of each unit and the starting point for planning an activity or an entire unit. Listening, speaking, reading, and writing are always taught and practised in combination, and so it is logical to cluster expectations from several of the strands in the planning of unit activities.

· Unit charts: Charts following each unit description contain suggested clustered expectations (coded at the end of this overview), along with focus activities, and links to the Achievement Chart categories.

· Reading: According to The Ontario Curriculum Grades 11 and 12, Classical Studies and International Languages, 2000, students are expected to read at least 120 pages of text (60 intensive, 60 extensive) at this level.

· Portfolios: Portfolio assessment can serve as an ongoing measure of a student’s progress towards meeting curriculum expectations. International language students should assemble a portfolio that includes samples of performance in all language skill areas: listening, speaking, reading and writing. The portfolio should contain teacher-selected as well as student-selected samples. Video samples of student performances may be used, if the necessary equipment is available. A typical student portfolio might include:

· selected unit tests/quizzes

· a final examination

· teacher-selected writing pieces from different points in the year—to show growth over time

· student-selected writing pieces

· other writings or projects, e.g., journals, book reports

· speaking sample on tape

· video sample

· a checklist of the curriculum skills that the student has mastered

· Appendix A: contains writing strategies and suggestions for teachers to use in international language classes. These strategies help students to acquire good writing skills and make written communication more effective. The acquisition of good writing strategies in any language reinforces literacy in the first language of the student, and international language teachers can play a key role in helping students work towards improvement in this important area.

· Appendix B: deals with the language portfolio (see Portfolios above).

· Appendix C: contains tracking sheets designed to assist the teacher with monitoring ongoing student performance, with links to the portfolio.

· Appendices that relate to the fully developed Unit 3, Showtime!, are found at the end of the unit.

· Internet: Teachers should be familiar with school and board policies regarding acceptable use of the Internet. Close monitoring of student use of the Internet is very important to avoid misuse.

· Safety: A prime concern of teachers is always the physical safety of students within their jurisdiction, and the prevention of violence within the school environment.

· Avoidance of bias/stereotyping: Teachers should plan classroom activities that avoid bias/stereotyping.

· Precaution: Teachers using classroom activities involving food need to take precautionary measures to ensure that students with food allergies are not placed at risk or that students with food prohibitions (for religious or other reasons) are not made to feel uncomfortable. It may be appropriate to use parental permission forms.

· Sensitivity: In discussions, questionnaires, surveys, “no comment” must be accepted as a valid answer to sensitive issues. At all times, sensitivity to the disclosure of personal information and the right to privacy should guide teachers’ questions and actions.

· Community involvement: Procedures and guidelines regarding community involvement in school activities need to be known and followed. (See Ministry of Education Program/Policy Memo
No. 124.)

· Integration: Wherever appropriate, activities that promote collaboration and integration with other school departments and the community are encouraged. These activities broaden students’ perceptions, help them to make important connections, and link them to the world beyond the classroom walls.

Units: Titles and Time

Unit 1	Story-telling	27.5 hours
Unit 2	Pop culture	27.5 hours
* Unit 3	Showtime!	27.5 hours
Unit 4	Travel and Tourism	27.5 hours

· Learning styles: students learn in a number of different ways. Teachers should take these learning styles into consideration when planning student activities.

· Groupings: a variety of individual, pair, small group, and whole class activities allow students to practise language skills and to interact with their peers and with the teacher in different situations and contexts. Some strategies to consider are:

· individual: e.g., note-making, gathering and organizing information, reading, writing, questioning, conferencing, problem solving, researching projects;

· pair/small group: e.g., collaborative/cooperative learning activities, interviewing, creating and performing dialogues and skits, peer editing, simulating, problem solving, creating projects;

· whole class: e.g., brainstorming, problem solving, presenting/introducing, discussing.

· Practice: in order to develop strong language skills, practice in all areas is essential after the introduction of vocabulary and structures. Teachers should provide adequate practice for students in all strands in a variety of situations.

· Technology: information technology provides a variety of resources to facilitate and enrich language learning. Software programs and CD-ROMs also offer students a rich variety of experiences – both linguistic and cultural – to which they might otherwise not have access. The Internet provides students with a wealth of information, news, and texts in the language of study. Through organizations and sites that coordinate e-mail discussions, students can communicate with speakers of various languages from around the world. These activities need to be closely monitored by the teacher.

· ESL/ELD (English Literacy Development): European-based international language programs support ESL/ELD students in their efforts to develop communication skills, and can be beneficial in understanding the fundamental principles that are operative in the English language. Teachers should work closely with parents, colleagues, career counsellors, school administrators, and community support networks to ensure that ESL/ELD students learn to make connections between languages with similar structures and/or vocabulary, e.g., cognates, how adverbs are used, verb tenses.

· Exceptional students: because language instruction is a complex process, international language teachers must take particular care to adapt their teaching approaches and strategies to the needs of their students, as set out in the Individual Education Plan. Because the study of languages promotes creative thinking and problem solving, as well as the development of essential communication skills, international language courses have particular benefits for some exceptional students and increase their chances for success in other areas of the curriculum.

· Cooperative education and career education: students enrolled in international language programs can derive great benefit from cooperative education placements that allow them to apply the language skills they have developed in the classroom in practical situations. International language programs prepare students for careers in a wide variety of fields, and equip them for a future that requires well-developed thinking, analytical, and communication skills.

