BC Education - Punjabi 5 to 12 - Appendix D Sample 2

Sample 2: Grade 6

Topic: The Language of Food

Prescribed Learning Outcomes

Interpersonal Communication

It is expected that students will:

exchange information about likes, dislikes, and interests

Informational Communication

It is expected that students will:

extract specific information from various sources to complete authentic tasks orally, visually, and in simple written form

Cultural Contexts

It is expected that students will:

demonstrate a knowledge of Punjabi games, sports, arts, customs, celebrations, and festivals

In addition to these outcomes, the teacher can assess studentsŐ attitudes and participation.

Overview

Students participated in a variety of activities that developed and used language associated with food. Evaluation was based on:

group presentations
pictorial reports on traditional foods
picture dictionaries

Planning for Assessment and Evaluation

The teacher organized a variety of activities that provided students with opportunities to talk about their favourite foods, practise basic vocabulary and language structures, and find and share information about traditional Punjabi dishes.

Working with a partner, students asked each other questions about food likes and dislikes using language structures provided by the teacher.
A "people search" was conducted, where each student found someone who had specific food likes and dislikes by asking questions in Punjabi.
Students described and classified samples of common, familiar food.
Students added a minimum of five food pictures to their picture dictionaries.
The teacher invited students to role-play two- to three-minute scenes (e.g., buying food, talking about favourite meals, describing what they had for lunch) that demonstrated the vocabulary and structures they had learned. Students developed their own scenes and had opportunities to practise before presenting them to the class.
Students researched traditional Punjabi foods and made pictorial reports about types of food or dishes (e.g., foods associated with a festival or region).

Defining the Criteria

The teacher reviewed the prescribed learning outcomes for these activities, explained the requirements for each task, and discussed the following key criteria.

Group Presentations

meaning is conveyed in Punjabi by combining pictures, words, and actions
language is comprehensible
attempts to self-correct

Pictorial Report on Traditional Foods

meaning is clear
captions are appropriate for illustrations
information is accurate and relevant
includes interesting and informative details

Picture Dictionary

includes a minimum of five relevant food entries
labels (hand-written or provided by the teacher) are appropriately matched with pictures

Assessing and Evaluating Student Performance

The teacher used rating scales and checklists to evaluate the work in this unit. Students had copies of the scales as they prepared their work. At the end of the unit, the teacher conferenced briefly with each student.

Group Presentation

Rating Criteria

Outstanding Students interact well and work as a team to create a presentation that exceeds basic requirements. Presentation is easy to understand, and includes some interesting or unusual details. May use vocabulary and structures not practised in class.

Good Presentation meets task requirements. It is comprehensible but may need some inferences by the listener. Includes a variety of appropriate vocabulary and structures practised in class. Makes an attempt to show spontaneity but may be stilted in places. Pauses tend to occur at the end of a phrase or sentence. Students may attempt to self-correct.

Satisfactory Students tend to recite the information they have practised, with frequent pauses. Interaction is stilted, with students concentrating on their own parts and often speaking word by word. The group tries to use words and structures practised in class, but may mix Punjabi and English pronunciations. Speech is comprehensible with some effort on the part of the listener. (The teacher may understand easily; peers may have difficulty.)
Requirements Not Met Incomplete, inappropriate, or incomprehensible.

Group Presentation
Rating	Criteria
Outstanding	Students interact well and work as a team to create a presentation that exceeds basic requirements. Presentation is easy to understand, and includes some interesting or unusual details. May use vocabulary and structures not practised in class.
Good	Presentation meets task requirements. It is comprehensible but may need some inferences by the listener. Includes a variety of appropriate vocabulary and structures practised in class. Makes an attempt to show spontaneity but may be stilted in places. Pauses tend to occur at the end of a phrase or sentence. Students may attempt to self-correct.
Satisfactory	Students tend to recite the information they have practised, with frequent pauses. Interaction is stilted, with students concentrating on their own parts and often speaking word by word. The group tries to use words and structures practised in class, but may mix Punjabi and English pronunciations. Speech is comprehensible with some effort on the part of the listener. (The teacher may understand easily; peers may have difficulty.)
Requirements Not Met	Incomplete, inappropriate, or incomprehensible.

Pictorial Report on Traditional Foods

Criteria Rating Comments

is clear and easy to understand

uses accurate and relevant information

uses interesting and informative detail

uses appropriate resources

Key:

4 - Excellent
3 - Good
2 - Satisfactory
1 - Not Demonstrated

Picture Dictionary Each of the five required entries was assessed as either
1--Relevant and accurate.
0--Incomplete or inappropriate.

Revised: January 26, 1999

BC Ministry of Education Home Page

Pictorial Report on Traditional Foods
Criteria	Rating	Comments
is clear and easy to understand
uses accurate and relevant information
uses interesting and informative detail
uses appropriate resources