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3rd of Sec Unit II

Social Practice of the language: Interpret and express information published in various media Specific Competency: Share feelings and reactions caused by a TV program List of assessment criteria

INITIAL STAGE: Explore TV programs to select which one will be used in the oral presentation. & DEVELOPMENT STAGE: Interpret the general meaning and some details of the contents of the selected TV program for the oral presentation.
Partial products. A. A list with: The name of the oral presentation (theme/topic) The purpose of the oral presentation (share feelings and reactions to TV program). The intended audience. The length of the presentation (time for each student, depending on the number of students) B. Written repertoire of new words. C. Comparative graph with similarities and differences between native language and English.

Students are able to: Identify theme, if it is educational, entertaining or both. Identify purpose and intended audience. Identify the main ideas, meaning and details of the contents of the TV program for the oral presentation. Understand the meaning of the words needed for this social practice of the language such as: genre, topic, verbal language, non-verbal language, setting, visual resources, marquees, subtitles, soundtrack, sound effects, mass media, volume, speech register, etc.

DEVELOPMENT STAGE: Write sentences to express emotions and reactions about the chosen TV program for the oral presentation
Partial products. A. Spoken questions and answers about feelings and reactions. B. Presentation guide of the expressions.

Students are able to: Write detailed, clear and well thought out sentences to express emotions and reactions about the program. State reasons for their reactions and feelings. Write sentences with accurate vocabulary and language structures. Write sentences using the correct punctuation and spelling of words. Link ideas appropriately to form an argument to support a final conclusion.

Speak fluently enough for the presentation to be clear and understandable.CLOSING STAGE: Make the oral presentation Partial products. LISTENING TO THE PRESENTATION Students are able to: Listen actively to the participations of others. Oral presentation SPOKEN PART: PRACTICING FOR THE PRESENTATION AND DOING THE ORAL PRESENTATION Students are able to: Share emotions and reactions to a TV program through an oral exchange. A. rhythm and word/syllable stress. Ask questions to obtain further information. . Formulate and answer questions to share emotions and reactions using accurate and appropriate language. Ask questions for something to be repeated. Have clear pronunciation. clarified or said more slowly.

5 Expresses emotions and reactions providing only some reasons Minimal expression of emotions and reactions. Excessive inaccurate use of language and vocabulary that lead to a breakdown in communication. Connecting ideas Links ideas appropriately to form an argument that leads to a conclusion. Language and Capable of vocabulary using accurate language structures and vocabulary. Sentences are unclear and incomplete. argument and conclusion not provided. Some problems with punctuation and spelling that don't impede communication. Some problems with word order within sentences (subject-verb agreement.Rubric – Writing of sentences 2 Points 1. clear and wellthought out sentences. subject omission. . fails to provide reasons 1 0 Completely incapable of expressing emotions. Some problems linking ideas. Content Capable of expressing emotions and reactions giving reasons for them Writes detailed. Sentence organization Writes mostly clear sentences with some detail. no argument or conclusion provided. Excessive problems with punctuation and spelling that lead to a breakdown in communication. Problems with accurate use of language structures and vocabulary that impede communication Problems with punctuation and spelling that impede communication. Some problems with accurate use of language structures and vocabulary that don't impede communication. Some ideas are appropriately linked to form an argument but there is no conclusion. Mechanics Writes sentences with correct punctuation and spelling. adjective-noun order). reactions or reasons for them. No link between ideas.

Are exclamation and interrogative marks used correctly? 8. Do the Ss use one idea per sentence? 9. Do the Ss use appropriate vocabulary to express emotions? 3.Check List Name of Students (Ss) in team: Criteria 1. Are transition/linking words used correctly? General comments on the text: Yes No . Does the text show the Ss’ emotions towards the TV show? 2. Is the text well organized? 4. Is the message of the text clear despite spelling inaccuracies? 6. Are coordinating conjunctions used correctly? 10. Is the main idea clear? 7. Is the message of the text clear despite grammatical inaccuracies? 5.

Teacher’s journal Stage Initial Stage Questions What student background knowledge is relevant for me to choose the right TV program? How have they reacted to my choice? How effectively have I chosen the program? Was I able to have them identify reactions to the program? How did my strategy to have my students identify specific vocabulary work? What can be improved? Are my students able to understand the vocabulary used in the program and relate it to the social practice? Have I provided them with the appropriate listening skill strategies? Did I provide them with the right strategies to be able to get the gist of the program? Were they able to understand the meaning? Development stage 3 Did I teach them compensation/repair strategies? Were they able to produce L2 coherently? Were they able to share their feelings and emotions about the program? What problems do they have when producing written L2? Did I create the appropriate atmosphere for the presentation? Was the final product achieved? Observations. reflections. information in a journal about how your classes are going.Teacher Journals Dear Teacher: As part of a self-reflexive exercise and a way to gather information about your students we. how your students are learning and how the development of the product is helping to develop de specific competency. For unit II of 3 rd of Secondary we recommend you think about the following questions and record your experiences. comments Development stage 1 Development stage 2 Closing stage . invite you to record as often as possible. the state coordination.