· Community: community organizations, cultural centres, consulates and embassies, as well as native speakers of the language of study who live in the community provide rich resources for students of international languages. Wherever appropriate, community resources should be integrated into language programs.

Assessment & Evaluation of Student Achievement

The recent emphasis on assessment and evaluation and its impact on the planning of classroom activities under the new curriculum is reinforced in the editorial found in Orbit, OISE/UT’s Magazine for Schools, Volume 30, Number 4, 2000, which states:

Assessment and evaluation are central to educational reform initiatives all over the world. Not only are countries, provinces, and states relying on large-scale assessments as measures of the progress and success of their initiatives, but also classroom assessment has become a major part of the agenda for improving student learning. The changes that are occurring in classroom assessment are not just superficial tampering. They represent major shifts in thinking about learning, about accountability, about schools, and about teaching. Classroom assessment reform is much more than using a variety of new techniques. It means teachers using their judgments about children’s knowledge or understanding to improve the teaching process and to determine what to do for individual children. It means providing descriptions of student performance and sharing the decision-making. It means making assessment criteria visible and bringing parents and students into the process. It means making a fundamental shift in thinking about how and why assessment and teaching are integrally connected. (Used with permission of the editor)

The primary purpose of assessment and evaluation, then, is to improve student learning. Data gathered help determine students’ achievement of the curriculum expectations in each course and provide valuable information to students and parents regarding progress and steps toward improvement.

Assessment is the process of gathering information from a variety of sources (including assignments, presentations, projects, performances, and tests) that accurately reflect how well a student is achieving the curriculum expectations. The word “assess” comes from the Latin word that means “to sit beside”. The teacher “sits beside” and coaches students toward higher achievement. The main purpose of assessment, therefore, is to provide descriptive feedback to students to guide their efforts toward improvement.

Evaluation is the process of judging the quality of students’ work on the basis of established criteria, and assigning a value to represent that quality.

Assessment and evaluation are based on the curriculum expectations (by strands) and the achievement levels outlined in the policy document The Ontario Curriculum Grades 11 and 12, Classical Studies and International Languages, 2000. In order to ensure that assessment and evaluation are valid and reliable, and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

· address both what students learn and how well they learn;

· are based both on the categories of knowledge and skills and on the achievement level descriptions given in the Achievement Chart;

· are varied in nature and authentic, administered over a period of time and designed to provide opportunities for students to demonstrate the full range of their learning;

· are appropriate for the learning activities used, the purposes of instruction and the needs and experiences of the students;

· are fair and equitable to all students;

· accommodate the needs of exceptional students and ESL/ELD students;

· ensure that each student is given clear directions for improvement;

· are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.

A final mark is recorded for each international language course and a credit is granted for every course in which the student’s grade is 50% or higher.

The final grade is determined as follows:

· 70% of the grade is based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

· 30% of the grade is based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation suitable to the course content and administered towards the end of the course and comprehensive in nature.

In all of their courses, students must be provided with numerous and varied opportunities to demonstrate the full extent of their achievement of the curriculum expectations. (The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000, page 15)

The final evaluation should not be based on a numerical average, but rather should reflect the most consistent achievement of the student.

All types of assessment/evaluation – diagnostic, formative and summative – need to be used. Diagnostic and formative assessment provides valuable information and feedback to students to enable them to improve their skills. Carefully chosen summative evaluation activities provide students with opportunities to demonstrate their skill and knowledge in situations that integrate language skills.

Some appropriate tools for diagnostic and formative assessment in an international language class include: observation (formal and informal), student-teacher conferencing, dictations, cloze exercises, oral/aural quizzes, teacher-generated and course-generated tests, formal written assignments, creative writing assignments, role performances, simulations. Some appropriate tools for summative evaluation include: formal written assignments, listening and reading comprehension tests, projects, oral presentations, complex and varied performance tasks. Rubrics for oral and written assignments, checklists and rating scales provide useful information to students. They clarify what is expected of them and how the teacher and/or peers make judgements on their performance. A common understanding of what is expected makes feedback to students more valuable. In addition, the above-mentioned tools, that establish clear criteria for evaluation, help to ensure consistency among different teachers within a department.

Accommodations

The teacher should consult individual student IEPs for specific direction on accommodation for individuals. The learning of a language is a complex task and requires skills in a number of areas – specifically, the ability to listen and comprehend, to read and understand, and to respond to what is heard or read (by speaking and/or writing). All aspects of these tasks are recognized, practised, assessed and evaluated by the teacher. Every attempt is made by the teacher to accommodate exceptional students’ individual needs, in order to maximize their chance of success in the course.

The following are some considerations that must be kept in mind:

· Individual Education Plans for exceptional students for specific direction on accommodations;

· enrichment materials/activities available;

· alternative or independent assignments or projects;

· flexible groupings/roles of students according to needs and assignment;

· flexible time for preparation of assignments or presentations;

· resource packages or reinforcement sheets for extra practice;

· clarification/restatement of terminology or instructions at a language level appropriate to the student’s stage of proficiency;

· extra models and examples provided for oral or written assignments;

· class time planned for teacher and/or peer assistance;

· flexibility in mode of presentation of assignment (e.g., cassette recorder or computer as alternative to hand-written assignment);

· visual and verbal instructions given;

· a quiet space provided for writing tests;

· flexible seating;

· tasks prioritized for completion.

