Sample 6 : Grade 12

Topic: Gift Giving and Receiving

Prescribed Learning Outcomes:

Communicating

It is expected that students will:

exchange detailed information on familiar topics and interests using specified kanji (see Appendix A)
interact in a range of social and learning contexts

Acquiring Information

It is expected that students will:

research, analyse, and synthesize relevant information from several Japanese-language sources to complete authentic tasks
convey acquired information in oral, visual, and written forms

Experiencing Creative Works

view, listen to, and read creative works, and respond to them in various ways

Understanding Culture and Society

It is expected that students will:

demonstrate effective and culturally appropriate manners and behaviours in a variety of social and business settings
adapt language to suit cultural context

Overview

The teacher developed a unit for Grade 12 students that focussed on gift giving and receiving. Students participated in a variety of activities to build language skills. Evaluation was based on:

summaries in English of an article on gift giving
summaries in Japanese of information about gift giving from videos
oral presentations about favourite gifts
thank-you letters

Planning for Assessment and Evaluation

In groups, students read aloud an article about gift giving and receiving (e.g., a locally approved article, such as "The Silver Wedding" in Japanese For Today ). The groups listed key words and phrases that were new to them, and used dictionaries to find definitions or synonyms. Students then individually summarized the article in English.
Students watched Japanese videos on related themes. Each student then developed a Venn diagram in Japanese to compare customs and manners of gift giving and receiving in Japan with those in her or his community.

In pairs, students summarized, in Japanese, the contents of the videos, using comparative and superlative structures (e.g., _____________ wa _______________ yori benridesu ).
Students participated in a "Gift Guessing" game. On index cards, they described and drew their favourite gifts, including for each the size, colour, occasion, and name of the person who gave it. The teacher collected, shuffled, and redistributed the cards to all students. Each student identified the correct picture using the information on the index card, and completed the following: _______________ wa _______________ o _______________ ni kattemoraimashita; _______________ wa _______________ ni _______________ o kattekuremashita .
Each student prepared a short speech to describe a favourite gift that was received on a special occasion. The presentation was to include specific vocabulary and patterns (e.g., verb gerund te form, moraimasu, kuremasu, agemasu). The teacher discussed the criteria for the oral presentations and provided students with a rating scale that they could use to self-assess as they practised. Students were also asked to bring the items to class and show them as part of their presentations. After each presentation, students in the audience evaluated it using a rating scale provided by the teacher. As well, each presenter completed a reflection log identifying an aspect of the presentation that had gone well and an area that needed work.
The teacher demonstrated how to write a letter in Japanese, pointing out the different letter formats for Japanese and English. Students wrote journal entries about their favourite gifts, using informal verb forms, and wrote thank-you letters to the people who gave the gifts, using the semiformal written format.

Defining the Criteria

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

Summary of Article (in English)

central ideas of article are summarized
accurate and relevant details enhance description or support main ideas
relationships among ideas in the summary are clear
includes accurate definitions or synonyms for key vocabulary terms and phrases

Summary of Video Information (in Japanese)

information is complete, accurate, relevant, and logically organized
vocabulary supports meaning
patterns and synonyms are used appropriately (e.g., student distinguishes between moraimasu and kuremasu/agemasu)
appropriate Japanese script (including kanji) is used throughout

Oral Presentation

Meaning

ideas are clear and understandable
includes appropriate details to describe the gift
student tries to engage audience by adding interesting or unusual detail
ideas are clearly organized
student answers questions from other students appropriately

Presentation

student speaks audibly and clearly in Japanese, varying pace and intonation
fluid presentation (brief pauses do not interfere with the presentation); presents from memory or notes
self-corrects as needed (e.g., restarting or repeating)

Language

student uses a range of appropriate vocabulary and patterns to support and enhance meaning
prescribed words and forms (verb gerund te form, moraimasu, kuremasu, agemasu ) are included and used appropriately

Letter

Meaning/Content

letter is purposeful and well organized
ideas are developed through clear, relevant, and appropriate detail
required letter format is used (opening phrase, preliminary remarks, main body, concluding remarks, closing date, sender's name and address, postscript)
details are included to enhance explanation
appropriate formality is applied

Language

wide range of vocabulary is used to support message
appropriate particles and patterns are used to support message
sentence patterns are varied
minor errors do not reduce effectiveness
language level and style are appropriate
an easy flow of language is sustained

Assessing and Evaluating Student Performance

The teacher and students used performance rating scales to evaluate activities in this unit. Students used copies of the scales as they prepared their assignments. In some instances, students had discussed the scales and used them in previous activities. The most important considerations were communication of meaning and frequent use of Japanese, and these received high weighting in assigning a grade.

