Sample 3: Grade 9

Topic: Self and Family

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

ask for and give simple information and assistance
initiate and maintain short conversations about personal interests
express basic information using hiragana and some katakana

Acquiring Information

It is expected that students will:

convey acquired information in oral and visual forms, and in writing using basic hiragana and some katakana

Overview

In this unit on self and family, students participated in a variety of activities to develop communication skills and strategies. Evaluation was based on written paragraphs and speeches in which students described themselves and their families (or fictional characters and their families).

Planning for Assessment and Evaluation

Students completed family-tree diagrams for themselves (or for fictional characters of their choice) using specific vocabulary to define the various family relationships. Students practised using the vocabulary in practice interactions and role plays.
Students read a description about a family interaction and then chose, from a group of pictures, a picture that matched the description. They discussed as a class the key words in the description they used to make the match.
To build descriptive vocabulary, the teacher described an imaginary creature. Based on what they understood, students drew the creature. Students then practised using descriptive words by orally describing creatures or monsters for their partners to draw.
Students participated in a number of structured exercises to practise writing simple sentences using basic patterns. The teacher also provided cloze exercises and asked students to complete the sentences with appropriate vocabulary.
Using a full-length picture of a friend or family member, each student wrote a descriptive paragraph. The paragraph included specific information and details such as name, age, appearance, personality, hobby, and job or school information. With partners, students worked to edit and proofread their work.
Each student prepared a one-minute speech to introduce self and family (or a fictional character and family) to the class. The presentation was supported by a poster depicting at least four family members related to the student in different ways.
During each presentation, students asked the speaker questions for clarification or to find out additional information. The speaker responded to the questions.

Defining the Criteria

The teacher reviewed with students the learning outcomes, expectations, and task requirements, and collaborated with them to establish key criteria to evaluate their work.

Paragraph

Content/Meaning

includes all required information
includes detail to enhance description
information is logical and relevant
logically organized; easy to understand

Language

correct word order
correct use of particles in simple sentence patterns
variety in vocabulary
correct grammatical patterns
characters are formed neatly and precisely
non-hiragana words in romaji

Speech

all required information about self and family (real or fictional) is included
information is organized
uses approximate pronunciation of learned vocabulary
sentence structure, grammar, word order, and use of particles are correct
poster is complete and includes all relevant information
student addresses audience

Assessing and Evaluating Student Performance

The teacher used the criteria developed with students to create an analytical scale for scoring the paragraphs. Speeches were assessed using a holistic scale that was adapted from one that the class had frequently used for other assignments.

Paragraph
Criteria Rating
.Content/Meaning

includes all required information

includes detail to enhance description

information is logical and relevent

logically organized; easy to understand

Language

correct word order

correct use of particles in the simple sentence patterns

variety in vocabulary

correct gramatical patterns

characters are formed neatly and precisely

non-hiragana words in romanji

Comments:

Total   /40

Key:: 4-Outstanding; 3-Good; 2-Minimal; 1-Weak; 0-Not Evident

Speech
Rating Criteria
A Meets and exceeds requirements of the assignment. Speech communicates uniqueness of real or fictional self and family. Information is clear, relevant, and logically organized. Student demonstrates risk taking by using new and varied vocabulary, language structure, and patterns. Clear and correct pronunciation. Demonstrates beginning awareness of expression and intonation of language. Grammar is correct and goes beyond familiar patterns. Occasional errors in language do not detract from meaning. Shows awareness of audience by speaking to listeners rather than reading to them.
B Meets requirements. Speech communicates important, relevant information about real or fictional self and family. Information is logically organized. Clear demonstration of ability to produce simple sentences. Student uses a variety of vocabulary and language structures. Clear and correct pronunciation. Grammar is generally correct. Errors do not impair communication. Shows awareness of audience by using cue cards appropriately.
C Meets most requirements. Speech communicates information about real or fictional self and family, but may be unclear in places. Information is organized, although there may be some areas of confusion. Uses basic vocabulary and sentences. Grammatical structure and sentence patterns are correct but tend to be very basic and may be repetitive. Errors may cause some confusion and breakdown in communication. Relies on cue cards and tends to read rather than speak.
I/F Criteria are not met. Large number of errors may make it impossible for the audience to understand the information. Student requires more time and practice.

Speech
Rating	Criteria
A	Meets and exceeds requirements of the assignment. Speech communicates uniqueness of real or fictional self and family. Information is clear, relevant, and logically organized. Student demonstrates risk taking by using new and varied vocabulary, language structure, and patterns. Clear and correct pronunciation. Demonstrates beginning awareness of expression and intonation of language. Grammar is correct and goes beyond familiar patterns. Occasional errors in language do not detract from meaning. Shows awareness of audience by speaking to listeners rather than reading to them.
B	Meets requirements. Speech communicates important, relevant information about real or fictional self and family. Information is logically organized. Clear demonstration of ability to produce simple sentences. Student uses a variety of vocabulary and language structures. Clear and correct pronunciation. Grammar is generally correct. Errors do not impair communication. Shows awareness of audience by using cue cards appropriately.
C	Meets most requirements. Speech communicates information about real or fictional self and family, but may be unclear in places. Information is organized, although there may be some areas of confusion. Uses basic vocabulary and sentences. Grammatical structure and sentence patterns are correct but tend to be very basic and may be repetitive. Errors may cause some confusion and breakdown in communication. Relies on cue cards and tends to read rather than speak.
I/F	Criteria are not met. Large number of errors may make it impossible for the audience to understand the information. Student requires more time and practice.

Revised: January 26, 1999

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