Topic: Personal Interests 

Prescribed Learning Outcomes

Interpersonal Communication 

It is expected that students will:

• exchange opinions and beliefs on topics of interest
• communicate effectively and spontaneously in common life situations
• demonstrate understanding of a wide range of idiomatic expressions

It is expected that students will:

• research, analyse and use relevant information from several sources on a chosen topic to complete authentic tasks

It is expected that students will:

• respond in a personal way with a range of forms of expression to creative works from a variety of sources

It is expected that students will:

• demonstrate an appreciation of Punjabi language and culture and its place in local and global communities

This unit focussed on Punjabi short stories and novels. Evaluation was based on:

• written assignments
• dramatizations and role-playing based on stories and novels read by students

• The teacher (or a guest) read one or more short stories to the class. Students prepared to listen to the stories by predicting the outcome, generating questions, and discussing themes and topics related to those in the story. The teacher paused frequently during the reading to allow students to make predictions or to recap what they heard. Students worked in small groups to develop character descriptions or web charts, to plot outlines, and to discuss questions about the events, characters, symbolism, and themes of the story. Students wrote or sketched short personal responses to the story.
• Students watched Punjabi videotapes or television programs on related themes, and compared the characters, plots, symbols, and themes to those in the story they listened to. Students developed Venn diagrams, charts, or collages relating to specific works. Students could also read or listen to poetry or songs on similar themes.
• Individually, students selected and read a short story or an excerpt from a novel. While some students were able to read an entire novel, this was not generally expected. Students discussed their reading in small groups. Each student selected and prepared a writing project to demonstrate their understanding of the story. The complexity of the project varied according to individual abilities. The teacher provided options including a short review; a personal response; a brief essay about one aspect such as character, theme, or style; writing-in-role (e.g., writing a letter from one character to another or to someone outside the story); a sequel or prequel; or retelling one event from a different viewpoint.
• Working with a partner or in a small group, students developed a role play or dramatization related to one or more of the stories. Examples included acting out a particular scene, role-playing a situation that extended or changed one aspect of the story, or inventing a scene that involved characters from two or more stories or that placed one or more of the characters in a new situation.

The teacher reviewed the learning outcomes for the two evaluation tasks and discussed the following criteria with students. As in all assignments, communicating meaning was the most important feature. These criteria were adapted for similar activities throughout the year.

Role Play or Dramatization

• meaning is clear; speech is easy to understand
• includes relevant information or references to one or more of the stories
• attempts to engage the audience by including interesting or unusual details or interpretations
• uses a wide range of vocabulary or idioms that support the message
• uses appropriate tenses and structures
• uses strategies to maintain interaction and avoid communication breakdown (e.g., self-corrects, rephrases in Punjabi, repeats, asks questions, uses body language)
• speaks fluidly with pauses that are brief and do not interfere with meaning

• conveys the central idea or theme of the story
• writes clearly and legibly
• offers a personal viewpoint, interpretation, or response
• remains consistent with story details (except where imaginative content is developed)
• includes relevant details, reasons, and examples to support interpretation, opinion, or response
• reflects an awareness and appreciation of Punjabi language and culture
• demonstrates a clear and logical organization of ideas to enhance message
• uses a wide range of appropriate vocabulary and idioms to support message
• makes only minor errors in tense and structure that do not reduce effectiveness

The teacher evaluated students' work using two performance rating scales: one for role plays, and one for written assignments. Students were given opportunities to discuss the rating scales and use them for self-assessment and peer feedback. While the scales offered three levels of acceptable performance, the teachers sometimes chose to assign mid-range grades (e.g., C+ or C-).

Role Play or Dramatization
Rating	Criteria
A	Information and message are clear. Interaction is effective and appears spontaneous; may include some short pauses. Student speaks with expression and uses body language to support words. Uses a wide range of appropriate vocabulary and idioms. May include minor errors in pronunciation, word choice, or structures, but these do not reduce the effectiveness of the information.
B	Information and message are generally clear and easy to understand. Interaction flows smoothly and appears spontaneous. Student speaks with appropriate expression but may be hesitant, using frequent short pauses. Uses some variety in vocabulary; may make some idiomatic errors. May include minor errors in language, but these do not obscure the message.
C	Information and message are comprehensible but may pose occasional problems for the audience or be very simple. Includes some detail drawn from the story; may focus on portraying an event without interpretation or elaboration. Interaction may include long pauses in some places. Student speaks hesitantly and sometimes without appropriate expression or intonation. Vocabulary tends to be basic and repetitive; limited use of idiom. May include errors in language that weaken but do not obscure the message.
IP/F	Information and message are unclear, incomplete, or inappropriate. No interaction or flow of language. May be extremely brief.

Communicating meaning is the most important consideration and should receive the greatest weighting when assigning a grade.

Written Reports
Rating	Criteria
A	Conveys the central idea or theme and may offer an unusual interpretation. Writing is clear, detailed, organized, and shows understanding. Makes connections to other experiences, works, or specific features of Punjabi culture and language. May focus on subtle or abstract features. Attempts to engage the reader and extend understanding. May take language risks and may therefore make errors when expressing complexities or subtleties. Uses a wide range of vocabulary and idioms to support the message and enrich expression. Errors in language, if any, do not detract from meaning.
B	Conveys the central idea or theme and offers a personal viewpoint, interpretation, or response. Presents details, reasons, or examples that are relevant and consistent with the story. Makes connections to other experiences and to Punjabi culture and language that tend to be direct and concrete. Work is clearly written, logically organized, and uses a range of vocabulary and idioms, but may be somewhat repetitive. May include some structural and tense errors, but these do not obscure meaning.
C	Addresses the central idea or theme. Tends to focus on a literal interpretation, often simply retelling the story. May offer an interpretation or response with limited support (e.g., listing events, offering such judgments as ÒboringÓ or ÒinterestingÓ with few specific reasons or examples). Personal connections tend to be direct and concrete. May omit mention of Punjabi culture and language. Writing is comprehensible but may be unclear in places, often because of problems with organization. Links between ideas may be weak or confusing. Vocabulary and idioms tend to be basic and concrete. May include errors in word choices, structures, or surface features, but these do not seriously obscure meaning.
IP/F	Information and message are 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 views.

Communicating meaning is the most important consideration and should receive the greatest weighting when assigning a grade.

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