BC Education - Technology Education 11 and 12

Sample 6: Grade 10

Topic: Friendship

1. Prescribed Learning Outcomes:

Communicating
It is expected that students will:

communicate needs, desires, and emotions, giving reasons
describe events and experiences
express statements in past, present, and future
participate in a variety of meaningful, real-life situations

Aquiring Information
It is expected that students will:

retrieve, process, and adapt information from French-language resources to complete authentic tasks
explain in detail acquired information in oral, visual, and written forms

Experiencing Creative Works
It is expected that students will:

discuss and respond to authentic creative works from the Francophone world

Understanding Cultural Influences
It is expected that students will:

compare and contrast their own customs to those of Francophone cultures
identify and compare language, expressions, and behaviours that suit cultural context

2. Overview

The teacher developed a three-week unit on friendship that included:

participating in oral activities
developing web charts on personality traits
creating public service announcements
doing research on the Internet on friendship items
creating visual and personal responses to a poem
creating soap opera videos

3. Planning for Assessment and Evaluation

The teacher distributed index cards to the students. Each student secretly recorded the name (in large print) of a famous person. The teacher gathered the cards and randomly taped one on each student's back.
Students circulated around the room attempting to figure out who they were by asking questions that elicited yes or no responses only. When students had determined their identities, they sat down with the cards in front of them.
The teacher put the students in groups and asked them to choose two of the famous people from the ones collected in their group. The teacher provided each group with chart paper, markers, and dictionaries and asked the students to brainstorm and web qualities and personality traits of the people on their chosen cards. The charts were placed around the room and students returned to their seats to write entries in their personal journals about which one of these famous people they would pick
to be their best friend and why.
Students later shared their journal entries in groups. Together they agreed on the essential qualities of friendship. Groups were then asked to create 30-second public service announcements for TV or radio with the theme of the importance of friendship.
Students were instructed to search the Internet in pairs, using French-language search engines for French youth web sites. From French-language web sites, partners researched articles pertaining to friendship. They shared their information orally with the class.
After the presentations were complete, students talked about the cultural similarities and differences they noted.
In small groups, using the cooperative learning activity "Carousel" or "Gallery Walk," they listed similarities and differences. As a wrap-up to the activity, the class discussed how these similarities and differences reflected various cultures.
The teacher presented a French-language poem on friendship taken from a magazine, text, or the Internet. In pairs, using dictionaries, students derived meaning from the poem.
Each student created a personal response to the poem using both written and visual formats (which included many forms, such as song, dance, art, Reader's Theatre, and drama).
For a final task, students worked together to create scenes inspired by real or imagined soap operas. The themes related to friendships and relationships. Students worked in groups to create storyboards and scripts, scout locations, obtain props and costumes, rehearse, and then film their scenes. They showed their videotapes to the class at the end of the unit. Students were also given the option of doing live presentations or computer-generated animations.

Gallery Walk

4. Defining the Criteria

The teacher reviewed the learning outcomes for these activities, explained the requirements of each task, and discussed key criteria with students.

Participation in Oral Activities
To what extent does the student:

follow instructions
use French to ask and respond to questions from other students
respond to and support others in their use of French
take risks, show interest, and persevere

Webbing Personality Traits
To what extent does the student:

include relevant and interesting details
show appropriate organization of information
communicate an understandable message

Public Service Announcement
To what extent does the student:

speak comprehensibly
accurately identify and describe the qualities of friendship
take risks to include new or unfamiliar language that enhances each description
correctly use the frames and vocabulary provided
use gesture and expression to support communication

Internet Research on Friendship
To what extent does the student:

access a variety of electronic sources (such as French-language search engines and web sites)
download appropriate data from the Internet

Visual and Written Personal Response to the Poem
To what extent does the student:
Visual

demonstrate an understanding of the content of the poem
include relevant and creative detail
show consideration for the audience (e.g., varied, eye-catching)
provide a comprehensible message

Written

show appropriate organization of information
demonstrate an understanding of the content of the poem
use a range of appropriate vocabulary, including new vocabulary from the poem, to support and enrich the message

Soap Opera Video
To what extent does the student:

attempt to model a soap opera
use interesting language, details, or humour to engage the audience
provide character development
use a range of appropriate vocabulary and structures
interact effectively with expression and show some spontaneity

5. Assessing and Evaluating Student Performance

The teacher used performance rating scales to evaluate students' work on this unit. Students were given copies of the rating scales, and discussed them in English before they began working on their assignments. Teachers and students discussed and used the scales to assess and provide feedback on the public service announcements, poem responses, and soap opera videos. These scales were adapted and used throughout the year to assess visual, oral, and written work.