Resources

This resource list is divided into three sections: A – Language-related websites; B – Community resources; C – Resources related directly to the themes of the fully developed unit.

For additional resources teachers should contact individual publishers and distributors. For many languages, community resources will be very helpful: community organizations, clubs, embassies, consulates, travel agents, newspapers, radio and television stations, theatres, and native speakers from the community. Teachers should ensure that all resources are free of bias and stereotyping, and that they are appropriate to the age and interests of students in the Level 4 course.

Units in this Course Profile make reference to the use of specific texts, magazines, films, videos and websites. Teachers need to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for student use from printed publications, teachers need to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. Teachers are reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work on the Internet is not allowed without the permission of the owner.

The URLs for the websites were verified by the writers prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Websites of interest to language teachers:

· Google – www.google.com - a multilingual search engine

· Discovery School: Kathy Schrock’s Guide for Educators
– http://school.discovery.com/schrockguide/assess.html - assessment and rubric information

· Ontario Modern Language Teachers’ Association (OMLTA) – http://webhome.idirect.com/~omlta

· Canadian Association of Second Language Teachers – http://www.caslt.org

· American Council on the Teaching of Foreign Languages – http://www.actfl.org/

· Modern Language Association of America – http://www.mla.org

· Foreign Language Internet Search Engines – http://www.bizforms.com/search.htm - a foreign language search engine directory categorized by country, from Argentina to Venezuela

· Language Learning and Technology – http://llt.msu.edu - an on-line journal for language educators

· Activities for Foreign Language Classes – http://members.aol.com/maestro12/web/wadir.html
- includes sample web lessons and links to teacher resource pages

· Internet Resources for Language Teachers and Learners – http://www.hull.ac.uk/cti/langsite - links to general and language-specific websites, using the Internet as a medium of language teaching, language products and services

· MIT Libraries: Foreign Language News and Newspapers
– http://libraries.mit.edu/guides/types/flnews/ - links to electronic journals, newspapers and magazines in Chinese, French, German, Italian, Japanese, Portuguese, Russian and Spanish

· Learning Languages (F. X. Micheloud) – http://www.micheloud.com/fxm/LA - articles, recommended books, language experiences, links to newspapers and radio stations around the world

· E.L. Easton: Languages – www.eleaston.com/languages.html - materials for teaching and learning: grammar, reading, listening, dictionaries, key pals, culture, proverbs, quizzes and tests, publishers, and much more

· National Anthems – www.thenationalanthems.com - music, words and flags from 193 countries

· Department of Foreign Languages and Literatures (Appalachian State University)
– http://www. acs.appstate.edu/dept/fll - a university site with language papers, resources, Internet courses and study abroad programs

· Foreign Languages for Travellers – http://www.travlang.com/languages - vocabulary grouped by theme, language course information, translating dictionaries, currency information, and more

· International Collection of Tongue Twisters – http://www.uebersetzung.at/twister - a fun site with the world’s largest collection of tongue twisters – over 2000 entries in 87 languages

· The Staff Room for Ontario Teachers – http://www.odyssey.on.ca/~elaine.coxon/ - links for planning, teaching using technology, rubrics, assessment, evaluation and reporting, using the Internet in the classroom, and more

B. Community Resources

Teachers may wish to search for community information on the Internet, using a search engine and typing “community information” and the name of a city. In Toronto, for example, one listing is Blue Book 2001, a directory of community cultural and linguistic groups (416 392-4575 for purchase). Typing the name of other cities yields equally valuable resource information.

For information on Embassies and Consulates of other countries in Canada, visit one of the following websites:

· Embassies and Consulates of Other Nations to Canada
– http://www.embassyworld.com/embassy/canada2.htm

· Embassies to Canada – http://info.sources.com/embassy/embstoca.htm

· Embassies Ottawa – http://www.docuweb.ca/EmbassiesOttawa/members.html

C. Unit Resources – Showtime, Unit 3

Scriptwriting software programs

· Independent Film and Video Chicago. Page 2 Stage. Chicago: iFV, 2001. Page 2 Stage properly handles all European and Far Eastern alphabets, including Chinese, Japanese, & Korean. Page 2 Stage is also available in 30 languages from Arabic to Turkish. This language support includes a translation of the program, and, in most cases, a local dictionary. Some languages also have a translation of the online help. For information re: minimum hardware requirements, prices and ordering, go to www.page2stage.com

· Final Draft, Inc. Final Draft 5 (The Screenwriter’s Choice). Los Angeles: The Writer’s Computer Store, 1996-2000. Foreign Language Dictionaries are available for Final Draft 5 in English, French, German, and Spanish. For information re: minimum hardware requirements, prices and ordering, go to www.writersstore.com

· Screenplay Systems, Inc. Movie Magic Screenwriter 2000. Los Angeles: The Writer’s Computer Store, 1996-2000. Foreign Language Dictionaries are available for MovieMagic Screenwriter for writing scripts in Danish, Dutch, French, German, Italian, Norwegian, Spanish, Swedish, or UK English. For information re: minimum hardware requirements, prices and ordering, go to www.writersstore.com.

