ENGLISH In Poems and Songs
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1 ENGLISH In Poems and Songs English Evaluation Situation 1 Date: Signature of the evaluator: Score: /100 IDENTIFICATION Name: Address: Telephone: Sent on (date):
2 Project Manager: Michael Rutka (SOFAD) Writer: Wendy Sturton Content Editor: Joanne Trussler Copy Editor: Michèle Ortiz Proofreader: Michèle Ortiz Graphic Layout: Robin Patterson Rights Agent: Nicole Cypihot SOFAD All rights for translation and adaptation, in whole or in part, reserved for all countries. Any reproduction by mechanical or electronic means is forbidden without the express written consent of a duly authorized representative of the SOFAD. Notwithstanding the above, reproduction is authorized solely for use by owners of the English in Poems and Songs (ENG ) learning guide. This work is funded in part by the Ministère de l Éducation, du Loisir et du Sport du Québec and by the Canada-Quebec Agreement on Minority Language Education and Second Language Instruction.
3 Evaluation Situation 1 Complete this activity after you have finished Learning Situation 2 in your learning guide. It is recommended that you to obtain a mark of 60% or more in the Evaluation Situations before doing the final exam for this course. Instructions Fill out the section titled student identification. You may consult your course notes and an English language dictionary. Give this evaluation activity to your teacher if you are following the course at an adult education centre or send it to your tutor if you are following a distance course. We recommend that you keep a photocopy of your work, just to be safe. When you receive your corrected copy, read your teacher s or tutor s comments carefully. If you have any questions, do not hesitate to ask for feedback. SOFAD 3
4 ENG English In Poems and Songs English in Poems and Songs (ENG ) Evaluation Situation 1 It s time to show your teacher or tutor what you ve learned so far about songs and poems. Tasks in this Evaluation Situation are related to the work you have done in Learning Situations 1 and 2. Read the instructions carefully, refer back to what you have learned in those learning situations, and follow the steps to complete the work. Take your time and remember to read over your work before you hand it in. For each task, you will be provided with a checklist to help ensure you have completed the task. At the end of the Evaluation Situation you will find the evaluation grids that your teacher or tutor will use to grade your work. Unless your teacher or tutor gives you specific instructions, you may use a word processor or write by hand on loose-leaf paper. Remember to write your name, your student number, the date, and the title of the activity at the beginning of every task. You may use a dictionary and any of your notes. Evaluation Situation 1 is divided into three tasks: Task 1 Passion for a Song (written response) Task 2 A Poetic Echo and Reflection (written response) Task 3 Read and Comment Out Loud (recorded reading and comment) 40 points 40 points 20 points Let s get started! Ariwasabi / Shutterstock 4 SOFAD
5 Evaluation Situation 1 In the following tasks, you will present your choice of song and poem to the readers of an e-zine called DigIT. The e-zine came across your name because of the work you did for CFAD. The editor wants you to show how a song and poem can deliver messages on the same topic from different angles, using many of the same techniques. This from Paul T. Grafton, editor of DigIT, is directed to you: Hello, We loved your comments on Drezus, Samian, and CerAmony. How about some follow-up with our readers? Next month we plan to challenge our readers to think about how songs and poems can speak together about our lives. We want to publish a song and a poem that turn a light onto the same vital issue, along with a personal commentary from a guest writer you! What do you think makes a great song? We want you to present a song that you love, and that speaks of an issue close to your heart. What ll it be love, loss, alienation, violence, injustice, identity, freedom? Your choice! Then we need you to find a great poem that puts its own spin on the same issue. We want your personal comments on the song and on the poem. Then, we want you to record a reading and a final comment which we will post on our site as a podcast. So, sharpen your pencil, and flex your digits. Now you re working for DigIT, with 60,000 followers ranging from 18 to 30! Yours in the Cloud, Paul Task 1: Passion for a Song Begin this task by choosing a song that you really love. Choose a song with a strong message you know many readers will relate to. Write the title and names of musicians here, and identify the issue that you see in the song: Title: SOFAD 5
