BC Education - Technology Education 11 and 12

Sample 8: Grade 12

Topic: Folk Tale

1. Prescribed Learning Outcomes:

Communicating
It is expected that students will:

exchange ideas, thoughts, opinions, and points of view, giving reasons and reactions
describe, narrate, and analyse events, situations, or experiences
use a wide range of vocabulary, complexity of expression, and idiom in past, present, and future
interact spontaneously in a variety of meaningful, real-life situations

Aquiring Information
It is expected that students will:

retrieve, research, and analyse information from French-language resources to complete authentic tasks
synthesize acquired information in oral, visual, and written forms

Experiencing Creative Works
It is expected that students will:

analyse and respond to authentic creative works from the Francophone world

Understanding Cultural Influences
It is expected that students will:

explain how people are influenced by cultural experiences

2. Overview

The teacher developed a three-week unit for Grade 12 students on the folk tale "La Chasse Galerie." Students read, analysed, and presented information on this French-language folk tale. The teacher used performance rating scales to evaluate students' reading comprehension, written work, and oral presentations.

3. Planning for Assessment and Evaluation

Students explored common attributes of folk and fairy tales (e.g., hero/villain archetypes). The ensuing "think-pair-share" (see diagram) class discussion included the importance of folk and fairy tales in a culture. Students took notes which they later used in individual and group assignments.
In pairs, students created word-web/mind maps based around picture-prompts the teacher supplied from "La Chasse Galerie" (e.g., a canoe). These word-webs contained their predictions about the characters and plot of the story. They shared their word-webs and predictions with another pair.
The teacher played a cassette recording of the tale, omitting the ending. Students listened while following along in their texts.
Before they heard the end of the story, students discussed possible endings. These were listed and later compared with the real ending. (Stronger students were challenged to write new endings to hand in.)
After hearing the story, the class determined which, if any, common attributes this tale shared with their web charts/mind maps and predictions. Also, they analysed language elements and conventions such as Il était une fois....
Students completed three comprehension activities:
- They created a crossword based on vocabulary, characters, or plot and exchanged it with their partners (or another class).
- They completed a grille des personnages/character chart as they read the story on their own.
- They received a list of key events from the story and rearranged the events into correct chronological order.
In pairs, students chose a question from a hat. The teacher also wrote a complete set of the questions on an overhead. The pairs worked together to generate a response. They then read their question and response to the class, giving others the opportunity to comment. Students wrote down the answers to all the questions during the class discussion.
Students used the Réponse personnelle chart to record their personal reflections on the story.
Based on notes, discussions, and the Réponse personnelle chart, students created a bio-fiche/character card for each of the central characters. (These cards resembled hockey cards.)
Students each chose a character from the tale and created a boîte au personnage/character box to show their in-depth understanding of the character. Each student selected a container and eight items that were reflective of the character. Students also chose quotes from the story to support their choice of items. For example, in one box, the student included items such as a miniature paddle, birch bark, and a scroll. Students gave oral presentations of their character boxes, answering questions asked by the class.

Grille de personnages

le nom

l'apparence physique

la personnalité

son importance dans l'histoire

Réponse personnelle

Des questions que tu poserais aux personnages:	Trois citations que tu trouves importantes et interéssantes:
Cinq nouveaux mots ou nouvelles expressions (définitions en français):	Un lien personnel:

In pairs or small groups, students created posters or web sites promoting imaginary film versions of this story. Each poster or web site contained two to three critiques, a summary of the plot, a list of actors and roles, the director's name, the title, and an image of the key element of the story.
Students completed a jigsaw activity which compared "La Chasse Galerie" to four other folk tales from the Francophone world (predetermined by the teacher). In their home groups, each student received one of four stories and a series of questions. They then moved into expert groups, where each group member had the same story. The members in each expert group read the story and answered the questions together. They then returned to their home groups and shared their learning. Questions included:
- Y a-t-il un(e) héros/héroïne, villain(e) dans l'histoire?
- Si oui, comparez-les à ceux dans le conte "La Chasse Galerie."
- De quel pays vient cette histoire? Notez des références culturelles dans l'histoire.
- Quel message ou quelle leçon le lecteur/la lectrice devrait-il/elle apprendre en lisant cette histoire?

Bio-fiche (Sample)

Jigsaw Activity

In pairs, students completed research for reports on folk tales from the Francophone world (not covered in the jigsaw activity). Their reports analysed elements examined previously. During class presentation of the research reports, presenters answered spontaneous questions from the audience.
In groups, students decided on creative ways of presenting the tales, staying true to the original texts. They were given the choice of performing a dramatic performance, creating and reading a large-size storybook, or presenting a PowerPoint story board. During their in-class dress rehearsals, students evaluated their peers, using the Feuilles d'évaluation pour l'élève.