Note: There are many links on the Internet related to scriptwriting (also screenwriting). The teacher can find more information related to scriptwriting, software and Internet sites in a wider variety of languages by performing an Advanced Search mentioning the language of study, e.g., www.google.com is a good search engine for this purpose.

Chinese Resources

Dictionaries

· XinHua Dictionary with English translation. The Commercial Press International Co. Ltd., 2000.
ISBN 7-80103-198

· English-Chinese Pinyin Dictionary. China International Broadcasting, 1997. ISBN 7-5078-1472-6

· Lai Lan Xiang, Chuanmei Zhongwen Xiezuo, Zhonghua Shuju. ISBN 962-231-229-2

German Resources

Dictionaries

· The Oxford-Duden Pictorial German and English Dictionary. Oxford: Oxford University Press, 1995. ISBN 0198645023

· Tillman, Herbert. Fachwörterbuch Hörfunk Und Fernsehen/Dictionary of Radio and Television Terms: Deutsch-Englisch/English-German. Toronto: Wiley Canada, 2000. ISBN 3895781061

· Jarvis, Shawn C., W.S. Kraft, I. Mueller, and R.H. Specht. Deutsch Aktuell 3, 4th ed. Saint Paul, Minnesota: EMC/Paradigm Publishing, 1999. pp. 272-273 (Interview mit der Bürgermeisterin einer Bio-Stadt), pp. 276-277 (Rollenspiel: Fragebogen über Inline Skating), pp. 349-351 (Das Internet, Surfen). ISBN 0-8219-1702-1 (Teacher’s Edition)

Modern Greek Resources

Dictionaries

· Tegopoulos & Fytrakis. Elliniko Lexiko. Eleuftherotypia, Athina, 1995.

· Babiniotis, G. Lexiko tis Neas Ellinikis Ylossas. Kentro Lexilogias, Athena, 1998.

· Kriaras, Emmanuel. Neoelliniko Lexiko, Lexiko tis Sychronis Dimotikis Ylossas. Ekthotiki Athinon, Athina, 1994.

· Lexiko tis koines Neoellinikis, Institouto Neoellinikon Spouthon. Ithryma Manoli Triandafphyllidi, Thessaloniki.

Italian Resources

Dictionary

· Italian Concise Dictionary. Mondadori, Arnaldo Editore, Glasgow: Harper Collins Publishers, 2000.

Technological

· Il linguaggio della pubblicita – http://www.mix.it/eurispes/EURISPES/190/default.htm

· Guida alla composizione del curriculum vitae –http://www.microsoft.com/italy/office97/word/assistance/wdcurri1.asp

· Il grande cinema italiano sul Web – http://members.it.tripod.de/cinemotore/22.html

· Italian cinema and screenwriters – http://www.mclink.it/mclink/cinema/script.html

Japanese Resources

Dictionaries

· Basic Japanese-English Dictionary. (The Japan Foundation), Bonjinsha/Oxford University Press, 1992. ISBN 4-89358-004-3

· Kenkyusha's Furigana English-Japanese Dictionary. Kenkyusha, Tokyo, Japan, 1990.
ISBN 4767411726

· Masuda, K. (ed.). Kenkyusha’s New Japanese-English Dictionary. Kenkyusha, Tokyo, Japan, 1990. ISBN 4767420253

· Nakao, S. Random House Japanese-English English-Japanese Dictionary. New York: Random House, 2000. ISBN 0-679-78001-7

Spanish Resources

Dictionaries

· Galimberti Jarman, Beatriz and Roy Russell, (ed). The Oxford Spanish Dictionary: Spanish-English/English-Spanish, Oxford University Press (Trade). ISBN 0198645104

· Larousse Concise Spanish-English English-Spanish Dictionary. Random House Reference.
ISBN 0375700846

OSS Considerations

Ministry of Education. The Ontario Curriculum, Grades 11 and 12, Classical Studies and International Languages, 2000

Ministry of Education. The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000

Ministry of Education and Training. Ontario Secondary Schools, Grades 9 to 12, Program and Diploma Requirements, 1999

Ministry of Education. The Ontario Curriculum, Grades 11 and 12, Course Description and Prerequisites, 2000

Appendix A

Writing in the International Language Classroom

Strategies to support students during the writing process

Writing is often the most difficult of the language skills for international language students. It requires thorough knowledge of vocabulary and language structures, organization, precision, and a certain measure of inspiration. It is important for students to know that in a second language, just as in a first, writing is a process. In addition, it is important for them to remember that there are tools (dictionaries, grammar texts, etc.) and people (peers, teacher) to help them through this process.

Below are the steps in the writing process and some suggested activities for each step. These can be adapted to suit the writing task assigned. These suggestions are written for the student.

1. Pre-Writing

This stage is the starting point in the process. Its purpose is to spark interest and to begin the organization of ideas.

Select a topic.

Questions to ask:

· What do I want to say about the topic?

· Who will my readers be?

· How do I want my readers to respond to my writing?

Steps to take:

· Brainstorm (ideas, feelings, words, phrases) on your own or with classmates.

· Discuss your ideas with others (friends, family).

· Gather information (research) from newspapers, books, films, television, experts, the Internet, and your own experience.

· Write well-organized point form notes about the information you discover.