Ana y Jorge Initial stage: Development stage 1: Development stage 2: Development stage 3: Closing stage: Group 2. Group 1. Rubén. taking into consideration the team’s communication. Members: Roberto. joint construction of knowledge.Direct Observation Table to record group work: The teacher will record. Karla y Mariana Initial stage: Development stage 1: Development stage 2: Development stage 3: Closing stage: . particular difficulties. ways of solving conflicts. the way each team has been working. Members: José. etc. Carlos. inclusion of all the members. at least once in every stage. María.

write a paragraph explaining what you learned about the feelings and emotions that a TV program can cause: Name of the student:___________________________________________________________ Make a drawing to show what your ideal TV program would be like. Include at least 5 characteristics of its elements (genre. . If the written and graphic products should consider specific elements. audience. settings. It is important to be very clear of what is supposed to be assessed. and the teacher might need an additional instrument to assess it.Written and Graphic Products Name of the student:___________________________________________________________ Based on what we have worked on with this product. * These type of products give the teacher a general understanding of the students ’ learning experience. etc.). emotions. the students should know which elements. like a rubric or a check list.

purpose. create a mind map to represent how you understand all these elements (theme. (This map is just an example of a mind map like the one students could use) . main ideas. etc) and the connections between them.Schemes and concept maps Name of the Student: ___________________________________________________________________________ Mind map for the INITIAL STAGE: Explore TV programs to select which one will be used in the oral presentation After watching the TV program. intended audience.

I: Always was interested understood listened asked questions respected the speaker understood emotions was able to relate to how they felt Sometimes Hardly ever Never .Records and Students’ Attitude Tables Self-assessment of student attitude during presentation During the presentation.

As such. Developing portfolios to assess student learning (vi: Nov 6. In Chapter 5 of Palomba and Banta. courses or projects.edu/introgeo/assessment/portfolio. Huba and Freed (2000) identify two different portfolio types. An essential element of portfolios are student reflections on their own learning and progression towards the mastery of the material documented in the portfolio.Portfolios Portfolios Defined Portfolios are personalized long term documentation of student mastery of course material. the process of portfolio development tends to focus students on deciding what the essential elements of learning are and what samples of their work best display these elements. choose 2 or 3 products you feel reflect best what and how you have learned through the development of this product. 2012) at: http://serc. Assessment Using Portfolios Because portfolios are by their nature long term records of student progress and achievement they can be used to assess programs. Although the aspect of long-term change in student content knowledge and metacognition may not be as marked when portfolios are used to assess courses. Types of Portfolios In order to be useful as assessment tools the portfolio should include entries that demonstrate a progression of student understandings and ultimately mastery of the concepts.com/divisions/ECT/app/literacy_portfolios/pdf/chapter3. Using a Portfolio in a Middle School English Class. portfolios are windows on the metacognitive process of students. Meg (2012).pdf . Selection Portfolios that are focused on documenting the achievement of mastery of specific course goals/objectives set by the course instructor.html Student’s portfolio: As part of your yearly portfolio.carleton. All-Inclusive Portfolios that contain a complete record of all work done by a student in a course or program. (1999) they discuss three critical elements of student portfolios in promoting and supporting student learning.prenhall. 2012) at: http://www. (vi: Nov 6. These are:  Student involvement in the selection of entries  Student preparation of written reflections about learning  Continuing discussion with faculty regarding written reflections Taken from: Starting point (2012). Remember that: (*) (*) Extract from: Capobianco.

WRITTEN TEST Name: _______________________________________________ Date: ___________________ I. Complete the following charts with words from the box. It is based on the students’ previous knowledge and background (TV shows they watch.Written and Oral Tests *This is a test for the initial stage. for example) and on the type of information worked with in class. drama inform entertain educate mystery teenagers adults talk-show children series family fantasy La Rosa de Guadalupe TV SHOWS El Chavo del 8 Laura en América Lo que la Gente Cuenta Los Cazadores de Mitos (Myth Busters) Genre: Purpose: Audience: Harry Potter Genre: Purpose: Audience: MOVIES Titanic Toy Story Paranormal .