EVALUATION SITUATION SECONDARY CYCLE ONE - ESL CORE PROGRAM

Transcription

1 EVALUATION SITUATION SECONDARY CYCLE ONE - ESL CORE PROGRAM MEDIA AND TEENS TEACHER S GUIDE THIS EVALUATION SITUATION CONSISTS OF THE FOLLOWING: Teacher s Guide Task Sheets Tool Booklet Author: Monique Decelle, Commission scolaire des Affluents Collaboration: Éric Bouin, Mélissa Faustini and Hugues Plante Secretary: Cécile Gagnon, June 2006 Revised by: Monique Decelle CSA and Isabelle Giroux CSRDN- January

2 EVALUATION SITUATION Secondary Cycle One Core program THIS EVALUATION SITUATION CONTAINS THE FOLLOWING DOCUMENTS: Teacher s Guide Contains the description of the Evaluation Situation: Description of the context; Targeted Broad Area of Learning; Targeted Cross-Curricular Competency; The ESL competencies and their evaluation criteria; Related Content; Required materials. Provides an overview of the situation A step-by-step procedure Evaluation tools Tool Booklet: Includes support material to help students do the tasks. Task Sheets 2

3 Media and Teens What do I think of my Media Profile? TV, the Internet, music, homework or social activities? A difficult choice for teenagers. According to many surveys and popular opinion, students spend too much time in front of the TV set, the Internet, listening to music instead of studying or doing other activities. In this Evaluation Situation (ES), students will read and discuss on the topic. They will reflect on their everyday life habits, and they will survey their schoolmates on theirs. Finally, they will answer the question: What do I think of my Media Profile? FOCUS OF DEVELOPMENT BROAD AREA OF LEARNING MEDIA LITERACY Awareness of the place and influence of the different media in his/her daily life and in society: media functions (information, entertainment, promotion, influence, propaganda); media consumption habits and guidelines; influence of media messages on his/her world-view and everyday environment. Cross-curricular competency Cooperates with others Evaluation criterion Active participation in the work of the team Evaluation means Self-evaluation ESL competencies Interacts orally in English Reinvests understanding of texts Evaluation criteria Participation in oral interaction Pertinence of the message Articulation of the message Use of learning and communication strategies Evidence of comprehension of texts Evaluation tools Rubric Self-evaluation Rubric Writes and produces texts Pertinence of the text Formulation of the text Use of communication and learning strategies Rubric 3

4 Related Content (culture, language repertoire, strategies, processes, texts) Aesthetic aspect of culture: Music: (music videos); Media (various types of television programs; situation comedies, soap operas, commercials, etc). Functional language related to group work (see group work role cards in Tool Booklet). Vocabulary related to media consumption, homework and social life. Sentence structure related to writing an opinion text. Strategies such as activate prior knowledge, skim and scan, take-notes using semantic map, reading strategies and self-evaluation. Response and writing process. Information -based text and Literary text (short story). General Description Students learn about teens media consumption and give their opinion on the subject. Educational Aim By reading on the topic and survey their schoolmates, students reflect on their own media consumer s habits and the influence on their everyday life. Broad Area of Learning Media Literacy Focus of development: Awareness of the place and influence of the different media in his/her daily life and in society: (Media consumption habits and guidelines.) Cross-Curricular Competency Cooperates with others: Evaluation criterion: Active participation in the work of the team Required materials Teacher s guide Task sheets Tool Booklet Overhead projector Transparencies of the posters 4