· Choose a form, e.g., poem, memoir, essay, speech, storyboard, newspaper article.

· Create an outline or plan.

2. Drafting/Writing

This is the stage where you make your first organized attempt to express your ideas. It is the actual art of composing.

Steps to take:

· Without worrying about neatness, spelling or grammar, just write quickly what comes to mind.

· Double-space your writing so there’s room for notes and changes.

· Follow your pre-writing plan, but be open to new ideas and directions.

· Write notes on your draft about different possibilities/ideas/approaches.

· Once major sections are established, if you get stuck with wording or ideas in one section, move to the next section and come back later.

Appendix A (Continued)

3. Revising

This stage is the reflecting phase on what has been written. Think carefully about how you can improve what you have written to make it more interesting and more comprehensible for the reader. This step may be repeated more than once for some pieces of writing.

Steps to take:

· If possible, leave your draft for a day or two and come back to it with fresh eyes, asking yourself these questions –

· Does it make sense?

· Is my meaning clear?

· Do I have any questions about what I have written?

· What do I like or dislike about what I have written?

· Read your draft from your readers’ point of view so you can make changes in light of their needs.

· Read your work aloud to check that the meaning is clear.

· Get another person to read your draft, looking for strengths and areas for improvement.

· Make minor or major revisions to the text as necessary – cutting, adding new material, reformulating ideas, and moving sections around to improve the coherence.

· Enrich the vocabulary where possible.

· Correct spelling, grammar, and punctuation.

· Prepare a new draft with all the changes you’ve decided to make.

4. Proofreading/editing

This stage is the refining phase. It is used to correct and polish your writing.

Steps to take:

· Consider suggestions and remarks made by the teacher or peers.

· Proofread your work several times, looking for errors in grammar (verb forms and tenses, noun and adjective agreements), syntax (Are ideas properly connected?), spelling, and punctuation. Look for a different type of error each time you read.

· Use dictionaries to double-check your corrections.

· Read your writing aloud again, making small changes to improve the flow.

· Ask someone to help you proofread your work.

· Prepare a final draft, taking into consideration the format, e.g., title page, table of contents, bibliography.

5. Publishing

This is the final stage in the process. It is now ready for its audience. It should reflect the maximum potential of the author (student) in terms of language skill and development.

You can use word processors, computer graphics, special paper, and your own art to make your finished writing eye-catching and enjoyable to read. It may be shared with the teacher, classmates, other classes, another teacher, the principal, parents, or a more general audience.

Appendix A (Continued)

Notes to the Teacher

The Role of the Teacher in an Effective Writing Program in an International Language Class

In order to create an effective writing program in an international language classroom, the teacher should fulfill the following roles:

· planner	· manager	· resource person
· researcher	· role model	· confidant
· advisor	· evaluator

Appendix A (Continued)

Writing Paragraphs

A paragraph is a group of sentences written about one main idea. Every paragraph contains these three elements: a topic sentence, clearly identifying the main idea; supporting sentences, giving more details about the main idea; a closing sentence, concluding the idea of the paragraph, and perhaps providing a link to the next paragraph.

Paragraphs may be narrative (telling a story), descriptive or persuasive (expressing an opinion) or explanatory/instructive.

Writing Essays

An essay is a piece of writing containing several paragraphs in which a writer demonstrates that he/she has researched and thought about a topic enough to express a clear opinion on it. An essay is written for a specific purpose, and to appeal to a specific audience.

Five common types of essays are: persuasive (to express a point of view), personal (an experience or subject that interests the writer), literary (a response to a story, novel, poem, essay or film), descriptive (describing a person, place, thing or experience), or research (presenting information gathered from a variety of sources).

Writing A Résumé

There are many formats for writing an effective résumé. Whatever the format they should always:

· give employers the information they need in a clear and concise way;

· highlight the skills and experience that make the writer the right candidate;

· be free of grammatical and spelling errors.

The elements of a typical résumé are:

· Identification – includes name, address, phone, fax or e-mail information;

· Education – includes name of school, year of study, awards, courses that relate to the job;

· Work and Volunteer Experience – includes two or three skills that will make the writer a good employee and how the writer has acquired and used them;

· Other Activities – includes clubs, hobbies, any other job-related skills that have been learned;

· References – includes past employers who have liked the writer’s work, teachers, volunteer coordinators (always ask permission to use someone as a reference).

Try to limit the résumé to one page, if possible, without making it look crowded.

Journal Writing

Journal writing is one means of giving students extensive practice in writing while keeping correction work by the teacher to a minimum. It also benefits the student by reducing or eliminating the threat of poor grades.

Journal writing usually consists of having students write down their thoughts and feelings about events and experiences in a notebook set aside for that purpose. The activity may be used for a variety of purposes:

· to help students question and investigate what they think and feel;

· to encourage students to think through issues or problems from different points of view;

· to practise writing without worrying about a grade;

· to communicate ideas or personal experiences with the teacher.

How often students write in their journals and how often the teacher collects and reads them varies with the class. Teachers may suggest topics, or students may choose their own topic.

