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Assessment Assignment

Ashley Newell

Presented to Sheila Hendersonin order to partially fulfill requirements for

PEDA 3433 Didactiques de l’anglais au secondaire II

February 17, 2012Université Sainte-Anne

This project will be used as an alternate way to guide grade 9 English Language Arts

students through a novel study Rather than have the students read a novel (S.E. Hinton’s The

Outsiders), followed by a book report, several short reading quizzes or one long cumulative test,

the students will spend several weeks creating and developing a group presentation of an

important scene taken from the novel. As a group, the students will help the teacher identify the

most important scenes from the novel and place them in order of importance and relevance to the

plot, in ascending order. The students will then form groups and choose which scene they would

like to portray. In their groups, the students must choose their characters and create a script with

dialogue and actions. Students will be asked to provide their own costumes and, if needed, props.

Students will be evaluated by themselves, each other and the teacher on various criteria,

including group work, writing and presentation.

The first step in this direction is to read the novel. Students will read the novel at home,

on their own time, following a reading schedule. During this time, students will be asked to do

two things: make written predictions and keep a character journal. The first exercise forces

students to consider what they have already read and to make an educated guess about what will

happen next. The character journal will put the students into the characters’ shoes. Students will

begin writing their journal entries after all the characters have been introduced: after chapter 2.

Students will be able to pick their favourite character and live the novel’s story through their

eyes. These written works will be read by the teacher, but not evaluated.

The third activity, Book versus Movie, will ask the students to reflect on what they’ve

read in the novel and compare it to Francis Ford Coppola’s 1983 film adaptation. Students will

be asked to create a Venn diagram, comparing and contrasting the two versions of the story.

Activity four relates directly to the final project. On this day, students will receive

instructions for the final project and begin working on their scripts.

The Character Brainstorm exists solely to aid the students with their final project. As a

group, the teacher and the students will identify every single aspect about not only the main

characters, but each and every character in the book: name, sex, family history, social

background, education, etc. Students will then be asked to create the links between all the

characters. This will not only help the students better understand the characters they will be

portraying, but to better understand the dynamics of the story.

On the day of the presentations, students will be asked to complete a self-evaluation and a

group evaluation, as well as act as audience members to other students’ presentations.

It is clear that the biggest focus of this novel study is not on reading the novel itself, but

talking about it. The students will share their predictions, ideas and opinions with the teacher, the

rest of class by way of whole-class discussions and smaller group discussions. During these

group discussions, students will be able to see what they are being assessed and evaluated on

throughout the course of the novel study.

This novel study and all its’ activities makes the students’ responsible for their own

learning: because they will only be evaluated on one activity, at the very end of the study,

students may think that they do not have to do any reading until then. On the contrary: students

must read the entire novel to be able to participate in any of the discussion activities.

ActivitiesSpecific Curriculum

Outcomes(SCOs)

Instruments of pedagogical support

Instruments for assessment and evaluation

Chapter Predictions

Students will be introduced to S.E. Hinton’s novel The Outsiders. Students must make predictions about what will happen next based on the assigned chapter reading.

1.1.1 Reinforce or develop new understanding from what others share during a discussion.

2.2.1 Contribute to small-group and whole-class discussions using a variety of strategies for effective talk.

4.4.6 Independently use a range of reading strategies (predicting, connecting, questioning, inferring) to make meaning from complex print and media.

Appendix A – Activity: Chapter Predictions

Appendix B – Chapter Predictions Activity Assessment

Character Journal

Students will be asked to keep a journal as if they were a character from the novel.

6.6.1 Go beyond initial response to give more thoughtful interpretations by questioning, connecting, evaluating, and extending.

6.6.2 Support personal response to the issues, themes, and situations in texts and give personal examples and evidence from text with increasing sophistication.

8.8.5 Integrate interesting

Appendix C – Activity: Character Journal

Appendix D – Character Journal Activity Assessmen

effects in their writing (feelings and thoughts, detail, correct inconsistency, avoid extraneous detail, language choice, vocabulary, and phrasing).

Book versus Movie

After watching the film adaptation, students will help compile a list of similarities and differences between the novel and the film adaptation.


