Appendix D: Evaluation Example

Sample 4: Grade 10

Topic: Romeo and Juliet

Comprehend and Respond (Strategies and Skills)

It is expected that students will:

• locate and interpret examples of literary techniques, including symbolism
• describe how tone and mood affect the drama of a story, play, or film

It is expected that students will:

• interpret the main ideas, events, or themes of a variety of novels, stories, poetry, other print material, and electronic media
• make generalizations, supported by specific details and examples, about the key concepts, characters, and themes of written, oral, and visual works
• use a variety of written or graphic forms to organize ideas acquired from what they have read, heard, or viewed

It is expected that students will:

• compare the features and relative merits of different communications, including those created by the same author, designer, or director
• demonstrate openness to divergent language, ideas, and opinions from a variety of cultural communities as expressed by mass media and in literature
• develop imaginative or creative responses to share their ideas

It is expected that students will:

• analyse and assess the impact of specific techniques and designs used by the media

It is expected that students will:

• demonstrate an awareness of the characteristics, needs, and preferences of specific audiences
• organize their ideas, and adjust their style, form, and use of language to suit specific audiences and achieve specific purposes

It is expected that students will:

• use established criteria to appraise their own and others' work to determine the appropriateness of the resources used and to offer relevant, constructive suggestions in an appropriate manner
• apply specific criteria to assess and revise communications

It is expected that students will:

• create communications for an increasing range of audiences and purposes including pleasure and entertainment

It is expected that students will:

• demonstrate confidence in using language in a variety of formal and informal contexts, both inside and outside the classroom

It is expected that students will:

• demonstrate their commitment to collective goals

The unit involved students in a series of activities related to reading and viewing Romeo and Juliet and viewing Westside Story. Evaluation was based on:

• a Venn diagram
• scene presentations
• an image bank

• The class began their unit on Romeo and Juliet by brainstorming what they knew about Shakespeare and Elizabethan England and what they needed to find out. With this in mind, they researched the topic using library resources and by searching the Internet.
• Students participated in a sort-and-predict activity, using vocabulary from the play. They first discussed their predictions, and the teacher then presented a brief overview of the play. Students then watched two or three key scenes on video. After viewing the scenes, the teacher explained how they would read the play aloud in class.
• During the reading of Romeo and Juliet, the whole class created two sociograms­one at the end of the first act and another later in the play­to help develop understanding of the characters and their relationships to each other. As well, students completed a set of image bank cards (using file cards or similar sized paper) for each scene. On each card, they drew an overall image that stood out for them, determined the line reference for the selected image, noted who was speaking, briefly described the situation, and explained the purpose or meaning of the image.
• After reading and discussing Romeo and Juliet, the class watched video performances of Romeo and Juliet and Westside Story. While they watched, they made notes regarding similarities and differences between the plays, keeping in mind the written text of Romeo and Juliet. Finally, they talked about the two plays and completed a Venn diagram to demonstrate their understanding of these similarities and differences.
• As a culminating activity for the unit, students formed groups of three to five and selected, rehearsed, memorized, and performed scenes from Romeo and Juliet.

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.

Venn Diagram

• thorough; includes relevant and accurate detail
• clearly identifies similarities and differences
• includes key dramatic elements from both plays
• clear presentation which is easy to read

• confident, poised, well rehearsed, collaboration evident
• clear and audible use of voice and pacing
• evocative use of setting and costumes
• effective body language
• appropriate awareness of audience
• demonstrates insightful interpretation of scene

• creates overall impression of insightful and personal response
• all required details evident
• effective, creative, and appealing presentation
• explanation demonstrates strong understanding of chosen image
• concise and accurate description of situation in scene

The teacher and students used criteria lists and rating scales to evaluate student performance.

Key:

4­strong
3­competent
2­minimal
1­unsatisfactory

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