Appendix B

The Language Portfolio: Level 4, Grade 12, International Languages

A Rationale for Portfolio Assessment:

The portfolio is a multifaceted assessment tool. It encourages growth, monitors and records progress and promotes individual self-expression. In addition, portfolios improve data collection and add the dimensions of time and space to the evaluation process, thus enabling teachers to test what they teach. An integrated portfolio system is more than a collection of work however, since assessment is inseparable from the curriculum. Portfolios can actually provide a structural reconfiguration of summative evaluation methods for formative monitoring of student growth in the areas of skills, knowledge, cultural awareness and attitudes.

Cipolle, Susan and Funston, James F. and Claudia S. Johnson, YA! (Somos así) Portfolio Assessment. St. Paul, Minnesota: EMC/Paradigm Publishing, 2000. ISBN: 0-8219-1949-0, p. 1.

International Languages Portfolio Assignment Sheet – Final Evaluation

Components:

Showcase Portfolio (reading/writing)

Showcase Portfolio Interview (communication)

Instructions:

Decide early on which language-related job you plan to apply for at the end of the course, e.g., you can role-play a flight attendant, travel agent, language instructor, tour guide, secretary, etc.) During the course, choose a suitable container, e.g., file folder, binder with sheet protectors and a zipper, scrapbook, commercial portfolio or scrapbook kit, and collect at least 2 pieces of your work that reflect your growth and language development in each of the following areas:

· Listening

· Speaking

· Reading

· Writing

· Technology

· Goal-setting/careers

Also, include:

· Your performance record sheets

· Your anecdotal record

· Any rubrics or feedback you have received from other students or your teacher

Include a typed résumé at the front of your portfolio in English (or in the language of study). Be sure to include a Table of Contents and a one-page typed reflection (200 words) at the back of the portfolio that address the following:

· Why you have chosen these items

· How these items reflect your skills needed for the job you are applying for

Deadline: ________________________

(a date one week before the oral interview during the final evaluation schedule)

Appendix B (Continued)

Rubric: Process Assessment — Preparation and Presentation of Portfolio

Note: The assessments suggested in the following two rubrics are useful in informing the teacher’s professional judgment for the formulation of the final mark; however, teachers may choose to record a mark only for the more language-oriented criteria — Communication and Knowledge/Understanding.

Criteria

Level 1

(50-59%)

Level 2

(60-69%)

Level 3

(70-79%)

Level 4

(80-100%)

Application

Use of writing process

- uses writing process with limited success for improvement

- uses writing process with some success for improvement

- uses writing process with considerable success for improvement

- uses writing process with outstanding success for improvement

Communication

Content, information conveyed (oral and written)

- communicates ideas and information with little clarity

- communicates ideas and information with limited clarity

- communicates ideas and information with some clarity

- communicates ideas and information with great clarity

Knowledge/

Understanding

Grammatical structures, vocabulary, style

- demonstrates limited knowledge of language conventions

- demonstrates some knowledge of language conventions

- demonstrates considerable knowledge of language conventions

- demonstrates extensive knowledge of language conventions

Thinking/

Inquiry

Reflection

Choice and organization of items, table of content

- expresses limited relevant detail

- chooses a narrow selection of items

- demonstrates limited organization

- expresses some relevant detail

- chooses a limited variety of items of different types

- demonstrates some organization

- expresses considerable relevant detail

- chooses a variety of items of different types

- demonstrates considerable organization

- expresses outstanding relevant detail

- chooses a wide variety of items of different types

- demonstrates outstanding

organization

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Comments:

Appendix B (Continued)

Oral interview format for culminating activity (using student’s portfolio)

Questions from teacher:

A. Overview of course (discussion), not in role

1. Which activity in this course did you find most interesting? Why?

2. Which activity in this course did you find most challenging? Why?

3. How have you learned to use the language more effectively?

4. Do you plan to use the language after high school? If so, how?

B. Discussion of portfolio: role-play

1. Did you bring a résumé with you?

2. Looking at the achievement chart (see p. 63, The Ontario Curriculum, Grades 11 and 12, Classical Studies and International Languages, 2000), find examples of your work which demonstrate the four categories. Which level of achievement do you think your work demonstrates?

3. Using your portfolio as evidence, tell me why you should get the job?

Rubric: Oral Assessment – Portfolio Interview

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Thinking/Inquiry Ideas	- makes few connections between questions and activities	- makes some connections between questions and activities	- makes considerable connections between questions and activities	- makes many connections between questions and activities
Communication Fluency	- answers with limited fluency	- answers with some fluency	- answers with considerable fluency	- answers with almost native fluency
Knowledge/ Understanding Use of language	- frequently needs help with vocabulary and structures	- occasionally needs help with vocabulary and structures	- rarely needs help with vocabulary and structures	- never needs help with vocabulary and structures
Application Role-play Use of portfolio	- makes minimal attempt to stay in role - finds few work samples with confidence	- makes some attempt to stay in role - finds some work samples with confidence	- makes a good attempt to stay in role - finds work samples with considerable confidence	- demonstrates complete focus on staying in role - finds work samples with complete confidence

Note: A student whose achievement is below Level 1 (50%) has not met the expectations for this assignment or activity.