1.1.4 Explain and advocate point of view and support it with evidence from various sources.


3.3.1 Demonstrate active listening (eye contact, rephrasing, clarifying, extending, refining, summarizing).

Appendix E – Activity: Book versus Movie

Appendix F – Book versus Movie Activity Assessment

Final Project Instructions

Students will be introduced to the final project: small group presentations of key scenes from the novel


2.2.3 Give instructions and follow instructions.

Appendix G – Activity: Final Project Instructions

Appendix H – How to Write a Script

Appendix I – Final Project Instructions Evaluation – Preparing the Presentation

10.10.1 Choose and apply the appropriate prewriting, drafting, revising, editing, proofreading, and presentation strategies when creating texts.

10.10.2 Consistently use the conventions of written language in final products.

10.10.4 Demonstrate a commitment to crafting writing and other representations.

Character Brainstorm

Students will brainstorm key elements pertaining to main characters. Elements will be drawn from the novel and the film adaptation.



Appendix J – Activity: Character Brainstorm

Appendix K – Character Brainstorm Activity Assessment

Group Presentation of Chosen Key Scenes

Students will present their key scenes to the rest of the class.

1.1.5 Listen critically and determine the effectiveness of the speaker based on the accuracy and appropriateness of the information he or she presents.

2.2.5 Evaluate the effectiveness of their own and others’ spoken language in a

Appendix L – Activity: Group Presentations of Chosen Key Scenes

Appendix M – Group Presentation of Chosen Key Scenes Evaluation

Appendix N – Group Presentation of Chosen Key Scenes – Self-Evaluation/Group Evaluation

variety of situations, recognizing the effects of significant verbal and non-verbal features.

2.2.6 Understand how the content and message are affected by verbal and non-verbal language (repetition, eye contact, and volume).

Appendix A

Unit: Novel Study – The Outsiders

Activity: Chapter Predictions

Activity instructions:

Before distributing student copies of S.E. Hinton’s novel The Outsiders, the teacher instructs the students not to open the book upon receiving their copy.

Students are asked to look at the image on the front cover and to read the novel synopsis on the back cover.

As a group, students will make predictions about the story based on what they’ve seen and read thus far.

Students will be asked to copy the information as the teacher writes it on the board. Students will be introduced to the reading schedule which is posted on the classroom

wall:

Assigned chapters 1 and 2 3 and 4 5 and 6 7 and 8 9 and 10 11 and 12

Assigned date Day 2 Day 3 Day 4 Day 5 Day 6 Day 7

Students will be asked to read the entire novel, 2 chapters at a time, for homework. After each assigned reading, students will be asked to make predictions about what will

happen next based on what they’ve read thus far. Students will write their predictions in a log. There will be a short group discussion about the students’ predictions at the beginning of

each period. The assessment rubric will be presented to the students by way of projector.

Appendix B


Chapter Predictions Activity Assessment

Name:

The following criteria will be assessed 7 times and an average will be calculated:

Categories & Criteria

NNeeds

improvement

SSatisfactory

GGood

EExcellent/*Exceeds

expectations

Reading Student did not read

Student looked through the

pages and read sporadically

Student had one of the two assigned

chapters read

Student had the assigned chapters read and had taken

notes

Writing

Student did not make any

predictions

Student could not make any predictions because the

preceding work was not

complete

Student made 1 to 2 predictions

Student made 3 to 4 predictions

concerning a variety of characters

Student made 5 or more predictions

concerning a variety of characters and gave supporting

evidence

Discussion

Student did not participate in

the class discussion

Student could not participate

in the class discussion because the


complete

Student participated in

the class discussion when

called upon



Student shared their comments

Student participated fully in the class

discussion


Student made comments on other

students’ predictions and asked questions

*Student always raised their hand before speaking

Points: /18

Appendix C


Activity: Character Journal

Note: This activity will be introduced after the students have read Chapters 1 and 2. These chapters should also be included in the students’ work if necessary (depending on the chosen character).