Participation in Oral Activities

	Date

Criteria	Rating
follows instructions
uses French to ask and respond to questions from other students
responds to and supports others in their use of French
takes risks, shows interest, and perseveres

Key:

3 - Independently/minimal support
2 - With some support
1 - With continuing support
0 - Not demonstrated

Webbing Personality Traits

Rating	Criteria
Outstanding 4	Goes beyond the basic requirements to demonstrate additional learning. Web chart includes relevant and interesting details, shows appropriate organization of information, and communicates an understandable message.
Good 3	Complete and accurate. Includes relevant details, shows appropriate organization of information, and communicates an understandable message. may include minor errors.
Satisfactory 2	Basic. Includes required items. May omit some details.
Requirements Not Met 1	May be incomplete, inappropriate, or incomprehensible.

Public Service Announcement

Criteria	Assessment*					Teacher Rating
	Self	Peer
	Self	Group A	Group B	Group C	Group D	Group A	Group B	Group C	Group D
speaks comprehensibly
accurately identifies and describes the qualities of friendship
takes risks to include new or unfamiliar language that enhances each description
correctly uses the frames and vocabulary provided
uses gesture and expression to support communication

*Students who worked together collaborated to assign self-ratings.

Key:

3 - Strong
2 - Satisfactory
1 - Needs improvement
0 - Not demonstrated

Internet Research on Friendship

Criteria

Rarely

Sometimes

Always

accesses a variety of electronic sources (such as French search engines and web sites

downloads appopriate data from the Internet

Visual and Written Personal Response to the Poem

	Rating			Comments
	Self	Peer	Teacher	Comments
Criteria: Visual Response
demonstrates an understanding of the content of the poem
includes relevant and creative detail
shows consideration for the audience (e.g., varied, eye-catching)
provides a comprehensible message
Overall Rating for Visual Response
Criteria: Written Response
shows appropriate organization of information
demonstrates an understanding of the content of the poem
uses a range of appropriate vocabulary, including new vocabulary from the poem, to support and enrich the message
Overall Rating for Written Response

Key:

3 - Independently/minimal support
2 - With some support
1 - With continuing support
0 - Not demonstrated

Soap Opera Video

Rating	Criteria
Outstanding 5	Includes all components of the project. Strong attempt to engage the audience through use of interesting dialogue, character development, detail, costumes, props, and possibly humour. Uses a wide range of expressions and vocabulary with limited repetition. Creatively attempts to model a soap opera, with a sense of pacing and flow in the dialogue. May include minor errors in usage or pronunciation, but these do not detract from message.
Strong 4	Includes components of the project. Attempts to engage the audience through dialogue, some character development, detail, costumes, props, and possibly humour. Uses a range of expressions and vocabulary with some repetition. Attempts to model a soap opera. May include errors in pronunciation, but message is still clearly communicated.
Satisfactory 3	Meets requirements. Video lacks creativity; is without costumes, props, and character development. Major components of video are appropriate, but lack supporting detail or attempt to engage audience. Uses a limited range of expressions or vocabulary with repetition. Message is comprehensible, but errors may require more effort for audience to comprehend.
Needs Improvement 2	Meets some requirements. Design of video impedes understanding. Includes most required information, but may be very brief, with little detail. In most cases, shows little awareness of audience-often little sense of communication. Soap opera form is not evident. May rely on simple, basic vocabulary and repeat the same structures. Errors interfere with communication.
Not Demonstrated 1	Does not meet requirements. May be incomprehensible, inappropriate, or incomplete.

Last Modified: February 2002

BC Ministry of Education Home Page