Comments:

Appendix C

Performance record

Student:

	Learning Expectations	Vocabulary and/or Grammar	Achievement categories	Achievement level	Performance	Comment	Date
Diagnostic Assignment			K/U C A T/I
Formative Assignment			K/U C A T/I
Summative Assignment			K/U C A T/I
Diagnostic Assignment			K/U C A T/I
Formative Assignment			K/U C A T/I
Summative Assignment			K/U C A T/I
Diagnostic Assignment			K/U C A T/I
Formative Assignment			K/U C A T/I
Summative Assignment			K/U C A T/I

Appendix C (Continued)

Performance Record (Sample)

Student:

	Learning Expectations	Vocabulary and/or Grammar	Achievement category	Achievement level	Performance	Comment	Date
Diagnostic Assignment: Exercise on verb sheet	LI1.01	regular verbs in the past tense	K/U X C A T/I	3	8/10	Room for improvement	Oct. 4
Formative Assignment: Exercise in workbook	LI1.01	regular verbs in the past tense	K/U X C A T/I	3	9/10	Almost 10/10!	Oct. 6
Summative Assignment: Exercise B on list. quiz	LI1.01	regular verbs in the past tense	K/U X C A T/I	4	10/10	Perfect!	Oct. 8
Diagnostic Assignment: Peer questioning	SP1.02	regular verbs in the past tense	K/U C X A T/I	1	Observation: little effort	Try to use German only!	Oct. 5
Formative Assignment: Spot questioning	SP1.02	regular verbs in the past tense	K/U C X A T/I	2	Somewhat complete, correct comments	Keep working at it!	Oct. 7
Summative Assignment: Oral interview	SP1.02	regular verbs in the past tense	K/U C X A T/I	3	8/10	Congratulations! What an improvement!	Oct. 11
Diagnostic Assignment: Group draft	WR1.01	Vocab. for a television critique	K/U C A T/I X	R	Missing segments, model not followed	Refer to the model and the rubric!	Oct. 7
Formative Assignment: First draft	WR1.01	Vocab. for a television critique	K/U C A T/I X	2	Still not following the model closely	Refer to the model	Oct. 12
Summative Assignment: Polished draft	WR1.01	Vocab. for a television critique	K/U C A T/I X	3	Language problems, but has all elements	A big improvement!	Oct. 14

Appendix C (Continued)

Anecdotal record

Student: _________________

Date:	Learning Skills Achievement Category Language Skills	Observation:	Follow-up:
Date:	Learning Skills Achievement Category Language Skills	Observation:	Follow-up:
Date:	Learning Skills Achievement Category Language Skills	Observation:	Follow-up:
Date:	Learning Skills Achievement Category Language Skills	Observation:	Follow-up:
Date:	Learning Skills Achievement Category Language Skills	Observation:	Follow-up:
Date:	Learning Skills Achievement Category Language Skills	Observation:	Follow-up:
Date:	Learning Skills Achievement Category Language Skills	Observation:	Follow-up

Appendix C (Continued) Anecdotal Record (Sample)

Student:

Date: Wed., Sept. 8	Learning Skills X Organization Achievement Category Language Skills	Observation: Homework not done	Follow-up: Discussion about organization
Date: Fri., Sept. 10	Learning Skills X Organization Achievement Category Language Skills	Observation: No German textbook	Follow-up: Discussion about learning skills rubric
Date: Mon., Sept. 14	Learning Skills Achievement Category X Thinking/Inquiry Language Skills	Observation: Very original thinking	Follow-up: Encouragement
Date: Tues., Sept. 15	Learning Skills Achievement Category Language Skills X Writing	Observation: Poor knowledge of verb endings in present tense	Follow-up: Extra help with peer tutor, goal-setting
Date: Mon., Sept. 21	Learning Skills X Work habits/Organization Achievement Category Language Skills	Observation: Homework not done	Follow-up: Discussion about success
Date: Thurs., Sept. 24	Learning Skills X Teamwork Achievement Category X Communication Language Skills	Observation: No participation in group assignment	Follow-up: Discussion after class
Date: Fri., Sept. 25	Learning Skills X Teamwork Achievement Category X Communication Language Skills X Listening, Speaking	Observation: Improved participation, made a good effort to use German	Follow-up: Encouragement during group work

Appendix C (Continued)

Oral Proficiency Rating Scale (spot questioning based on questions previously practised)

Student: ____________________ Activity: _____________________ Total: _____________

	Level 1 (50-59%) - an effort at answering, although with limited success	Level 2 (60-69%) - a somewhat complete or somewhat correct answer	Level 3 (70-79%) - a considerably complete or correct answer	Level 4 (80-100%) - a complete, correct answer or almost complete or correct answer
Response 1
Response 2
Response 3
Response 4
Response 5
Response 6
Response 7
Response 8
Response 9
Response 10
Total

Comments:

Oral Proficiency Rating Scale (Sample) (spot questioning based on questions previously practised)

Student: ___April Snow________ Activity: Unit 3, Activity 3.2 Total: 24/40

	Level 1 (50-59%) - an effort at answering, although with limited success	Level 2 (60-69%) - a somewhat complete or somewhat correct answer	Level 3 (70-79%) - a considerably complete or correct answer	Level 4 (80-100%) - a complete, correct answer or almost complete, correct answer
Response 1		X
Response 2		X
Response 3			X
Response 4	X
Response 5	X
Response 6		X
Response 7			X
Response 8				X
Response 9			X
Response 10			X
Total

Comments: - Pronunciation improving! Congratulations!