Students will help compile a list of characters from the novel, which the teacher will write on the board. The character list should include but is not limited to the following characters:

o Ponyboy Curtiso Darrel Curtiso Sodapop Curtiso Two-Bit Matthewso Steve Randleo Dallas “Dally” Winstono Johnny Cadeo Cherry Valanceo Randy Adderson

Students are asked to choose a character. Every character should be chosen by at least one student.

Students are instructed to keep a journal as if they were their chosen character. Each time something worth writing an entry about happens to their chosen character or to

someone close to them, the students are expected to write an entry.o Example: The Cherry Valances of the group could write one entry about

the night she met Dally, Ponyboy, Johnny and Two-Bit and another entry about Bob’s death. Though she wasn’t directly involved in Bob’s death, she is still affected by the situation.

The assessment rubric will be presented to the students by way of projector.

Appendix D

Unit: Novel Study – The Outsiders Character Journal Activity Assessment

Name:


NNeeds

improvement

SSatisfactory

GGood

EExcellent

Reading Student did not read

Student looked through the

pages and read sporadically

Student had one of the two assigned

chapters read

Student had the assigned chapters read and had taken

notes

Writing

Student did not write any journal

entries

Student could not write any journal entries

because the preceding work

was not complete

Student wrote 1 to 2 journal

entries

Student wrote 3 to 4 journal

entries concerning a

variety of situations and

emotions

Student could identify with the

character

Student wrote 5 or more journal

entries concerning a variety of situations an

emotions

Student was able to fully immerse themselves in the

character

Points: /14

Appendix E


Activity: Book versus Movie

Note: Students will have completed the novel at this point.


Students will be responsible for creating a Venn diagram while watching the film adaptation of The Outsiders to mark the similarities and difference between the two:

As a group, students will help the teacher fill in the Venn diagram drawn on the board. Students are responsible for completing their own diagram with the information acquired during this activity.

Appendix F

Book Movie

Unit: Novel Study – The Outsiders Book versus Movie Activity Assessment

Name:


NNeeds

improvement

SSatisfactory

GGood

EExcellent/*Exceeds

expectations

Effective movie-viewing

Student did not pay attention to

the film

Student paid attention 50% of the time, while

still taking notes

Student paid attention 75% of the time, while

still taking notes

Student paid attention to the film for the majority of the time, while still

taking notes

Effective note-taking

Venn diagram

Student made few or no

observations

Student made several

observations

Student made numerous

observations

Student filled diagram with observations

*Student categorized observations

Discussion

Student did not participate in the class discussion

Student could not participate in

the class discussion because the


complete



called upon



Student shared their

observations


discussion

Student shared their observations


students’ obersvations and asked questions


Points: /12

Appendix G


Activity: Final Project Instructions


Students will help compile a list of key scenes from the novel, which the teacher will write on the board. The list should include but is not limited to the following scenes:

o Dally, Ponyboy, Johnny and Two-Bit meet Cherry and Marciao Ponyboy and Johnny get jumped by the Socs and Johnny kills Bobo The first morning in Windrixvilleo The church is on fireo Ponyboy is reunited with his brothers at the hospitalo Ponyboy and Randy talko Ponyboy and Two-Bit visit Johnny in the hospitalo Ponyboy and Two-Bit visit Dally in the hospitalo Ponyboy talks to Cherryo The rumbleo Ponyboy and Dally witness Johnny’s deatho Dally is shoto Randy visits Ponyboy at homeo The brothers fight and makeupo Ponyboy finds Johnny’s letter and begins to write

Students help the teacher to put the list of scenes in order, from most important to least important and identify how many characters are in each scene.

The teacher explains the final project: In groups, students will choose a key scene to present to the class. Students will be responsible for:

o Choosing their parts;o Writing a script for the scene;o Memorizing their lines;o Creating costumes;o Providing their own props.

Each group will receive a copy of Appendix H: How to Write a Script The final typed script must be submitted on presentation day, as well as all the multiple

rough drafts. Everything that was written must be passed in. The evaluation rubrics will be presented to the students by way of projector:

o Appendix I: Final Project Instructions Evaluation – Preparing the Presentation

o Appendix M: Group Presentation of Chosen Key Scenes Evaluationo Appendix N: Group Presentation of Chosen Key Scenes – Self-

Evaluation/Group Evaluation

Note: Scenes from the film adaptation are not permitted.