For thank-you letters, the teacher used the six-point Japanese 12 Holistic Scoring Guide from the Grade 12 Provincial Examination Table of Specifications to evaluate student writing. In addition to the specific criteria, the teacher also considered appropriate use of Japanese letter format.

Summary of Article (in English)
Rating Criteria
A Summary shows thorough understanding of the information in the article. Includes substantial, accurate detail and explains relationships among ideas. List of definitions is thorough and accurate.
B Summary shows understanding of key points and includes some supporting details. Most key terms are listed and accurately defined.
C Summary shows basic understanding of the article. Includes some accurate definitions. Some parts of the summary or definitions may be incomplete or unclear.
I/F Summary and definitions are incomplete or largely inaccurate.

Summary of Article (in English)
Rating	Criteria
A	Summary shows thorough understanding of the information in the article. Includes substantial, accurate detail and explains relationships among ideas. List of definitions is thorough and accurate.
B	Summary shows understanding of key points and includes some supporting details. Most key terms are listed and accurately defined.
C	Summary shows basic understanding of the article. Includes some accurate definitions. Some parts of the summary or definitions may be incomplete or unclear.
I/F	Summary and definitions are incomplete or largely inaccurate.

Summary of Video Information
Rating Criteria
A Recorded information is relevant, accurate, and detailed. Includes all required information and the student adds or elaborates to create interest. Newly acquired language and patterns (including comparative and superlative structures) are accurately and appropriately used. The student attempts to go beyond simple summation.
B Information is clear, relevant, accurate, and detailed. Includes credible explanations and supporting details. Uses a range of useful vocabulary and structures, but with some repetition. Also uses script appropriately and may even use some kanji. Errors do not hinder meaning.
C Information is relevant and accurate, but it is unclear in some places. Some detail is presented to help explanations, but links are weak. May lack logical organization. Vocabulary, structures, and sentence patterns are basic and somewhat repetitive. Errors are more common, but do not seriously affect meaning. Script may be used incorrectly. Meets length requirement.
I/F Has not completed requirements of the assignment.

Summary of Video Information
Rating	Criteria
A	Recorded information is relevant, accurate, and detailed. Includes all required information and the student adds or elaborates to create interest. Newly acquired language and patterns (including comparative and superlative structures) are accurately and appropriately used. The student attempts to go beyond simple summation.
B	Information is clear, relevant, accurate, and detailed. Includes credible explanations and supporting details. Uses a range of useful vocabulary and structures, but with some repetition. Also uses script appropriately and may even use some kanji. Errors do not hinder meaning.
C	Information is relevant and accurate, but it is unclear in some places. Some detail is presented to help explanations, but links are weak. May lack logical organization. Vocabulary, structures, and sentence patterns are basic and somewhat repetitive. Errors are more common, but do not seriously affect meaning. Script may be used incorrectly. Meets length requirement.
I/F	Has not completed requirements of the assignment.

Oral Presentation
Criteria Rating Comments
Meaning

ideas are clear and understandable



includes appropriate details to describe the gift



student tries to engage audience by adding interesting or unusual detail



ideas are clearly organized



questions from other students are answered appropriately


Presentation

student speaks audibly and clearly in Japanese, varying pace and intonation



fluidity apparent (brief pauses do not interfere with the presentation); presents from memory or notes



self-corrects as needed (e.g., restarting or repeating)


Language

student uses a range of appropriate vocabulary and patterns to support and enhance meaning



prescribed words and forms (verb gerund te form, moraimasu , kuremasu , agemasu ) are included and used appropriately


