Sample 3: Grade 12

Topic: Of Mice and Men

Prescribed Learning Outcomes:

Comprehend and Respond (Strategies and Skills)

It is expected that students will:

• choose appropriate strategies before, during, and after reading, viewing, or listening for different purposes
• assess prior knowledge of and experience with specific topics
• demonstrate the ability to listen and view critically

It is expected that students will:

• paraphrase the main ideas, events, or themes in a variety of literary, technical, business, and informational communications

It is expected that students will:

• analyse different presentations of the same information to reconsider positions

It is expected that students will:

• formulate and refine research questions
• use a variety of techniques, including outlines, webs, flow charts, and diagrams to organize and communicate ideas

It is expected that students will:

• demonstrate effective oral and representational skills to create or enhance communications

It is expected that students will:

• demonstrate flexibility, responsibility, and commitment when working together

It is expected that students will:

• demonstrate willingness to consider diverse, contrary, and innovative views

Overview

This unit involved students in a series of activities related to reading novels and viewing movies. Evaluation was based on:

• newspaper articles
• speaking and listening in small-group discussions
• multi-paragraph compositions
• flow charts
• oral presentations

Planning for Assessment and Evaluation

• The unit began with the class brainstorming what they knew and didn't know about the Great Depression. The teacher then described the problems of unemployment during the Great Depression and the lives of itinerant farm workers.

• The teacher began reading Of Mice and Men aloud, with the class following along in their texts. During the reading, the teacher stopped from time to time to explain new vocabulary and to ask the students to predict what would happen next.

• After the first two chapters, students were asked to write a newspaper article, using a format provided by the teacher, describing the events in the town of Weed before the novel opened. Students were required to provide an illustration with a caption.

• The teacher continued reading the novel, with the class following along. At the end of each chapter, a different group of students was responsible for creating five important questions. These were given to the rest of the class to answer. The class and teacher then discussed the answers.

• When the section on the death of Candy's dog was reached, students were given a poem such as "David" or "The Bull Moose." Students discussed the pros and cons of euthanasia and recorded their responses to the topic in their journals.

• When the teacher had read about three-quarters of the novel, the class drew up a list comparing the aspirations of the farm hands, George and Lennie, Curley's wife, and themselves. Students shared their ideas with partners and then, as a class, discussed the similarities and differences. After the discussion, students were asked to write multi-paragraph compositions about the importance of having aspirations. Then students created flow charts showing their plans to achieve their goals.

• The teacher reviewed with students how movies and novels differ in such aspects as purpose, language, and pacing. Students were shown the Robert Blake version of Of Mice and Men. After watching the movie, students in groups made notes on topics such as characterization, acting, setting, ending, and accuracy of the movie. Then the Gary Sinise-John Malkovich version of the movie was shown, and students in groups discussed the differences between the two movies and between the movies and the book, the reasons for the differences, and which they preferred and why. The groups then presented their findings to the class.

Defining the Criteria

The teacher reviewed with students the learning outcomes for these activities and explained the requirements of each task. The teacher and students decided that the following key criteria should be demonstrated in the assigned tasks.

Newspaper Article

• provides specific details to support ideas
• uses appropriate newspaper format
• uses a visual representation that helps communicate ideas
• demonstrates effective writing and representational skills

• speaks in a voice that is easily heard and understood; uses eye contact to communicate
• uses clear and concise language
• works comfortably with the group and contributes to the group process
• is receptive to other students' viewpoints
• offers clarification, elaboration, explanations, feedback, suggestions, and questions

• well structured in several paragraphs
• clear purpose
• identifiable introduction, body, and conclusion
• adequate support provided for main ideas
• correct and effective use of language
• correct punctuation, usage, and spelling

• effective use of colour, layout, and white space; neatly presented
• complete, thoughtful, and creative; properly titled
• clearly identifiable steps; logical progression; identifiable end

• easily heard and understood voice
• clear and easy-to-follow presentation
• appropriate language and tone
• well-organized flow
• well-developed content supported by specific references

Key: 5-Excellent
         4-Good
         3-Satisfactory
         2-Developing
         1-Unsatisfactory
         0-No Effort Made