Copies of Appendix N will be distributed on presentation day.

Appendix H


How to Write a Script

Each group will fill in the following table. This table must be submitted presentation day.

Presentation of a Key Scene – The OutsidersGroup members

Brief description of the scene

Character detailsName:Age:Sex:Greaser, Soc or Other:Other important character characteristics:Costume:Props:

*This information must be submitted in a separate table created by the students in the group

Scene detailsWhere the scene takes place:

When the scene takes place:

Why the scene takes place:

The following information must be included in the script:

Scene titleScene page numberGroup member namesCharacter listBrief description of the scene

The script should follow the format described below:

Font: Times New Roman

Font size: 12Character names must be offset from the dialogueBetween the dialogue of each character, there should be a space

When a character speaks: Character name: Dialogue typed in Regular fontWhen a character does something: (Actions should be typed in Italics, in parentheses)When a character enters and/or exits a scene: [Enter Character name] [Exit Character name]

Appendix I

Unit: Novel Study – The Outsiders Final Project Instructions Evaluation – Preparing the Presentation

Name:


NNeeds

improvement

SSatisfactory

GGood

EExcellent/*Exceeds

expections

Discussion


Student could not participate in the

class discussion/correctly place the scenes in chronological order because the preceding work

was not complete



when called upon

Student was able to correctly place some of the scenes in chronological

order



Student was able to

correctly place most of the scenes in

chronological order


discussion

Student was able to correctly place the

scenes in chronological order


Group work

Student did not work well with

other group members

Student did not participate in the group discussion

Student did not make any

suggestions and did not respect other group members’

suggestions

Student was a constant source of bother within the confines of the

group

Student worked with other

group members

Student participates in

group discussion

when spoken to by other members

Student gives suggestions

when asked for them by other

group members

Student worked reasonably well

with other group members

Student discusses with

other group members

Student makes suggestions

Student worked well with other group members

Student discusses effectively within

the group

Student makes suggestions and

respect other group members’

suggestions

*Student acts as a leader

Written Script(evaluated as a group)

Brainstorming and prewriting

Multiple drafts and revisions

Editing and proofreading

Final product

Points: /20

Appendix J


Activity: Character Brainstorm


Students will help compile a complete list of characters from the novel, which the teacher will write on the board.

Students will help the teacher list identifying characteristics for each character: o Who are they?o What do they look like?o What do they do?o What happened to them in the book?

The students will then help the teacher draw lines between the characters to mark their relationship.

This activity is designed to help students better understand the characters they will be portraying during the final project.

Appendix K

Unit: Novel Study – The Outsiders Character Brainstorm Activity Assessment

Name:


NNeeds

improvement

SSatisfactory

GGood

EExcellent/*Exceeds

expectations

Discussion


Student could not participate in

the class discussion because the


complete



called upon





discussion



students’ predictions and asked questions


Points: /6

Appendix L


Activity: Group Presentation of Chosen Key Scenes

Note:

All desks and chairs will be moved to the edges of the classroom. Presentations will take place in the middle of the classroom.

Groups will have ten minutes at the beginning of the period to set up.


Each student will be given a copy of Appendix N: Group Presentation of Chosen Key Scenes – Self-Evaluation/Group Evaluation

Scenes will be presented in chronological order. The teacher will evaluate each group during their presentations. Students will fill out Appendix N: Group Presentation of Chosen Key Scenes – Self-

Evaluation/Group Evaluation during the 5 minute breaks between presentations. At the end of the period, students will pass in all their evaluation sheets as well as a typed

copy of their script.

Appendix M


Group Presentation of Chosen Key Scenes Evaluation

Name:

Yes/All the time Maybe/Sometimes No/Never1 points 0.5 points 0 points

Individual EvaluationSelf-Evaluation ( /7)Writing & Group Work

/3

Presentation /3Listening & Observing

/1

Group Evaluation ( /4)Writing & Group Work

/2

Presentation /2Teacher Evaluation ( /8)Group Work Did the student participate in group discussions by giving their opinions and

suggestions?By answering group members’ questions?By volunteering to do certain work?