6 ENG English In Poems and Songs Musician or group name (band): Major issue: Paul T. Grafton has asked you to explain your opinion about what makes a great song. Following are comments by music-makers and bloggers explaining their views on the topic. Do you agree or disagree with them? Following their comments, write your replies to what they are saying. You may agree, disagree, and add to what they are saying. I am drawn to songs about life; songs that are inspiring, heartfelt, emotional, encouraging, uplifting and also songs that discuss common struggle and question our existence and the status quo. I am also a sucker for a song with a catchy chorus and good beat. Source: blogger Christopher Freyer Music Trajectory, blog site, on balance it s about the details the casual inflection of a syllable, an unexpected burst of echo, the faint emergence of harmony flickering within a shrill downpour of noise that make us fall in love with a musical moment. Some songs can hit you deep in your soul in a place you never knew existed. We go through life remembering these songs. To this day I can remember where I was when I heard these songs. Hearing them can trigger memories from our past and even bring out emotions we forgot we had. Aaron Brown 6 SOFAD
7 Evaluation Situation 1 When you hear a great song, you can think of where you were when you first heard it, the sounds, the smells. It takes the emotions of a moment and holds it for years to come. It transcends time. A great song has all the key elements melody; emotion; a strong statement that becomes part of the lexicon; and great production. Jay-Z for Rolling Stone Now write a 250- to350-word personal comment on your chosen song for the readers of DigIT. Copy the lyrics of this song so your readers, your teacher or your tutor can follow your comments. Make sure to provide its title and the name of the band or musician. Follow this outline: What you feel as you listen to the song; Its central issue or message, and how you react to it; How the music impacts on you; Personal connections between the song and your life experience; What makes a great song, and why this is one. Checklist for Your Comment on the Song When you finish writing your comment, use the following checklist to ensure you have covered the required topics. Question No Somewhat Did I tell listeners about how the song made me feel? Did I identify the issue (message) of the song and express my views? Did I explain how the music affects me? Did I connect the song to myself, and to my life? Did I explain my view of what makes a great song, and why this is one? Did I deliver my comments in an entertaining style for my e-zine audience? Yes, extensively SOFAD 7
8 ENG English In Poems and Songs Task 2: A Poetic Echo and Reflection Now search for a poem that offers a view on the same topic or issue. It should be a poem that you like, with enough depth and complexity to challenge the readers of DigIT. Enjoy the search! You are going to read some great poetry along the way. You may wish to use some of the following poetry websites that catalogue great poets and their poems or find some poems from different sources. Consult with your teacher or tutor about your choice of poem before you write your comment. International poets and poetry for students: A selection of Canadian poets and poems: American poets and poetry: International poets and poetry: Write your personal comment on the poem you have chosen for the readers of DigIT. Make sure to include: What you feel as you read the poem; Your understanding of the poem: its emotions and message; How the message is connected to the song; How the poem s structure and poetic devices help to create the meaning; Personal connections between the poem and your life experience. Don t forget to keep your tone upbeat and cool you are writing for the audience of an e-zine, with readers ranging between 18 and 30. Checklist for Poetic Reflection Question Did I express my own feelings about the poem? Did I show my understanding of the poem: its emotions and message? Did I make a connection between the poem and the song I selected? Did I explain how the poem s structure and poetic devices help to create meaning? Did I discuss personal connections I have with the poem? Check if Done 8 SOFAD
9 Evaluation Situation 1 Task 3: Read and Comment Out Loud For this task you will be recording two audio files. The first is a recording of a poem of your choice. The second is a recording of your comments on why you chose this particular poem. You will send your recordings to your teacher or tutor. Using the techniques you have learned during this course, prepare and record your own reading of your selected poem. Print the poem, mark up the text with your plan on how to manage volume, pitch, tone, pace, and emphasis, and begin to practise. When you are ready, read the poem to a friend. Then record your reading and listen to yourself. If you have chosen a famous poem, it s possible that a recording of your poem is also available to listen to on the Internet, so do a search to check out that possibility. If you find a reading, follow up by comparing your reading with what you have found. Rerecord it until you are satisfied. Then, make a brief comment on why you chose this particular poem. How does it match your choice of song? Support your view by looking at one or two lines from the song and from the poem which