5 Media and Teens According to many surveys and popular opinion, students spend too much time using Media instead of studying or doing other activities. Surveys say Media affects their grades, their social lives, their attitudes and their physical well-being. In this Evaluation Situation, students will research the average time teens spend watching TV, playing video games, listening to music, surfing on the Internet or chatting and time they spend studying, doing homework and other activities. Students will give their opinion on the subject, they will read texts on the impact of Media consumption on teens life, they will make their Media profile and they will survey their classmates to get their profile about their Media consumption. Finally, they will answer the question: What do I think of my Media Profile? Here is an overview of the Evaluation Situation. A detailed procedure begins on the next page. Phase Activity Materials Grouping Evaluation Step 1: Teacher goes over the pictures one by one. Transparency Students orally react to the pictures. Projector Starting Step 2: Class C1 point Presentation of the ES and the Tool Booklet. Tool Booklet Explain Cooperative roles. Step 3: Present the evaluation criteria to students. Carrying out Task 1: What I think Students react to the article about teenagers and media consumption. Task 2: Once upon a time Students read a short story and answer questions. Task 3: My Media Profile Students complete a grid answering questions on their everyday habits and reflect on the results. Task 4: Positive or negative Students find the positive and the negative effects media consumption have on teenagers. Task 5: Survey says Students prepare, conduct a survey, and answer the question: Do teenagers spend more time using Media than doing other activities? Task 6: What do I think of Students answer the question: What do I think of my Media profile? Task sheet 1 Individual Groups 3-4 C2 C1 Task sheet 2 Individual C2 Task sheet 3 Task sheet 4 Individual Plenary Individual Groups 3-4 Plenary C1 C1 Task sheet 5 Individual C3 Task sheet 6 Individual C3 Evaluation situation : Secondary Cycle One ESL Core Program June

6 Procedure for carrying out the Evaluation Situation STARTING POINT Purpose: To introduce the Evaluation Situation Step 1 The Set Up Show the pictures with the statements (found at the end of this document). Students comment and discuss.(overhead transparency) Possible questions: Q. Picture 1: When you look at this picture what do you see? What does the statement say? Do you think boys listen to more music than girls? Do they listen to the same music? Do they understand what they are listening to? Do they spend more money on music than girls? Q. Picture 2: Do boys watch more TV than girls? Do they watch the same programs? Do they watch TV by themselves or with friends? Q. Picture 3: Are girls more into computers than boys? Do they chat more? Can you make real friends when chatting? Do they spend more time chatting than searching on the Internet? Is the computer an effective way of making friends? Is chatting replacing the telephone? Q. Picture 4: Do girls talk more on the phone than boys? How many of you own a cellular phone? What would you choose between a computer and a cellular phone? Why? Q. Picture 5: Are video games a good thing in general? What are the favourites? Are they violent? Do you think this affects teenagers behaviour? Q. Picture 6: Do you think teenagers spend too much time with the media? Do you think this affects their lives in general? Etc. Explain what the situation is about. Teacher reads the situation and writes the question What do I think of my Media Profile? on the board. Then, tells students what they are expected to do during this ES. Students will: find out about teens habits regarding their consumption of media. They will read on the subject and collect information by doing a survey. answer the question: What do I think of my Media Profile? Step 2 Hand out Tool Booklet to the students Cooperating, a must! Teacher reminds the students to use the cooperative roles found in Tool Booklet. * If Cooperative Learning has not been part of teaching throughout the year, teacher must spend more time explaining the roles to the students. Step 3 Evaluation criteria: Explain clearly the evaluation criteria for this ES; the 3 ESL competencies and 1 Cross-Curricular Competency to the students Evaluation situation : Secondary Cycle One ESL Core Program June

7 Task 1 What I Think Hand Out Task Sheet 1. This task is done individually first. Students are allowed to use resources and refer to their TOOL BOOKLET to answer the questions. *Specify that the note-taking is not being corrected. It is used for the students to help them interact in teams. C1 Then students group themselves and exchange their answers with their peers. Observe C1 with self-evaluation sheet and/or use rubric. Collect the sheets at the end of the task. Once Upon A Time Task 2 C2 Hand Out Task Sheet 2. Students individually read the text and individually answer the questions. Collect the sheets at the end of the task. Refer to Rubric for correction. Task 3 My Media Profile Purpose: to have students reflect on their own Media consumption habits in order to develop the targeted broad area of learning (Media Literacy). This activity provides a model, an example for students surveys. Emphasize that is not a test; this will help them learn about themselves. Hand Out Task Sheet 3. Ask students why people take quizzes and what can they learn from such tests. They complete their profile. Teacher collects students results on the board. Teacher makes a class profile. With the results, engage your students in a reflection on their leisure time spent using media and their other activities. Observe C1 with self-evaluation sheet and use rubric. C1 Positive and Negative Task 4 Hand Out Task Sheet 4. Give a few minutes to the students alone so they can jot down a few ideas before getting into groups. Students pair up in teams of 3-4 and interact on the positive and negative effects Media consumption can have on teenagers. This will be used later in their writing task. (suggestion: have students write a minimum of 5 positive and 5 negative effects) Have a plenary with the students at the end of this task. Observe C1 with self-evaluation sheet and use rubric. C1 Evaluation situation : Secondary Cycle One ESL Core Program June

