ENGLISH In Poems and Songs

Transcription

1 ENGLISH In Poems and Songs English Evaluation Situation 2 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 2 Complete this activity after you have finished Learning Situation 3 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 2 Congratulations, learner. You have completed the course work and are ready to show your teacher or tutor what you have learned about songs and poems. Read the instructions carefully, refer back to what you have learned in Learning Situations 1, 2 and 3, and follow the steps to complete the work. Take your time and remember to review 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 2 is divided into four tasks: Task 1 A Song that Makes Us Feel a Thought (written discussion and analysis) Task 2 A Poem That Lights the Way (written discussion and analysis) Task 3 Give Your Voice to a Poem (recorded reading) Task 4 The Long View of Learning (reflection, letter form) 40 points 40 points 20 points Letter grade Note on Task 4: Your teacher or tutor will give you a letter grade and give you feedback on your reflection on your own learning process. 4 racorn / Shutterstock SOFAD

5 Evaluation Situation 2 Let s begin! Your town or city is about to open a community centre that will offer a variety of services to people of all ages. It will be a place to socialize, to take courses, to enjoy sports and culture, and generally to celebrate good moments in life. It will also offer help to people in crisis. Counsellors are available to help people with emotional, legal, and even financial problems. The opening celebration will include a concert of live and recorded music, along with speeches and readings by community members. Emcee Florian Forillo is looking for input on the playlist and readings. By involving community members in planning the program, the centre is making a statement about how the community will be involved in its future. Here is the invitation to participate. Lucian Milasan / Shutterstock SHAPE THE CELEBRATION Help us plan our opening celebration suggestions are needed! We are proud to unveil the winning design in our recent art contest, which is shown above. This striking painting will become our logo, and will be transformed into a mosaic for the lobby of our new Community Centre. We chose it to represent the diversity of our community and the mutual support the Centre will encourage in the years to come. We need your participation in planning our opening celebration. Every song and poetry reading on the program should be meaningful to our audience. They should represent the problems the people of our community face, and express our hopes and plans for the future. Our DJ, Claude Francoeur, will be weaving these songs and poems together with lots of talk to inspire our audience. Do you know a song or poem that belongs on the program? Please send in your nominations, along with a 300-word analysis that justifies your choice. Tell us about the content and quality of these works, and why we should hear them during our celebration. If your poem is chosen, you will be asked to read it aloud to the audience. Emcee Florian Forillo is waiting for your suggestions! SOFAD 5

6 ENG English In Poems and Songs Task 1: A Song that Makes Us Feel a Thought Words make you think. Music makes you feel. A song makes you feel a thought. ~Yip Harburg Source: Which song do you know delivers an important message to your community about its problems or hopes? It could be a song with a message from one age group to another in your community, or a song that raises an issue everyone shares. Write a 300- to 350-word analysis of a song you feel could be played or sung at the opening celebration of the Community Centre. Remember you have two choices: Your song could represent a problem faced by the people of your community; Or Point a way to a better future. Emcee Florian Forillo and DJ Claude Francoeur are likely to use what you say as they introduce the song and talk about it afterwards. Keep in mind the five discussion and analysis questions you wrote in Learning Situation 3 as you write your comments. Remember your audience your community as you write. Checklist for Your Comment on the Song When you finish writing your analysis, use the following checklist to ensure you have covered the required topics. Question No Somewhat Did I identify the issue (message of your song) and explain its importance to my community? Did I point out how the structure of the song helps to deliver the message? Did I explain how imagery, poetic devices and irony add to the impact of the song? Did I inform my audience about what type of music is represented in this song? Did I present any information about the creative process behind the song that might interest my audience? Did I adapt what I had to say so that my audience my community would find it interesting and understandable? Yes, fully 6 SOFAD