illustrate how well they match. Speak for 1-2 minutes on this topic. In this task, you will be evaluated on how well you use oral techniques to engage your listener. Here is a checklist to fill in when you listen to your reading in order to help you with revision. Checklist for Reading and Comment Did I modify the volume of my voice to emphasize and invite the attention of the listener? Did I occasionally raise or lower the pitch of my voice? Is the pace of my reading and comment relaxed, slow enough for the listener to understand, but varied enough to invite attention where appropriate? Did I express my feelings about the reading material in my tone of voice, with occasional changes to keep the listener s attention? Did I consciously emphasize important moments and points, using pauses and other techniques effectively? Yes No SOFAD 9
10 ENG English In Poems and Songs EVALUATION GRIDS Below are the evaluation grids which will be used by your teacher or tutor to grade your work. Use them to reflect on how you can revise and edit your Evaluation Situation before you submit it to your teacher or tutor. Task 1 Passion for a Song: Evaluation Grid Level 1 Level 2 Level 3 Level 4 Level 5 Expresses an emotional response Demonstrates understanding of a song Expresses a response to the music Explains personal connections to song Explains opinion about what makes a great song Adopts an entertaining style suitable for audience Minimal no emotional response to song shows no understanding of the song s message does not express a reaction to the music does not connect song to personal experience does not express an opinion shows no awareness of audience Partial emotional response with minimal elaboration shows minimal understanding of the song s message a minimal reaction to the music minimal connection of song to personal experience attempts to express an opinion shows occasional awareness of audience Acceptable emotional response with adequate elaboration shows a basic understanding of the song s message an adequate reaction to the music an adequate connection of song to personal experience a clear opinion shows adequate awareness of audience Thorough develops response with thorough explanation shows a good understanding of the song s message a developed reaction to the music develops explanation on the meaning of the song by making a personal connection a clear opinion with some discussion shows sustained awareness of audience Score Advanced presents fully developed response with complex elaboration shows a fully developed understanding of the song s message a fully developed reaction to the music bases explanation of the song on an extensive personal experience a clear opinion with full discussion shows full and developed awareness of audience 10 SOFAD
11 Evaluation Situation 1 Task 2: A Poetic Reflection: Evaluation Grid Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Partial Acceptable Thorough Advanced Expresses an emotional develops presents a response no emotional emotional emotional response fully developed response to response response with with thorough response poem with minimal adequate explanation with complex elaboration elaboration elaboration Demonstrates shows understanding shows no minimal shows a basic shows a good shows a fully of poem understanding understanding understanding understanding developed (emotions and of the poem of the poem of the poem of the poem understanding message) of the poem message draws does shows shows a connection not show a a minimal shows a basic a developed shows a fully between poem connection connection connection connection developed and song connection between poem and song does refers explains how not refer to minimally to delivers an delivers a delivers a fully structure and structure and structure and adequate developed developed devices help devices devices explanation of explanation of explanation of create meaning structure and structure and structure and devices devices devices establishes establishes establishes establishes establishes a a personal no personal a minimal an adequate a developed fully developed connection to connection personal personal personal personal the poem connection connection connection connection Score Task 3: Read and Comment Out Loud: Evaluation Grid Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Partial Acceptable Thorough Advanced COMMUNI- CATION: speaks attempts to speaks clearly frequently consistently unclearly, use voice and naturally, uses voice to uses voice to Oral mechanically to engage using some engage listener engage listener techniques, and makes no listener. Oral oral techniques and speaks and shows sense of attempt to use techniques (pace, volume, clearly and a superior audience oral techniques (pace, animation, engagingly, command of volume, pitch, emphasis, etc.) using various oral techniques emphasis, oral techniques (pace, volume, etc.) are used (pace, volume, emphasis, etc.) occasionally emphasis, etc.) Score SOFAD 11
12 STUDENT S QUESTIONS: TEACHER S COMMENTS: April 2015
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