8 Task 5 Survey Says! Hand Out Task Sheet 5. Students will conduct a survey by building questions and asking their peers about their Media consumption versus time spent doing other things. Students at the end self-evaluate on C1 with self-evaluation sheet. With their findings, students will be able to come to a conclusion and answer the questions: Do teenagers spend more time consuming Medias than doing other activities? Collect the sheets at the end of the task and evaluate C3 with Rubric. C1 C3 Task 6 Important note to Teacher: At this point of the Evaluation Situation all the task sheets should be corrected and handed back to the students. They will need the information collected previously to be able to answer the question in the final task. Hand Out Task Sheet 6. Students answer the question: What do I think of my Media Profile? Collect the sheets at the end of the task. Refer to Rubric to correct C3. C3 Students are allowed to use their Tool Booklet, a dictionary, their notes and their task sheets. Note to teacher: If you evaluate the Cross-Curricular Competency, hand out self-evaluation sheet to students at the end of this Evaluation Situation. Evaluation situation : Secondary Cycle One ESL Core Program June

9 Transparencies Self-evaluation Cooperation Interacts orally Rubrics for C1 C2 C3 Evaluation situation : Secondary Cycle One ESL Core Program June

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16 Name : Date : I actively participated to the activities. I took advantage of cooperating with others. I had an open mind when I worked with others. Legend: When I cooperate with others I do it Very easily Easily With difficulty With great difficulty 16

17 Name: Date : Self-evaluation Interacts Orally In English Pertinence and articulation of the message I actively listen to others. I ask questions if I don t understand. Interacts orally in English Participation in oral interaction I take risks. I speak English at all times. Use of communication and learning strategies I interact orally I use new words in different contexts. Legend: A- Very easily B- Easily C- With difficulty D- With great difficulty 17

18 COMPETENCY 1: Interacts Orally in English Rubric A B C D Participation in oral Actively participates in the Participates in the Participation is No contribution to the interaction discussion. Asks questions to discussion. Asks minimal. Responds to discussion in English. keep discussion going. questions. Responds to questions when questions without being prompted. prompted. Articulation of the Message is understandable. Overall message is Message requires Message is mostly giving message Mistakes and hesitations do not understandable. interpretation. in French. hinder understanding. Mistakes can sometimes Mistakes and / or Functional language is used hinder comprehension. hesitations hinder effectively. Functional language is comprehension. incorporated in speech. Pertinence of the message Elaborates on own ideas and reacts actively to what others say. Elaborates most of the time on own ideas and reacts to what others Sometimes elaborates own ideas and reacts partially to what Elaboration on own ideas is minimal and does not react to what say. others say. others say. Use of learning and communication strategies Student uses appropriate strategies with efficiency. Student uses some strategies with efficiency. Student uses some strategies but does so with little efficiency. Student makes no use of strategies Names Starting Point Task 1 Task3 Task 4 Comments 18