7 Evaluation Situation 2 Task 2: A Poem That Lights the Way Write a 300- to 350-word analysis of a poem with a great message for your community. You may use the poem below or find your own poem for this task. You can use the websites noted in Learning Situation 3 to help you find a poem. Once again, the poem must address a community problem or point a way to a better future. Kindness by Naomi Shihab Nye Before you know what kindness really is you must lose things, feel the future dissolve in a moment like salt in a weakened broth. What you held in your hand, what you counted and carefully saved, all this must go so you know how desolate the landscape can be between the regions of kindness. How you ride and ride thinking the bus will never stop, the passengers eating maize and chicken will stare out the window forever. Before you learn the tender gravity of kindness, you must travel where the Indian in a white poncho lies dead by the side of the road. You must see how this could be you, how he too was someone who journeyed through the night with plans and the simple breath that kept him alive. Before you know kindness as the deepest thing inside, you must know sorrow as the other deepest thing. You must wake up with sorrow. You must speak to it till your voice catches the thread of all sorrows and you see the size of the cloth. Then it is only kindness that makes sense anymore, only kindness that ties your shoes and sends you out into the day to mail letters and purchase bread, only kindness that raises its head from the crowd of the world to say it is I you have been looking for, and then goes with you everywhere like a shadow or a friend. (Kindness by Naomi Shihab Nye. from Words Under the Words: Selected Poems. Copyright 1995 by Naomi Shihab Nye. The Eighth Mountain Press; October 1, Used with the permission of Naomi Shihab Nye.) SOFAD 7

8 ENG English In Poems and Songs Emcee Florian Forillo and DJ Claude Francoeur will borrow from what you say as they introduce the poem and comment on it afterwards. Think about the five discussion and analysis questions you wrote in Learning Situation 3 as you write your comments. Remember your audience your community as you write. Checklist for Your Comment on the Poem When you finish writing your analysis, use the following checklist to ensure you have covered the required topics. Question No Somewhat Did I identify the issue or message of my poem and explain its importance to my community? Did I point out how the form of the poem helps to deliver the message? Did I explain how imagery, poetic devices and irony add to the impact of the poem? Did I present any information about the creative process behind the poem that might interest my audience? Did I adapt what I had to say so that my audience my community would find it interesting and understandable? Yes, fully Task 3: Give Your Voice to a Poem Congratulations! The poem you nominated for presentation at the Community Centre opening party has been accepted, and Emcee Florian Forillo phoned you yesterday to ask you to record your reading of it. 14 If you chose to nominate Kindness or any other recorded poem from this course, listen to it now on the media resource page. If you nominated another poem, try to find a reading of it on the web. You should practise your own reading of the poem to reflect your understanding of it, but it s always interesting to hear a poem from another reader s point of view. Now practise and record your oral reading of your poem, using volume, pitch, tone, pace, and emphasis to communicate your own interpretation of its meaning. Use the checklist below to self-evaluate and guide your revision. 8 SOFAD

9 Evaluation Situation 2 Checklist for your Reading of a Poem Question No Somewhat Did I read my poem so that it makes sense to a listener? Did I pay attention to punctuation in my reading, respecting commas, periods, question marks, etc.? Did I add expression to my reading by varying the volume in appropriate places? Did I add expression to my reading by varying the pitch of my voice in appropriate places? Did I add expression to my reading by varying the tone of my voice in appropriate places? Did I add expression to my reading by varying the pace of my reading appropriately? Did I add expression to my reading by emphasizing keywords and phrases? Yes, fully Task 4: The Long View of Learning Reflect on your own learning process throughout this course. What did you learn about yourself, your abilities and your interests as you worked your way through this course? Write a Ietter to your teacher or tutor describing your learning experience. Write about: Your favourite learning activity; Any achievement that made you proud of your progress; Any difficulties you encountered; What this course taught you about language, communication, and beauty. While writing about these topics, you may want to use some of the following sentence starters. They will get you thinking about what and how you learned: I learned that... I was surprised that I... I was puzzled when... I noticed that I... I was frustrated when... I discovered that I... I felt that I... I was pleased that I... I solved a problem when... Write a personal letter between 200 and 300 words in length. Although this task will not receive a numerical mark, you will receive a feedback score of A, B, or C on the thoughtfulness and engagement you display in your answer. SOFAD 9

