Freitag 7. Januar = QUIZ = REFLEXIVE VERBEN = IM KLASSENZIMMER = JUDD 115

Transcription

1 DEUTSCH 3 DIE DEBATTE: GEFÄHRLICHE HAUSTIERE Debatte: Freitag 14. JANUAR, 2011 Bewertung: zwei kleine Prüfungen. Bewertungssystem: (see attached) Thema:Wir haben schon die Geschichte Gefährliche Haustiere gelesen. Jeztz werden wir eine Debatte in der Klasse haben, ob man den Recht haben soll, gefärliche Tiere als Haustiere zu haben. Für diese Debatte muß jeder in der Klasse daran teilnehmen. CLASS PROJECT As a class we will hold a debate as described above. Some class members will argue in favor of having the right to have dangerous animals as house pets, some will argue against being able to have dangerous animals as house pets, and a third group of students will act as a judges panel and will have to anticipate some of the arguments of both sides and formulate questions to ask each side. The judges will also be expected to choose a winning side and explain why they chose that side. Each student will be expected to speak and contribute to the debate. We will use a similar format for scoring the oral debate as I use in general for group oral presentations. That is, for your part in the overall class debate, part of your grade will be based on your participation, effort and contributions to your group's effort, and part of your grade will be based on how well your group works together, as well as being based on your own individual performance. This will count as a double quiz score and we may video tape the debate. SCHEDULE OF DATES FOR THE DEBATE SCHEDULED EVENT/ASSIGNMENT DATE Dienstag 4. Januar (UH 207) * Distribution of project packet and selection of group members Mittwoch 5. Januar (UH 207) * In-class time to prepare for the debate in groups * Initial written draft/outline of arguments/questions due at the end of the period Freitag 7. Januar = QUIZ = REFLEXIVE VERBEN = IM KLASSENZIMMER = JUDD 115 Montag 10. Januar (UH 207) * In-class time to prepare for the debate in groups * I will return first drafts with correction codes Dienstag 11. Januar (UH 207) * 2nd, solid draft arguments/questions due at the beginning of the period (DIENSTAG!) * In-class time to rehearse in your groups for the & Mittwoch 12. Januar (UH 207) debate (you should also time your arguments and make corrections for your written final drafts) Freitag 14. JANUAR * The debate (and possible videotaping) * Final written draft due of your arguments/questions

2 Other requirements: 1. Your presentation of the debate may be videotaped, and therefore you should know your lines to make the debate look as authentic as possible. Each side in the debate will have an initial five to seven minutes to present their opening arguments. After each side has presented their arguments, the judges will be given five to seven minutes to ask both sides questions to which they will have to respond. Each side will be given another three to four minutes to respond to these questions. After the judges have asked and received answers to their questions, they will be given time to deliberate (to decide on a winner and come up with their rationale). After this, they will be given three to four minutes to present their decision. (Be sure to practice your arguments sufficiently) 2. You will be asked to turn into me an initial written draft or outline Mittwoch 5. Januar (at the end of the period ) and a 2 nd, solid draft on Dienstag 11. Januar (at the beginning of the period ) related to your group's part in the debate on : I will need my own copy and each participant should keep his or her own copy to work on at home. Debaters: Judges: A list of arguments for your side and answers to some anticipated questions you might receive from the judges. A list of questions to ask each side, anticipating some arguments they might make and a list of criteria you will use to determine a winning side. 3. Your final written draft will be due on the day of the presentations on: Freitag 14. JANUAR, Use as many reflexive pronouns as possible 5. You must use at least one weil-clause per person in your group and you should highlight these on your written copy. (Remember what happens to word order!) 6. You must type the assignment. Be sure you know how to get the characters for umlauts and ß's. Note: a portion of your score will be for the written presentation of your arguments/questions and your grammar. 7. Use as much of the vocabulary from our current story on dangerous house pets as possible. 8. Be sure to refer to the handout I gave you on writing tips. Remember that good writing and good oral presentations have a beginning, a middle, and an end (or an introduction, a main body, and a conclusion). 8. Don't try to get too fancy and go too much beyond what you already know. The idea is to use the vocabulary and structures that you have already learned.