/4Presentation Did the student speak loudly, clearly and at an appropriate speed?

Did the student portray their character well by speaking, dressing, standing and/or acting a certain way?Did the student interact well with other group members’ characters accordingly?

/4Group Evaluation

Written Work ( /10)Brainstorming & Prewriting

Were notes taken during the brainstorming session(s)?Did students refer back to previous class discussions for inspiration?

/2

Multiple drafts & Editing

Did students rework their product?Were there brainstorming sessions happening at this stage?

/2Editing & Proofreading

Did students consult the novel, dictionaries, Thesauruses, etc.?Were mistakes corrected?

/2Final Product Did the final product adhere to the format instructed by the teacher?

Were there still spelling mistakes?

/5

/30

Comments

Appendix N


Group Presentation of Chosen Key Scenes – Self-Evaluation/Group Evaluation

Name:

Self-Evaluation

Yes/All the time Maybe/Sometimes No/NeverWriting & Group WorkI am satisfied with my contributions to the project.I am satisfied with the way I acted within the group.I am satisfied with the final product.PresentationI spoke loudly and clearly enough.I portrayed my character well (costume, mannerisms, etc.)I interacted with the other characters.Listening & ObservingI listened well during other groups’ presentations.

Student must write their group members’ names in the “Yes”, “Maybe” or “No” column that corresponds with the criteria.

Group Evaluation

Yes/All the time Maybe/Sometimes No/NeverWriting & Group WorkParticipated in the creative process (brainstorming, writing, revising, etc.)This student was fun to work with! (creative, positive, respectful, etc.)PresentationSpoke loudly and clearly enough.Portrayed their character well (costume, mannerisms, etc.)Interacted with the other characters.

Sources

Nova Scotia Department of Education and Culture (2008). English Language Arts 9 Desk Blotter. 2008. Nova Scotia.

Nova Scotia Department of Education and Culture (1998). Atlantic English Language Arts Curriculum: Grades 7-9. 1998. Nova Scotia.

Book images found here:

http://www.google.ca/imgres?q=front+cover+The+Outsiders&hl=en&sa=X&pwst=1&biw=1280&bih=675&tbm=isch&prmd=imvns&tbnid=3nHdMUhGUaAbpM:&imgrefurl=http://en.wikipedia.org/wiki/File:The_Outsiders_book.jpg&docid=E0no3QVp3-YgGM&imgurl=http://upload.wikimedia.org/wikipedia/en/a/a5/The_Outsiders_book.jpg&w=292&h=475&ei=QrE9T67ZAcX10gHzx8jzBw&zoom=1&iact=hc&vpx=197&vpy=131&dur=538&hovh=217&hovw=138&tx=111&ty=130&sig=107770563945307380792&page=1&tbnh=173&tbnw=114&start=0&ndsp=22&ved=0CEIQrQMwAA

http://www.google.ca/imgres?q=front+cover+The+Outsiders&hl=en&sa=X&pwst=1&biw=1280&bih=675&tbm=isch&prmd=imvns&tbnid=5XS34aYuRuizUM:&imgrefurl=http://www.amazon.com/gp/customer-media/product-gallery/0440900190%3Fie%3DUTF8%26totalImages%3D2%26pageSize%3D7%26sort%3Dnewest%26currentImagePage%3D0%26currentImagePageOffset%3D0%26currentImageID%3DmoNSTTFI9WNA9C%26action%3DnewSort%26page%3D0&docid=dkboFRt_4odmqM&imgurl=http://g-ecx.images-amazon.com/images/G/01/ciu/28/8c/dbab224b9da057b687bab010.L.jpg&w=312&h=500&ei=QrE9T67ZAcX10gHzx8jzBw&zoom=1&iact=rc&dur=566&sig=107770563945307380792&page=1&tbnh=173&tbnw=108&start=0&ndsp=22&ved=0CF4QrQMwBw&tx=25&ty=52







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