Verbal/Visual Composition

Criteria Rating Comments

5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 5 4 3 2 1 0 Key: 5–Excellent 4–Good 3–Satisfactory 2–Developing 1–Unsatisfactory 0–No Effort Made

D-123

A

D: A

E

• Samples

Criteria Rating Comments

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0

5 4 3 2 1 0 • explanation of issue is clear

and easy to follow

• voice is audible and modulated

• involves participants by inviting questions and comments; attempts to answer questions

• refers to visual as needed during presentation

Oral Presentation

A

D: A

E

• Samples

▼ _S

2: G

11

Topic: Writers’ Workshop

Prescribed Learning Outcomes: Communicate Ideas and Information (Knowledge of Language)

It is expected that students will: • apply capitalization, spelling, and

punctuation conventions and standard grammatical structures

• demonstrate the ability to write for a variety of audiences and purposes • use a variety of computer programs to

create and edit their presentations • demonstrate awareness of language

conventions used in the workplace Communicate Ideas and Information (Composing and Creating)

It is expected that students will:

• identify purpose and audience for their presentations

• create original presentations in a variety of formats

• use a range of common communication forms including business and personal letters, memos, and reports

Communicate Ideas and Information (Improving Communications)

It is expected that students will:

• use appropriate criteria to critique their own and others’ ideas, use of language, and presentation forms relative to purpose and audience

Communicate Ideas and Information (Presenting and Valuing)

It is expected that students will:

• create clear and appealing oral, written, and visual presentations using a variety of tools and techniques

• demonstrate pride, satisfaction, and confidence in their ability to communicate in a variety of formal and informal

contexts, including workplace contexts Self and Society (Personal Awareness) It is expected that students will:

• establish goals and plans for language learning based on achievement, needs, and interests

O

The Writers’ Workshop approach involved students in a series of writing activities throughout a term. Evaluation was based on: • writing portfolios that included a coat of

arms, a motto, and several multi-paragraph compositions

• letters

• movie reviews

P

A

E

• At the beginning of the term, the teacher presented an overview of the Writers’ Workshop. Together, the class decided to devote one day per week to the Writers’ Workshop to practise and develop their writing skills. The teacher then talked about portfolios and told students that all their writings from the workshop would go into a writing portfolio for evaluation. They decided to focus on the development of

D-125

A

D: A

E

• Samples

• The teacher and students generated criteria for an effective portfolio. Each student then made a personal three-sided pocket portfolio and designed a personal coat of arms, complete with a motto, to decorate it.

• The teacher began the second lesson with a brainstorming activity to generate a list of required assignments. For the portfolio, these included descriptive, expository, and narrative multi-paragraph compositions. Other assignments included letters, both informal and formal, and individual movie reviews.

• The remaining Writers’ Workshop sessions took the following format. Each began with a mini-lesson on a specific type of writing or a specific product, or with a review of correct usage. The teacher then checked to see that each student had a writing project to work on. Students were given time to write, edit, and proofread while the teacher moved through the classroom, conferring with them. At the end of each session, several students shared something from their writing. • In one lesson, the teacher introduced

students to standard letter format, and the class discussed the different characteristics of formal and informal letters. The teacher showed samples of business letters, pointing out the format and criteria of effective business letters. Each student then decided on two letter-writing tasks, one requiring a formal letter and the other a letter to a friend or relative. Students wrote their letters as part of their Writers’ Workshop tasks.

• During the term, the teacher showed a movie. Before viewing the movie, the teacher conducted a lesson on what

reviewers look for when watching a film and used examples to point out the style, format, and content of movie reviews. Students used this information to generate criteria for an effective movie review. After watching the movie, students formed groups and discussed what they had seen. Each student used the ideas generated during these discussions to write a movie review.

• Toward the end of the term, the class reviewed the criteria for an effective portfolio. Students reviewed their

portfolios and exchanged them with peers for review and comments before

submitting them. The teacher considered the portfolio contents, review comments, and self-evaluation when evaluating each student’s work.

D

C

Portfolio

• overall, considerable effort has been put into the portfolio (creativity, risk taking, thoroughness of revisions, quality, and quantity)

• submissions are engaging and well written • reflections are insightful

• all requirements have been completed • presentation is neat, organized, and

attractive Letters

• appropriate and accurate format

• content and language are appropriate for audience and purpose

• purpose is clearly identified

• body of letter is well structured; includes at least two paragraphs

A

D: A

E

• Samples

Movie Review

• engaging introduction that captures the essence of the reviewer’s response to the film

• concise summary of the plot; does not reveal too much

• insightful evaluation of the film’s purpose and the actors’ performances

• thoughtful analysis of lighting, cinematography, and music

• thoughtful and varied connections made between this film and other similar films

• Overall, considerable effort has been put into the portfolio (creativity, risk taking, thoroughness of revisions, quality, and quantity).

• Submissions are engaging and well written. The writing is coherent and organized, with a clear pattern of development. Examples, reasons, and details are relevant and precise. Contains few errors.

• All reflection forms demonstrate an awareness of strengths and weaknesses.

• All requirements have been met.

• Presentation is neat, organized, and decorative.

• Overall, considerable effort has been put into the portfolio (creativity, risk taking, thoroughness of revisions, quality, and quantity).

• Submissions are well written. The writing follows a consistent organization and pattern. Compositions draw on facts and ideas from various sources to shape meaning. Contains some minor errors.

• Reflection forms demonstrate a general awareness of strengths and weaknesses.

• All requirements have been met.

• Presentation is neat, organized, and decorative.

• Overall, a good effort has been put into the portfolio (creativity, risk taking, revisions, quality, and quantity).

• Submissions are generally well written. Compositions include details, examples and explanations that help clarify the writing. Contains some errors, but the meaning is clear.

• Most reflection forms demonstrate a general awareness of strengths and weaknesses.

Portfolio

A

B

C+

D-127

A

D: A

E

• Samples

• Overall, some effort has been put into the portfolio. The work may appear rushed.

• Submissions are functional and easy to read. The writing has a clear form and a logical sequence. Most examples, reasons, and details are relevant, but not necessarily fully developed. Contains conventional spelling, punctuation, and sentence structure in most cases, but needs substantial revisions to the form and content of the written work.

• Reflection forms are often vague. Due to lack of detail, it is difficult to assess awareness of strengths and weaknesses.

• All or most requirements have been met.

• Presentation is generally neat, organized, and decorative.

• Overall, some effort has been put into the portfolio. The work may appear rushed.

• Submissions are functional but may lack focus. There is an attempt to elaborate ideas, but it may be difficult to follow the sequence and understand the relationship among ideas. Frequent errors make communication awkward and, at times, unclear.

• Reflection forms are vague. Due to lack of detail, it is difficult to assess awareness of strengths and weaknesses.

• All or most requirements have been met.

• Presentation may or may not be neat, organized, and decorative.

• Overall, minimal effort has been put into the portfolio.

• Submissions are incomplete. At times, there is elaboration through detail, examples, and reasons, although this elaboration may be irrelevant or unfocussed. Frequent errors make the meaning unclear.

• Reflection forms are vague or incomplete. There is no apparent awareness of strengths or weaknesses.

• Some requirements have been met, but others remain incomplete. • Presentation may or may not be neat, organized, and decorative.

Portfolio