10 ENG English In Poems and Songs EVALUATION GRIDS Below are the evaluation grids that will be used by your teacher or tutor to evaluate 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 Discuss and Analyze Song Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Partial Acceptable Thorough Advanced Identifies and Student does Student shows Student makes Student Student discusses not identify minimal an adequate develops elaborates a central issue central issue of understanding connection a good fully developed relevant to song of central issue between connection connection community of song message of between between song and message of message of community song and song and community community Demonstrates Student does Student shows Student Student Student how song not consider minimal shows a basic shows a good shows a fully structure helps song structure understanding understanding understanding developed to deliver of the song s of how of how understanding message structure the song s the song s of how structure structure the song s interacts with interacts with structure the message the message interacts with the message Demonstrates Student does Student Student Student Student how imagery, not consider mentions one discusses one discusses offers a full poetic devices any of these or more of or more of some of these and original and irony add effects these effects these effects effects and discussion to impact in a basic way how they of whatever impact on effects are the song s present in the meaning song Shows Student does Student Student Student Student understanding consider type mentions type discusses type discusses type discusses type of type of of music of music of music in a of music in an of music in an music basic way informative way informative and interesting way Discusses Student does Student Student Student Student creative not consider mentions discusses discusses discusses process of creative creative creative creative creative artist process process process in a process in an process in an basic way informative way informative and interesting way Shows Student shows Student shows Student shows Student shows Student evidence of no awareness occasional adequate sustained shows full and audience of audience awareness of awareness of awareness of developed awareness audience audience audience awareness of audience Score SOFAD

11 Evaluation Situation 2 Task 2 Discuss and Analyze Poem Level 1 Level 2 Level 3 Level 4 Level 5 Minimal Partial Acceptable Thorough Advanced Identifies and Student does Student shows Student makes Student Student discusses not identify minimal an adequate develops elaborates a issue relevant central issue of understanding connection a good fully developed to community poem of central issue between connection connection of poem message of between between poem and message of message of community poem and poem and community community Demonstrates Student does Student shows Student Student Student how poetic not consider minimal shows a basic shows a good shows a fully form helps the poem s understanding understanding understanding developed to deliver form of the poem s of how the of how the understanding message form poem s form poem s form of how the interacts with interacts with poem s form the message the message interacts with the message Demonstrates Student does Student Student Student Student how imagery, not consider mentions one discusses one discusses offers a full poetic devices any of these or more of or more of some of these and original and irony add effects these effects these effects effects and discussion to impact in a basic way how they of whatever impact on effects are the poem s present in the meaning poem Discusses Student does Student Student Student Student creative not consider mentions discusses discusses discusses process of creative creative creative creative creative artist process process process in a process in an process in an basic way informative way informative and interesting way Shows Student shows Student shows Student shows Student shows Student evidence of no awareness occasional adequate sustained shows full and audience of audience awareness of awareness of awareness of developed awareness audience audience audience awareness of audience Score SOFAD 11

12 ENG English In Poems and Songs Task 3 Poetry Reading Level 1 Level 2 Level 3 Level 4 Level 5 Meaning of poem expressed through oral communication Use of oral techniques: volume, pace, pitch, tone, emphasis Minimal Student expresses little or no meaning through oral delivery Student makes little or no attempt to employ oral techniques Partial Student attempts to communicate meaning through oral delivery Student makes occasional use of oral techniques; may be artificial or forced Acceptable Student expresses adequate meaning through oral delivery Student makes adequate use of oral techniques and maintains the listener s attention Thorough Student expresses sustained meaning through oral delivery Student makes frequent use of oral techniques that have a positive effect on the listener s understanding Advanced Student demonstrates a developed interpretation which is expressed through oral delivery Student makes highly effective use of oral techniques that enhances the listener s understanding Task 4 Reflection on Learning Experience C B A Reflections on learning are present but minimal. Reference to various learning experiences is limited. Reflections on learning are thoughtful. Adequate reference to various learning experiences is expressed. Reflections on learning are insightful and varied. Many references to various learning experiences are expressed. 12 SOFAD

13 STUDENT S QUESTIONS:

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15 TEACHER S COMMENTS:

16 April 2015