Topic: Personal Interests 

Prescribed Learning Outcomes

Interpersonal Communication 

It is expected that students will

• express opinions and preferences, giving reasons
• exchange information related to activities, people, and things
• use Punjabi in a variety of authentic situations
• use vocabulary related to needs and emotions

It is expected that students will

• produce a variety of visual, oral, and simple written creative works based on Punjabi resources

It is expected that students will

• identify ways that knowledge of Punjabi language and culture has affected their daily lives

Students participated in a variety of communication activities focussed on their personal interests and activities. Evaluation was based on:

• introducing a classmate and describing their personal interests and activities
• written notes recording one key piece of information from each of their classmates' oral presentations
• visual representations showing personal interest profiles including aspects of Punjabi culture

• Students brainstormed a list of personal interests and activities. Using resources both in and out of the classroom, they developed individual vocabulary lists related to their interests, and posted them in the classroom or added them to classroom word banks.
• Using frames and structures provided by the teacher, students interviewed each other about their interests and reported to small groups about what they learned.
• The teacher prompted class discussions about specific areas of interest (e.g., music, sports, television programs) and encouraged comments about what they liked, what they disliked, and why.
• Students practised and reinforced oral fluency, vocabulary, and structures by role-playing conversations about music and other interests with a partner.
• Working with a partner, students prepared a brief oral presentation (approximately two minutes) about an interest or activity. Partners interviewed each other to discover details of the activity or interest, and the reasons their partner enjoyed it. Partners could provide visual aides to support the presentations. Students used the rating scale provided by the teacher for self-assessment and to provide peer feedback as they practised.
• During their classmates' presentations, students identified key words or phrases that described the presenter's interest or activity, and submitted their notes to the teacher for marking.
• Working in small groups or as a whole class, students shared ideas about aspects of Punjabi culture and language that they found particularly interesting. Family members and people in the community were interviewed about aspects of Punjabi culture and language that students found appealing.
• Students created individual visual representations, using Punjabi captions and labels, that illustrated an activity or area of interest in the Punjabi culture and language. Representations took the form of collages, posters, cartoons, photo essays, and other formats approved by the teacher. Students were given the criteria and checklist associated with this assignment to guide them as they worked.

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

Oral Presentation

• provides accurate information (confirmed by the student interviewed)
• includes appropriate and relevant details
• speaks clearly and understandably
• speaks fluidly, with relatively brief pauses that do not interfere with meaning
• self-corrects as needed by restarting or repeating a word or phrase
• uses vocabulary that is appropriate and supports intended meaning

• notes are accurate; presentation is understood
• notes include appropriate key words or phrases related to the presentations

• focusses on a central theme or interest
• includes references to personal interests or an appreciation of Punjabi language and culture
• design shows an effort to incorporate creative works and cultural elements
• labels and captions are clearly written and letters are correctly formed
• uses labels and captions appropriately to enhance or extend the work

The teacher used the following performance rating scales to evaluate student work. Students had copies of the scales as they prepared their assignments. The same rating scales were adapted for other performance tasks during the term. Although the scales show four levels, the teacher occasionally assigned mid-range grades (e.g., C+, C-).

Oral Presentation
Rating	Criteria
A	Accurate and detailed. Describes partner's interest or activity in some detail and includes background information. Presentation is clear. Pronunciation and intonation are generally appropriate but may include some errors and approximations. Relies on memory or cue cards. Pauses are relatively brief and tend to be at the end of sentences or phrases. Makes some attempts to self-correct but may not always be successful. Often includes visual aids. May take risks with new vocabulary and patterns. .
B	Accurate. Names partner's interest or activity and includes some details. Presentation is relatively easy to follow. Pronunciation and intonation are generally appropriate but may include errors and approximations. May frequently refer to cue cards or written script. Delivery may be somewhat halting, with frequent pauses. May attempt to self-correct, but is often unsuccessful. May include visual aids. Language is appropriate to the topic.
C	Relevant and appropriate basic information. Names the partner's interest or activity and includes some details. Presentation requires the close attention of the listener, and may leave gaps in information. Pronunciation includes some errors and approximations; intonation may be inappropriate in places. Delivery tends to be hesitant and tentative, with frequent pauses. Tends to rely on written notes or script. May appear to be unaware of errors or of what to do about them. Tends to rely on simple constructions and basic vocabulary that have been practised in class.
IP/F	Has not completed requirements of the assignment. (See the circular Student Reporting  put out by the Education Policy Branch of the Ministry of Education for advice on when to use IP and when to use F.)

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

Listening to and Making Notes on Presentations

Students took notes during their classmates' presentations and submitted them to the teacher. The teacher assigned a score to the students' notes (2,1, or 0), averaged the scores, and determined the overall grade.

Listening and Note Taking
Rating	Criteria
2	Notes accurately record in Punjabi the appropriate key words or phrases that describe the presenter's interest or activity. (Presentation was understood.)
1	Notes are at least partially accurate, but may be difficult to understand or may include English words. (Presentation was partially understood.)
0	Notes are incomprehensible or inaccurate. (Presentation was not understood.)

Visual Representation
Criteria	Not Evident	Minimal	Competent	Strong
focusess on a central theme or interest
includes references to interests and an appreciation of Punjabi language and culture
incorporates some feature of Punjabi culture or creative words
labels and captions are clearly written, and letters are correctly formed
labels and captions are appropriate and enhance or extend the visual work
Comments and Suggestions __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________ __________________________________________________________

  BC Ministry of Education Home Page