4. Defining the Criteria

The teacher reviewed the expectations for each task and discussed the following criteria with students. The teacher emphasized that in all assignments, the most important feature would be students' ability to communicate meaning.

Word-web/Mind Map
To what extent does the student:

predict the characters in the story
predict the plot of the story
include relevant and interesting details
show appropriate organization of information
spell key words and phrases correctly

Comprehension Activities
To what extent does the student:

include all required information
provide relevant detail
show appropriate organization of information
use appropriate vocabulary, spelled correctly

Réponse personnelle
To what extent does the student:

provide all required information
include relevant and interesting details and quotes
correctly use a variety of vocabulary and language structures appropriate to the subject
show understanding of the folk tale (e.g., plot, characterization, theme)
show ability to make a personal connection

Bio-fiche
To what extent does the student:

create an individual bio-fiche for each central character
complete the personal information required for each central character
create a visual resemblance of the chosen character
include relevant and creative details
provide consideration for the audience (e.g., varied, eye-catching)
spell key words and phrases correctly

Boîte au personnage
To what extent does the student:

create a character box that reflects the character
include eight items representing key aspects of the character
quote from the story to support choice of items
explain how the objects relate to the character
include relevant and creative details
provide consideration for the audience (e.g., varied, eye-catching)
use a wide range of useful vocabulary and appropriate idioms
present expressively with some spontaneity

Poster or Web Site
To what extent does the student:

provide all required information
include relevant and interesting details with appropriate organization
show consideration for audience (e.g., eye-catching, easy to understand)
use appropriate and accurate patterns and frames to include known vocabulary and language structures
show understanding of the tale's plot, characterization, and theme

Prepared Oral Interactions and Discussions
To what extent does the student:

Meaning
- provide clear, relevant, accurate, and detailed information
- include appropriate research support or attribution
- present credible reasons and explanations for views presented
Language
- support message with a wide range of vocabulary and idiom
- use appropriate tense and structure
Interaction
- use strategies to maintain interaction and avoid communication breakdown (e.g., self-corrects, rephrases in French, adapts known structures to new situations)
- communicate fluidly-pauses are brief and do not interfere with meaning

Written Research
To what extent does the student:

Meaning
- provide clear, relevant, accurate, and detailed information
- include appropriate research support or attribution
- present credible reasons and explanations for views presented
Language
- support message with a wide range of vocabulary and idiom
- make only minor errors in tense or structure, which do not reduce effectiveness
Organization
- organize ideas clearly and logically to enhance message
- use clear and appropriate transitions

Présentation créative

Feuille d'évaluation pour l'élève

	Nom: ________________________________________ Date: ________________________________________
Noms des créateurs:______________________________________________________________________
		Excellent	Bien	Pas d'effort
Tous les éléments sont inclus.		3	2	1
La créativité est évidente.		3	2	1
La présentation est appropriée et intéreseeante.		3	2	1
Le message est clair.		3	2	1

	Totale: /12

Commentaires:

La partie la plus intéressante de cet exposé était:______________________________________________________

_______________________________________________________________________________________________

Voici ce que je ferais de façon différente:_____________________________________________________________

_______________________________________________________________________________________________

Voici ce que je suggère aux créateurs:_______________________________________________________________

_______________________________________________________________________________________________

Voici ce que j'ai appris:____________________________________________________________________________

_______________________________________________________________________________________________

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 before they began working on their assignments. Comprehension-type activities in this unit were marked for completion only. The teacher marked four assignments for each student.

Word-Web/Mind Map

Criteria	Rating
predicts the characters in the story
predicts the plot of the story
includes relevant and interesting details
shows appropriate organization of information
spells key words and phrases correctly

Key:

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

Comprehension Activities

Criteria	Rating
includes all required information
provides relevant detail
show appropriate organization of information
uses appropriate vocabulary, spelled correctly

Key:

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

Réponse personnelle

Criteria	Rating
provides all required information
includes relevant and interesting details and quotes
correctly uses a variety of vocabulary and language structures appropriate to the subject
shows understanding of the folk tale (e.g., plot, characterization, theme)
shows ability to make a personal connection

Key:

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

Bio-fiche

Criteria	Rating
creates an individual bio-fiche fro each central character
completes the personal information required for each central character
creates a visual resemblance of the chosen character
includes relevant and creative details
provides consideration for the audience (e.g., varied, eye-catching)
spells key words and phrases correctly

Key:

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

Boîte au personnage

Criteria	Rating
creates a character box that reflects the character
includes eight items representing key aspects of the character
quotes from the story to support choice of items
explains how the objects relate to the character
includes relevant and creative details
provides consideration for the audience (e.g., varied, eye-catching)
uses a wide range of useful vocabulary and appropriate idioms
presents expressively with some spontaneity

Key:

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

Poster or Web Site

Note: Communication of meaning is the most important consideration and should receive the greatest weighting in assigning a grade.