Total Score /30

Key:: 3-Strong; 2-Satisfactory; 1-Weak; 0-No evidence of attempt to meet criteria

Japanese 12 Holistic Scoring Guide

Scalepoint 5
The writer makes a statement on topic and develops it with clarity, ease, and depth. There is often evidence of a sophisticated level of thinking, originality, and flair. The development is cohesive and complete. The sentence structure is controlled and varied. The vocabulary is generally rich. The writer shows a mastery of Japanese diction. Minor errors in spelling and grammar do not detract from the effectiveness of the writing.
Scalepoint 4
The writer develops the topic and expresses ideas clearly and logically. He or she usually goes beyond simple description. Sentence structure is correct, but generally conventional. The writer uses appropriate Japanese expressions, but rarely goes beyond high-frequency vocabulary. Use of tenses is generally correct, but frequently limited in scope. Minor errors in spelling and grammar do not impede comprehension.
Scalepoint 3
The writer communicates in a generally straightforward manner. Ideas are related, but they may not always be sequentially organized. The general impression of the writing is that it is somewhat uninspired and often variable in quality. Idiomatic Japanese and vocabulary are presented at a predominantly basic level. Despite a number of errors in spelling and grammar, the message is easily understood.
Scalepoint 2
Development may be deficient or simplistic and does not go beyond stating the obvious. Ideas are not necessarily sequential, resulting in choppy reading that often requires the reader to fill in details. The writer uses basic vocabulary and occasionally resorts to direct translation from English. In general, verb tenses are incorrectly and randomly used. Although the writing may contain many grammatical errors, the message is still understood.
Scalepoint 1
Ideas may or may not be related and do not follow a logical progression. Development is frequently insufficient, and the writing lacks clarity. Vocabulary is inappropriate or misspelled, leading to confusion. The writing is often characterized by reliance on direct translation from English and the use of English words. Verb tenses are incorrectly formed and used. The large number of grammatical errors impedes comprehension.
Scalepoint 0
Some text has been produced, but the effort is characterized by one or more of the following problems:
too deficient in length to evaluate
errors make the paper unintelligible
no discernible grasp of Japanese expressions

Japanese 12 Holistic Scoring Guide
Scalepoint 5
The writer makes a statement on topic and develops it with clarity, ease, and depth. There is often evidence of a sophisticated level of thinking, originality, and flair. The development is cohesive and complete. The sentence structure is controlled and varied. The vocabulary is generally rich. The writer shows a mastery of Japanese diction. Minor errors in spelling and grammar do not detract from the effectiveness of the writing.
Scalepoint 4
The writer develops the topic and expresses ideas clearly and logically. He or she usually goes beyond simple description. Sentence structure is correct, but generally conventional. The writer uses appropriate Japanese expressions, but rarely goes beyond high-frequency vocabulary. Use of tenses is generally correct, but frequently limited in scope. Minor errors in spelling and grammar do not impede comprehension.
Scalepoint 3
The writer communicates in a generally straightforward manner. Ideas are related, but they may not always be sequentially organized. The general impression of the writing is that it is somewhat uninspired and often variable in quality. Idiomatic Japanese and vocabulary are presented at a predominantly basic level. Despite a number of errors in spelling and grammar, the message is easily understood.
Scalepoint 2
Development may be deficient or simplistic and does not go beyond stating the obvious. Ideas are not necessarily sequential, resulting in choppy reading that often requires the reader to fill in details. The writer uses basic vocabulary and occasionally resorts to direct translation from English. In general, verb tenses are incorrectly and randomly used. Although the writing may contain many grammatical errors, the message is still understood.
Scalepoint 1
Ideas may or may not be related and do not follow a logical progression. Development is frequently insufficient, and the writing lacks clarity. Vocabulary is inappropriate or misspelled, leading to confusion. The writing is often characterized by reliance on direct translation from English and the use of English words. Verb tenses are incorrectly formed and used. The large number of grammatical errors impedes comprehension.
Scalepoint 0
Some text has been produced, but the effort is characterized by one or more of the following problems: too deficient in length to evaluate errors make the paper unintelligible no discernible grasp of Japanese expressions

Revised: January 26, 1999

BC Ministry of Education Home Page