19 COMPETENCY 1: Interacts Orally in English Rubric A B C D Participation in oral Actively participates in the Participates in the Participation is No contribution to the interaction discussion. Asks questions to discussion. Asks minimal. Responds to discussion in English. keep discussion going. questions. Responds to questions when questions without being prompted. prompted. Articulation of the Message is understandable. Overall message is Message requires Message is mostly given message Mistakes and hesitations do not understandable. interpretation. in French. hinder understanding. Mistakes can sometimes Mistakes and / or Functional language is used hinder comprehension. hesitations hinder effectively. Functional language is comprehension. incorporated in speech. Pertinence of the message Elaborates on own ideas and reacts actively to what others say. Elaborates most of the time on own ideas and reacts to what others Sometimes elaborates own ideas and reacts partially to what Elaboration on own ideas is minimal and does not react to what say. others say. others say. Use of learning and communication strategies Student uses appropriate strategies with efficiency. Student uses some strategies with efficiency. Student uses some strategies but does so with little efficiency. Student makes no use of strategies Names Starting Point Task 1 Task3 Task 4 Comments 19

20 COMPETENCY 2: Reinvests Understanding of Texts Rubric Criteria A B C D Evidence of comprehension of text The response demonstrates an understanding of the text. Thoroughly understands the question and addresses all aspects of it. Effectively uses expressed and implied information from the text to clarify or extend understanding. The response demonstrates more than a literal understanding of the text. Understands the question and addresses most aspects of the question. Uses some expressed or implied information from the text to clarify or extend understanding. The response demonstrates a partial, literal, or superficial understanding of the text and/or question. Partially understands the question and addresses some aspects of the question. Uses minimal information from the text to clarify or extend understanding. The response shows evidence that some meaning has been derived from the text. Lacks enough information to demonstrate an understanding of the text in relation to the question. Indicates a misreading of the text or the question Names Task 1 Task 2 Comments 20

21 COMPETENCY 2: Reinvests Understanding of Texts Rubric Criteria A B C D Evidence of comprehension of text The response demonstrates an understanding of the text. Thoroughly understands the question and addresses all aspects of it. Effectively uses expressed and implied information from the text to clarify or extend understanding. The response demonstrates more than a literal understanding of the text. Understands the question and addresses most aspects of the question. Uses some expressed or implied information from the text to clarify or extend understanding. The response demonstrates a partial, literal, or superficial understanding of the text and/or question. Partially understands the question and addresses some aspects of the question. Uses minimal information from the text to clarify or extend understanding. The response shows evidence that some meaning has been derived from the text. Lacks enough information to demonstrate an understanding of the text in relation to the question. Indicates a misreading of the text or the question Names Task 1 Task 2 Comments 21

22 COMPETENCY 3: Writes and Produces Texts Rubric Criteria Level A B C D Pertinence of the text Student supports opinions with relevant facts and examples throughout text. Student supports opinion with some facts and examples in text. Student supports opinion with little facts and examples in text. Student does not support opinion and gives no examples in text. Formulation of the text Entire text is easy to understand. Ideas are very well organized. Entire text is understandable but some sentences may need interpretation. Ideas are organized. Parts of text are not understandable. Ideas are scattered. Most of text is not understandable. No links between ideas. Use of resources Shows evidence of use of tool booklet. Shows some evidence of use of tool booklet. Shows little evidence of use of tool booklet. Shows no evidence of use of tool booklet. Use of communication and learning strategies Student uses appropriate strategies with efficiency. Student uses some strategies with efficiency. Student uses some strategies but does so with little efficiency. Student makes no use of strategies Names Task 5 Task 6 Comments 22

23 COMPETENCY 3: Writes and Produces Texts Rubric Criteria Level A B C D Pertinence of the text Student supports opinions with relevant facts and examples throughout text. Student supports opinion with some facts and examples in text. Student supports opinion with little facts and examples in text. Student does not support opinion and gives no examples in text. Formulation of the text Entire text is easy to understand. Ideas are very well organized. Entire text is understandable but some sentences may need interpretation. Ideas are organized. Parts of text are not understandable. Ideas are scattered. Most of text is not understandable. No links between ideas. Use of resources Shows evidence of use of tool booklet. Shows some evidence of use of tool booklet. Shows little evidence of use of tool booklet. Shows no evidence of use of tool booklet. Use of communication and learning strategies Student uses appropriate strategies with efficiency. Student uses some strategies with efficiency. Student uses some strategies but does so with little efficiency. Student makes no use of strategies Names Task 5 Task 6 Comments 23