Rating	Criteria
Outstanding 5	Detailed, insightful, and creative. Engages audience through use of images, font, and interesting detail. Focusses on appeal to audience. Plot descriptions of imaginary film and critiques are fully developed using a wide range of appropriate vocabulary and language structures. Offers detailed and compelling analyses.
Well-developed 4	Complete and accurate. Attempts to include a range of creative details to engage audience. Offers a comprehensible, accurate description of plot using a range of expressions and structures. Communicates message clearly.
Satisfactory 3	Meets requirements. Design lacks creativity. Major components of poster or web site are appropriate, but may offer few supporting details or attempts to engage audience. Lacks accuracy in plot and critique description. Message is comprehensible, but may take effort on part of audience. Errors may detract from understanding.
Needs Improvement 2	Meets some requirements. Design detracts from the information. 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. Understanding of plot is weak. Relies on simple, basic vocabulary and structures with frequent repetition. Errors may interfere with communication.
Requirements Not Met 1	Does not meet requirements. May be incomprehensible, inappropriate, or incomplete.

Research Notes

Criteria	Rating
	Self	Teacher
written entirely in understandable French	3 2 1	3 2 1
clearly organized	3 2 1	3 2 1
reflects effective research (including at least two French-language library or electronic resources)	3 2 1	3 2 1
includes relevant, detailed, and accurate information	3 2 1	3 2 1

Key:

3 - Good
2 - Satisfactory
1 - Needs improvement

Written Report

Note: Communication of meaning is the most important consideration and should receive the greatest weighting in assigning a grade.

Rating	Criteria
Outstanding 6	Goes beyond the requirements of the task to demonstrate extended learning or new applications. Takes risks with language, sometimes making errors when attempting to express complexities or subtleties. Information is clear, relevant, accurate, and logically organized. Includes credible reasons and explanations. Wide range of vocabulary and idiom supports message and enriches expression. Errors in language use do not detract from meaning.
Strong 5	Information is clear, relevant, accurate, and detailed. Includes credible reasons and explanations to support views. Uses a range of useful vocabulary, idiom, and structures, with some repetition. May include some structural and tense errors, but these do not obscure meaning.
Competent 4	Information is clear, relevant, and accurate. Presents some detail to support views, but links between ideas may be weak in places. Structures tend to be repetitive, and there are few transition words, resulting in a lack of flow. Vocabulary and idiom tend to be basic and concrete. May include errors in tense or structure, but meaning is clear.
Developing 3	Information is relevant and accurate, but may be unclear in places. Presents some detail to support views, but links between ideas may be weak or confusing. May misuse or omit transition words. Vocabulary and structures tend to be basic and repetitive. May include errors in tense, structure, and occasionally, in spelling (indicating the student did not use a dictionary or other resources to check his or her work), but these do not seriously affect meaning.
Underdeveloped 2	Attempts to address the topic. Presents some accurate information, but some of the supporting detail may be confusing, irrelevant, or inappropriate. Vocabulary tends to be basic and repetitive with little appropriate use of French idiom. Errors in tense, structure, and spelling may make it difficult for the reader to understand the meaning in places. Transition words may be omitted or misused. The writing tends to be choppy, repetitive, and lacks a sense of logical organization.
Requirements Not Met 1	Information or message is unclear, incomplete, or inappropriate. May be very short. A large number of errors may make it impossible for the reader to understand the writer's view.

Prepared Oral Interactions and Discussions

Note: Communication of meaning is the most important consideration and should receive the greatest weighting in assigning a grade.

Rating	Criteria
Outstanding 6	Information or message is clear, complete, and appropriate to topic. Interaction is effective, expressive, and shows some spontaneity; may include some short pauses. Wide range of useful vocabulary and appropriate idioms. May include errors in tense and structure, but these do not reduce the effectiveness of the information.
Strong 5	Information or message is generally clear and easy to understand. Interaction is sustained and expressive, but may be hesitant. Some variety in vocabulary; may include some errors in idiom. May include structural and tense errors, but these do not obscure the message.
Competent 4	Information or message is appropriate to topic. Interaction is sustained but may be hesitant with frequent short pauses; some expression. Appropriate, basic vocabulary; may include errors in idiom. May include errors in tense and structure which weaken but do not interfere with the message.
Developing 3	Information or message is appropriate to topic, but may be unclear in parts. Interaction is hesitant, with long pauses; some expression. Vocabulary tends to be basic and repetitive, with little appropriate use of French idiom. Errors in tense and structure interfere with the message.
Underdeveloped 2	Some parts of the information or message are unclear and may be inappropriate. Interaction is stilted, with little or no expression, and extremely hesitant, with very long pauses. Vocabulary is minimal and repetitive, with little appropriate use of French idiom. Errors in tense and structure undermine the message.
Requirements Not Met 1	Information or message is unclear, incomplete, or inappropriate. No interaction or flow of language.

