Topic: Planning a Trip to India 

Prescribed Learning Outcomes

Interpersonal Communication 

It is expected that students will:

• develop simple dialogues
• describe activities and interests in oral and written form
• request and provide information
• use Punjabi to conduct familiar activities (real or simulated)

It is expected that students will:

• extract and process information from various sources to complete authentic tasks in oral and written form

Students were involved in a series of activities related to planning a trip to India. Evaluation was based on:

• oral presentation of travel itineraries
• prepared dialogues
• simulated journals or postcards

• Students worked in groups using maps and other resources to identify, research, and prepare brief written descriptions of places they might like to visit.
• Working in groups, students gathered the practical information they needed to plan and develop an overall trip itinerary. Each student researched and planned one destination. Groups presented their overall itineraries to the class using appropriate visual aids (e.g., maps, travel posters). Each student supplemented the presentation with detailed information about the destination they researched. Classmates were encouraged to ask questions.
• Students worked with partners to prepare and practise dialogues related to travel (e.g., visiting a Punjabi travel agent, asking a local person for information about sights or services, shopping, ordering a restaurant meal, meeting people).
• Students wrote simulated travel journals or postcards describing their "trips."

The teacher reviewed the prescribed learning outcomes, and explained the requirements of each task. Together, the teacher and students developed the following key criteria.

Oral Presentation of Travel Itinerary

Overall Group Itinerary

• follows a logical sequence
• time estimates and practical limits are reasonable
• uses visual aids to support meaning

• message is understandable
• uses accurate information
• includes relevant and interesting details and features
• speaks fluidly, with most pauses at the end of a phrase or sentence
• answers most audience questions and provides relevant information (may need teacher's help to understand some of the questions)
• uses a variety of vocabulary and language structures

• message is understandable
• includes relevant and accurate details
• interacts well with partner and contributes to team performance
• speaks fluidly with most pauses at the end of a phrase or sentence
• uses a variety of appropriate vocabulary and language structures
• follows appropriate conventions for situations and relationships (e.g., greeting a grandparent)

• includes at least three journal entries or postcards
• offers clear, appropriate information
• includes relevant, interesting details
• uses letter formations, spellings, and mechanics that do not interfere with meaning
• uses a variety of vocabulary and language structures

The teacher evaluated demonstrations of the prescribed learning outcomes using the following rating scales and checklists. Students had copies of the criteria and rating scales as they worked.

Oral Presentation of Travel Itinerary

During each oral presentation, three students were designated to provide peer feedback using the same rating format the teacher used.

Overall Group Itinerary
Rating	Criteria
3	Itinerary follows a logical sequence and reasonably estimates times and practical limits. Visual aids are used, including a clear, accurate map of the entire itinerary. Illustrations of some stops are included.
2	Itinerary follows a logical sequence. Estimates of times and practical considerations may show inconsistencies. Includes a clear and accurate map.
1	Itinerary may not follow a logical sequence. Time estimates and other practical considerations may be ignored. Includes a map.
0	Incomplete or inappropriate.

Individual Presentations
Criteria	Rating	Comments
understandable
based on accurate information
includes relevant, interesting details
speaks fluidly, with most pauses at the end of a phrase or sentence
answers most peer questions and provides relevant information
uses a variety of vocabulary and language structures

Key:

ST - Strong
SA - Satisfactory
ME - Minimal
NE - Not Evident

Prepared Dialogue
Criteria	Rating	Comments
includes relevant and accurate details
demonstrates clear interaction with partner and contributes to team performance
speaks fluidly, with most pauses at the end of a phrase or sentence
uses a variety of appropriate vocabulary and language structures
follows appropriate conventions for situations and relationships (e.g., greeting a grandparent

Key:

5 - Strong
Criteria fully and easily demonstrated

4 - Component
Criteria demonstrated, may need occasional support

3 - Developing
Criteria partially demonstrated

2- Limited
Some evidence of criteria

1 - Not Evident

This rating scale can be used by the teacher, and by students for peer assessments and self-assessments.

Journal Entries and Postcards
Rating	Criteria
Excellent	message is relevant and appropriate; includes interesting details and features meaning is clear; errors occur in letter formations, word choices, and so on, but do not interfere with meaning takes risks; uses a variety of expressions and structures including some that have not been practised in class (and consequently may not be used appropriately)
Good	message is relevant and appropriate; includes some interesting details meaning is clear with some effort on the part of the reader; errors in letter formations, word choices, language structures, and so on do not obscure meaning uses a variety of vocabulary and language structures practised in class
Acceptable	message is relevant and appropriate; includes few details reader can understand most of the message with some effort; errors in letter formation, word choice, and so on, occasionally obscure meaning uses a variety of vocabulary and language structures practised in class
Not Demonstrated	criteria for acceptable performance were not evident

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

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