3 BEWERTUNG DES DEBATTES KATEGORIEN BESCHREIBUNG DER KRITERIEN 1. Klarheit (Clarity) (individual score) * The extent to which the speaker is loud enough to be heard. * The extent to which the speaker speaks slowly and clearly enough to be understood. * The extent to which the speech is natural and continuous (presence or absence of unnatural pauses or fragmented speech). * The overall comprehensibility of the speech based on its delivery. 2. Inhalt (Content) (group score) * The level of originality of ideas expressed. * The relevance of the ideas expressed to the topic presented and the assignment given. * Debate Speakers: the extent to which the groups' arguments demonstrate a well-thought out, logical development for their side (for or against) Do the arguments support the group's position in a logical and convincing manner? Debate Judges : the extent to which the judges' questions and reasons for choosing a winner demonstrate as a group a well-thought out, logical development Do the questions relate logically to point that the two sides might make or actually did make? Do the reasons given for having chosen the winning side demonstrate a well-thought out logical rationale? * The overall organization and development of the ideas expressed. 3. Aussprache (Pronunciation/articulation) (individual) * The extent to which words are pronounced correctly. * The extent to which the detection of a "foreign" accent would be acceptable to a native German speaker. * The extent to which communication of the intended message is hampered or disrupted by problems with pronunciation (particularly in cases where mispronunciation results in a change in intended meaning).

4 4. Ausdrucksweise/Haltung (Expression/Attitude) (individual ) * The level of enthusiasm or expressive quality of voice demonstrated. * The variety/appropriateness of inflection and changes in inflection. * The use of appropriate movement and/or gestures. 5. Wortschatz (Vocabulary) (group score) * The appropriateness of word choice for the context (particularly in cases where using a word incorrectly within the context changes the intended meaning). * The extent to which the use of vocabulary is rich and diverse (absence or presence of unnecessary repetition). [Use as much of the newly learned vocabulary as possible] * The absence or presence of either nonexistent words in German or Anglicisms (applying English language characteristics indiscriminately to German). 6. Grammatik (Grammar) (group score) * The extent to which subject and verb usage demonstrate agreement. * The extent to which noun and article usage reflects the proper gender, number, and case, and the extent to which adjective endings are appropriate (according to preceding article, gender, number, & case). * The appropriateness of sentence structure and word order. * The appropriateness of verb tenses and forms. * The overall use of grammar as it relates or potentially interferes with the comprehensibility of the message (absence or presence of grammatical errors that result in a change in the intended meaning). 7. Bewertung der Gruppe (Group Score) * The extent to which each group member contributes/participates equally in the presentation and the ability of the group to demonstrate an effective use of their time during the preparation of the debate. * The extent to which the overall presentation flows from 1 speaker to another. * The overall quality of the presentation including the use of visual aids or props. * Quality/legibility and overall appearance of the written arguments * The extent to which the oral presentation and written arguments meet all the requirements for the assignment. 8. individuelle Anstrengung (Indiv. Effort/Contribution) * Completion of self-evaluation and a peer-evaluation form * Amount of effort and positive contribution given to the group during the preparation of the project.

5 SCORING OF SPEECH/ORAL PROJECT EVALUATIONS Each Student will be evaluated by at least one other student and the instructor and will complete a self-evaluation based on the above criteria. Scoring of each category will be on a scale of seven to one, seven being the best score possible such that : 7 = EXCEPTIONAL (A/A + ) 6 = FULLY DEVELOPED (B) 5 = ADEQUATELY DEVELOPED (C) 4 = DEVELOPING (D) 1-3 = INSUFFICIENT DEVELOPMENT (D - - F) Remember you may use notes during the debate, but you should not read or appear to read from your notes. You will be given time in class to develop your part in the debate and to practice it, but you will also need to practice your lines outside of class to prepare yourself and to calm any anxiety that you may be feeling. You can do this in front of a mirror and/or in front of a practice audience (friend/ family member). Even if your practice audience does not understand German, the mere effort of speaking in front of someone should help you.

6 DEUTSCH BEWERTUNG DES DEBATTES: Gefärliche Haustiere NAME (person presenting ) (Use back if needed) Gut gemacht könnte besser sein Kommentare/Vorschläge Klarheit < > Inhalt < > Aussprache < > Ausdrucksweise < > Wortschatz < > Grammatik < > Bewertung < > der Gruppe individuelle < > (To be filled out only by the presenter and instructor) Anstrengung

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