- You’re answering more readily and with more confidence, April!

- Try for more Level 4s in the next activity!

Coded Expectations, International Languages, Level 4, Open Expectations LBADO–LYXDO

Oral Communication: Listening

Overall Expectation

LIV.01 · demonstrate an understanding of a variety of oral messages in various practical situations.

Specific Expectations

LI1.01 – demonstrate an understanding of vocabulary and language structures appropriate to the level by responding to various kinds of information (e.g., facts, opinions) presented in a variety of practical situations (e.g., identify key points in a television news report, comment on views expressed in a radio interview);

LI1.02 – apply information that has been conveyed to them orally in a variety of situations (e.g., use information on careers to role-play an interview for a job);

LI1.03 – demonstrate knowledge of the culture of countries where the language is spoken in a variety of activities (e.g., comment on the facts and ideas expressed in an oral presentation on a cultural topic).

Oral Communication: Speaking

Overall Expectation

SPV.01 · communicate orally in various practical situations for a variety of purposes, using language appropriate to the level.

Specific Expectations

SP1.01 – use standard pronunciation and intonation in the international language with accuracy and fluency;

SP1.02 – participate in conversations and formal exchanges of various kinds, using vocabulary and language structures appropriate to the level (e.g., answer questions from peers on a favourite hobby, simulate job interviews);

SP1.03 – express opinions and feelings in prepared and open-ended conversations and group discussions (e.g., express views on current issues that they consider relevant);

SP1.04 – demonstrate an understanding of the culture of countries where the language is spoken in a variety of practical projects (e.g., adapt a current television commercial to reflect the different cultural attitudes of viewers in a country where the language is spoken).

Reading

Overall Expectation

REV.01 · read age- and language-appropriate passages from different sources for a variety of practical purposes.

Specific Expectations

RE1.01 – read, for comprehension of main ideas, selections from a variety of texts, * including a minimum of three genres (e.g., novels, plays, short stories, articles);

RE1.02 – read aloud with increasing accuracy and fluency;

RE1.03 – demonstrate understanding of messages and information of various kinds conveyed through a variety of media (e.g., summarize information on a career given on the Internet);

RE1.04 – respond to texts from a variety of sources and media in increasingly complex ways (e.g., analyse information presented in a television program);

RE1.05 – demonstrate knowledge of the culture of countries where the language is spoken in a variety of complex practical projects (e.g., develop a project on the economic achievements or trade activities of a country where the language is spoken, using newspaper and magazine articles as well as a variety of electronic resources).

Writing

Overall Expectation

WRV.01 · write for a variety of practical purposes and for different audiences, using vocabulary and language structures appropriate to the level.

Specific Expectations

WR1.01 – write summaries and reports, using vocabulary and language structures appropriate to the level (e.g., write a report on career opportunities in a country where the language is spoken);

WR1.02 – convey information and express opinions in writing, using different forms (e.g., write a résumé, business letter, or personal composition on an environmental or other issue);

WR1.03 – revise and edit their work for accuracy of content and logical organization of ideas, with input from peers and the teacher;

WR1.04 – edit and proofread their work for accuracy of language, using input from peers and the teacher as well as a variety of other resources (e.g., print and electronic dictionaries, spell-check and grammar features of software programs);

WR1.05 – demonstrate knowledge of the culture of countries where the language is spoken in well-researched reports and essays (e.g., write a report on the effects of technology on the culture of a country where the language is spoken).

Unit 3 | Course Profiles Main Menu

Policy Document: The Ontario Curriculum, Grades 11 and 12, Classical Studies and International Languages, 2000.

Course Description

Course Organization

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Storytelling

Unit 2: Pop Culture

Unit 3: Showtime!

Unit 4: Travel and Tourism

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Accommodations

Resources

B. Community Resources

C. Unit Resources – Showtime, Unit 3

Scriptwriting software programs

Chinese Resources

German Resources

Modern Greek Resources

Italian Resources

Japanese Resources

Spanish Resources

OSS Considerations

Appendix A

Writing in the International Language Classroom

Strategies to support students during the writing process

Appendix A (Continued)

Appendix A (Continued)

Notes to the Teacher

Appendix A (Continued)

Appendix B

The Language Portfolio: Level 4, Grade 12, International Languages

International Languages Portfolio Assignment Sheet – Final Evaluation

Appendix B (Continued)

Rubric: Process Assessment — Preparation and Presentation of Portfolio

Appendix B (Continued)

Oral interview format for culminating activity (using student’s portfolio)

Rubric: Oral Assessment – Portfolio Interview

Appendix C

Performance record

Appendix C (Continued)

Performance Record (Sample)

Appendix C (Continued)

Anecdotal record

Appendix C (Continued) Anecdotal Record (Sample)

Appendix C (Continued)

Oral Proficiency Rating Scale (spot questioning based on questions previously practised)

Oral Proficiency Rating Scale (Sample) (spot questioning based on questions previously practised)

Oral Communication: Listening

Overall Expectation

Specific Expectations

Oral Communication: Speaking

Overall Expectation

Specific Expectations

Reading

Overall Expectation

Specific Expectations

Writing

Overall Expectation

Specific Expectations

Policy Document: The Ontario Curriculum, Grades 11 and 12,
Classical Studies and International Languages, 2000.