Individual Participation

Rating	Criteria
3	Detailed, insightful, and creative. Engages audience through use of images, font, and interesting detail. Focusses on appeal to audience. Plot descriptions of imaginary film and critiques are fully developed using a wide range of appropriate vocabulary and language structures. Offers detailed and compelling analyses.
2	Complete and accurate. Attempts to include a range of creative details to engage audience. Offers a comprehensible, accurate description of plot using a range of expressions and structures. Communicates message clearly.
1	Meets requirements. Design lacks creativity. Major components of poster or web site are appropriate, but may offer few supporting details or attempts to engage audience. Lacks accuracy in plot and critique description. Message is comprehensible, but may take effort on part of audience. Errors may detract from understanding.

Group Participation

Rating	Criteria
3	Always contributes. Encourages and supports others. Always respects input from others. Provides leadership when needed.
2	Generally contributes. Often attempts to encourage and support others. Respects input from others.
1	Rarely contributes. Doesn't encourage or support others. Displays lack of respect toward others.

Student Journals

Assessment of student performance may also be supported through the use of journals. Student journals are powerful tools for encouraging students to reflect on their experiences. Journals may be quite structured, or they may be general reviews of the events of the week in the Core French class. Entries may comment on specific activities or provide broad reflections on progress or issues.

A journal is an important method of communication between student and teacher. Students may ask questions, indicate successes, or identify areas where they need further assistance to develop skills.

Teachers can respond to student journals in letters, with short comments in the journal, or verbally to students.

Prompts for Daily Journal Reflections

Today we talked/learned/participated in ___________.

I tried to:

I asked:

I found out:

One question I'm taking away to think more about is:

The steps I tood to participate effectively were:

The problems I encountered were:

To solve these problems I:

The resources and people I used to help were:

Reflection Activity/Project

Student name: Date:

Activity/Project Title
_____________________________________________

Activity/Project description

The most surprising aspect of this activity/project for me was:

I would like to find out more about:

If I were to do this activity/project again I would:

I could help a student who is doing a similar activity/project by:

The biggest problem I had was:

I solved this problem by:

What I enjoyed most about this activity/project was:

Student/Teacher Interviews

Interviews can provide valuable information about the understanding, thoughts, and feelings of students about Core French. Interviews may give students opportunities to reflect on the unit of study and the teacher a chance to gather information about students' knowledge and attitudes, as well as diagnose student needs. An interview may take the form of a planned sequence of questions which lead to open-ended discussions, or require independent completion of specific questions. Informal interviews between the teacher and students should take place on a regular basis throughout instruction.

Student/Teacher Interviews

Questions

Teacher Notes

How do you feel about your participation in this activity?

What do you think about __________?

How does your group feel about you?

Did you have any new thoughts when ___________?

How did you go about __________?

Tell me another way of doing ______?

What would happen if _________?

Why did you _________?

What did or did not work?

Tell me what you learned from _______.

What else would you like to know?

Is there anything you would like to change?

How well do you think you've done?

Tell me how or where you might use _________?

What communication skills did you teach or learn?

Peer Assessment Sheet for Students

Name:____________________________________________________

Presenter: ________________________________________________________________________

The most enjoyable part of this presentation was: __________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

The part I would do differently is:________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

One suggestion I have for the presenter is: _______________________________________________
___________________________________________________________________________________
___________________________________________________________________________________

One thing I learned in French that I could use in another situation is:___________________________
___________________________________________________________________________________
___________________________________________________________________________________

Feuille d'évaluation pour Etudiants

Nom:____________________________________________________

Orateur: ___________________________________________________________________________

La partie la plus intéressante de cet exposé était: _________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Voici ce que je ferais de façon différente:________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

Voici ce que je suggère à l'orateur: ____________________________________________________
__________________________________________________________________________________
__________________________________________________________________________________

J'ai appris ceci en français et je pourrais l'utiliser dans une autre situation:_____________________
__________________________________________________________________________________
__________________________________________________________________________________

Checklists

Checklists allow the teacher to observe the entire class "at a glance." They provide quick reference sheets that can identify specific information regarding student attitudes, knowledge, or skills. Checklists allow the teacher to create individual record-keeping systems, such as by date, level of skill proficiency, or use of a simple checkmark identifying a yes or no. Checklists can be useful in developing learning profiles that indicate growth over time. Checklists may be created to gather information about student co-operation, participation, attitude, leadership, or skill development.

Last Modified: February 2002

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