Rating	Criteria
Strong	speaks in a voice that is easily heard; uses eye contact to communicate chooses clear and precise language uses tentative and inclusive language works comfortably with the group and helps develop and sustain the group's interactions offers clarification, elaboration, explanation, feedback, suggestions, and questions as needed
Good	speaks in a voice that is easily heard and understood; uses eye contact frequently chooses clear words and may occasionally experiment with more subtle or specific language may use some tentative and inclusive language works comfortably with the group and contributes to social dynamics often makes suggestions, asks questions, or adjusts thinking after listening to others
Competent	speaks in a voice that can be heard and understood; tries to make eye contact may have difficulty using language may use some inclusive language takes part in group discussions and follows basic rules for working with others contributes some ideas and suggestions to the group
Developing	speaks in a voice that is unclear or difficult to hear at times, with little variation in tone and expression; little eye contact relies on familiar language and often uses vague or general words shows some awareness of the responsibilities of contributing to a group offers ideas that may not connect with those of others; may not be able to explain or clarify ideas

Rating	Criteria
6	The Scalepoint 6 paper is developed with originality, energy, and flair. The writing is purposeful, focussed, and on topic. Details and examples are effectively used, and the writer takes risks with content and structure. An easy command of sentence structure includes appropriate subordination and effective use of parallel structure. Vocabulary is appropriate and often sophisticated. There are few mechanical errors.
5	The Scalepoint 5 paper is competent and generally well developed; however, it may contain one area of minor weakness. The writing is purposeful and the development logical. Supporting details are well chosen. The writer takes some risks, but the results may be uneven. Sentences are controlled and varied; subordination is generally effective. Vocabulary is appropriate, but expression may be awkward. Mechanical errors do not interfere with comprehension.
4	The Scalepoint 4 paper is on topic, and ideas are clearly expressed. It is generally articulate but unimaginative. Paragraph structure is defined but conventional. The subject-verb sentence pattern predominates. Although expression is simplistic, some attempt is made to use more complex vocabulary. There are few errors in usage and mechanics.
3	The Scalepoint 3 paper attempts to address the topic, but development is weak. Ideas are repetitive and often simplistic. Although a multi-paragraph structure may be attempted, paragraphs often consist of only one or two sentences. Awkwardness in sentence structure tends to interrupt the flow. Expression is simplistic, with little attempt to use complex vocabulary. Errors in usage and mechanics are evident, but they do not predominate.
2	The Scalepoint 2 paper could demonstrate a serious lack of proficiency with English idiom yet make a genuine attempt at a full and structured development. Writing tends to be repetitive or circular, unfocussed, and limited to one or two ideas. Vocabulary is basic and often informal. Sentences are usually simple in construction; fragments, run-ons, and mechanical errors are evident. The paper fails to achieve the assigned purpose. Some papers are fairly well written and show rudiments of organization but are too short.
1	The Scalepoint 1 paper has little or no sense of purpose or development. It is usually seriously deficient in length--often a single paragraph. Organization contributes little to sequence or logic. The writing tends to be error-ridden and often creates an uncontrolled and confused pattern of development.
0	This is a category reserved for papers that cannot be evaluated. Text has been produced, but the effort is characterized by one or more of the following: no discernible grasp of English idiom too short to evaluate errors that make the paper unintelligible deliberately addresses a topic not given

Criteria	Rating	Comments
Visual Impact: effective use of colour, layout, and white space; neatly presented.	3   2   1   0
Content: complete, thoughtful, and creative; properly titled.	3   2   1   0
Organization: clearly identified steps; logical progression; identifiable end.	3   2   1   0
Strength of Overall Impact	3   2   1   0

Key: 3-Strong
         2-Competent
         1-Developing
         0-Unsatisfactory

Rating	Criteria
Outstanding	Voice and physical expression build communication. Presentation is clear and enjoyable to listen to. Language and tone are appropriate. The flow is well organized. Ideas are fully developed; provides specific details to support ideas.
Good	Voice easily heard and understood. Presentation is clear and easy to follow. Language and tone are generally appropriate. Organization is generally clear. Provides adequate details to support ideas.
Satisfactory	Voice can be heard and understood. Presentation is generally clear. Language and tone may be inappropriately informal at times. Organization is not clear in some places. Provides some details to support ideas.
Incomplete	Voice unclear or difficult to hear at times. Presentation is difficult to understand. Language may be inappropriate. Organization unclear. No supporting evidence.

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