Resources Folder

Names: Javiera Barrueto. Scarlett Espinoza.

Teacher: Gabriela Sanhueza

Course: Methodology

November 26th, 2014

Activity or task Purpose Stage in lesson Who is intended for1.Role play To give Ss the space

to develop their speaking abilities, in a more enjoyable way for them, which includes the content taught in classes.

Production stage 2nd year of high school

2.Writing a letter To give Ss the space to develop their writing skills, covering the content taught in class, besides as way to evaluate if they have understood its purpose.

Production stage 1st year of high school

3.Debate To let Ss exposed to a certain audience, showing off their oral abilities and arguing about a topic which could seem very controversial.

Production stage 4th year of high school

4. Making a newspaper5.Oral presentation6.Designing a menu7. Making a brochure8. identifying jobs in a word search10. Design a fantastic family tree11.Create a poster of your favorite movie12.Film interviews in the street about opinions of Educational system and then reported to the class the results 13. Scattegories To engage Ss to start

the class, providing them a funny activity in which they can show off all the vocabulary they know.

Lead in stage 3rd year of high school

Scoring instruments.

Activity: Role play.

Category 4 3 2 1Role Point-of-view,

arguments, and solutions proposed were consistently in character.

Point-of-view, arguments, and solutions proposed were often in character.

Point-of-view, arguments, and solutions proposed were sometimes in character.

Point-of-view, arguments, and solutions proposed were rarely in character.

Knowledge gained

S could clearly explain several ways in which his character "saw" things differently than other characters and can clearly explain why.

S could clearly explain several ways in which his character "saw" things differently than other characters.

S could clearly explain one way in which his character "saw" things differently than other characters.

S could not explain one way in which his character "saw" things differently than other characters.

Required elements

S included all the information required

S included less information than the one required (1 element)

S included less information than the one required (2 elements)

S included less information than the one required (3 or + elements)

Props/costume S used several props that accurately fit the period. S showed considerable work/creativity which make the presentation outstanding.

S used 1-2 props that accurately fit the period, and make the presentation more reliable.

Student used only one prop which make the presentation better.

S used no props for the presentation.

Grammar S did not present any grammar mistake

S presented 1-2 grammar mistakes

S presented 3-4 grammar mistakes

S presented 5- + grammar mistakes

Activity: writing a letter.

Category 4 3 2 1Sentences and paragraphs

Sentences and paragraphs are complete, and well-constructed.

All sentences are complete and generally well-constructed (no fragments, no run-ons).

Most sentences are complete and well-constructed. However, Paragraphing needs some work.

Many fragments, run-on sentences, and paragraphing need work.

Salutation and closing

Salutation and closing have no errors in capitalization and punctuation.

Salutation and closing have 1-2 errors in capitalization and punctuation.

Salutation and closing have 3 or more errors in capitalization and punctuation.

Salutation and/or closing are either missing or they are not appropriate.

Grammar and spelling

Writer made no errors in grammar or spelling.

Writer made 1-2 errors in grammar and/or spelling.

Writer made 3-4 errors in grammar and/or spelling

Writer made more than 4 errors in grammar and/or spelling.

Ideas Ideas were expressed in a clear and organized fashion. It was easy to figure out what the letter was about.

Ideas were expressed in a pretty clear manner, but the organization could have been better.

Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the letter was about.

The letter seemed to be a collection of unrelated sentences. It was very difficult to figure out what the letter was about.

Length The letter had the number of words required.

The letter had until 5 words more/less than the length required.

The letter had until 10 words more/less than the length required.

The letter had until 15 words more/ less than the length required.

Capitalization and punctuation

Writer made no errors in capitalization and punctuation.

Writer made 1-2 errors in capitalization and punctuation.

Writer made 3-4 errors in capitalization and punctuation.

Writer made more than 4 errors in capitalization and punctuation.

Content and accuracy

The letter contained at least 5 accurate

The letter contained 3-4 accurate facts

The letter contained 1-2 accurate facts

The letter contained no accurate facts

facts about the topic.

about the topic. about the topic. about the topic.

Activity: debate.

Category 4 3 2 1Respect for other teams

All statements, body language, and responses were respectful. Arguments were said in an appropriate language.

Statements and responses were respectful and said in an appropriate language, but once or twice body language was not.

Most statements and responses were respectful and in appropriate language, but 3 or 4 times they were not.

Statements, responses and/or body language were consistently not respectful.

Information All information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear, accurate and thorough.

Most information presented in the debate was clear and accurate, but was not usually thorough.

Information had several inaccuracies or was usually not clear.

Rebuttal All counter-arguments were accurate, relevant and strong.

Most counter-arguments were accurate, relevant, and strong.

Most counter-arguments were accurate and relevant, but some others were weak.

Counter-arguments were not accurate and/or relevant

Use of facts/statistics

Every major point was well supported with several relevant facts, statistics and/or examples.

Every major point was adequately supported with relevant facts, statistics and/or examples.

Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.

Every point was not supported.

Presentation style

Team consistently used gestures, eye contact, tone of

Team usually used gestures, eye contact, tone of voice

Team sometimes used gestures, eye contact, and tone of voice

One or more members of the team had a presentation

voice and a level of enthusiasm in a way that kept the attention of the audience.

and a level of enthusiasm in a way that kept the attention of the audience.

and a level of enthusiasm in a way that kept the attention of the audience.

style that did not keep the attention of the audience.

Organization All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.

All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.

Arguments were not clearly tied to an idea (premise).

Understanding of the topic

The team clearly understood the topic in-depth and presented its information forcefully and convincingly.

The team clearly understood the topic in-depth and presented its information with ease.

The team seemed to understand the main points of the topic; however the team presented them with a kind of difficulty.

The team did not show an adequate understanding of the topic.

Activity: Making a magazine article.

Category 4 3 2 1Layout-Headlines

The article had headlines that capture the reader's attention and accurately described the content. The article had a byline.

The article had headlines that accurately described the content, but it did not have a byline.

The article had headlines that described the content, but not in an accurate way.

The article did not have neither headlines nor bylines.

Layout-columns Columns were neatly typed in the "justified" type style. There were adequate and consistent "gutters" among columns. A glance at the article made it look

Columns were neatly typed. There were no adequate and consistent "gutters" among some columns.

Columns were typed. There were no adequate “gutters" among most of the columns.

Columns were not neatly typed. There were no adequate "gutters" among columns. The article was somewhat difficult to read.

outstanding.Knowledge gained

S could accurately cover all the main aspects of the novel in the article.

S could accurately cover most of the main aspects of the novel in the article.

S could cover most of the aspects of the novel in the article, but not in an accurate way.

S could not cover both the main elements of the novel in the article and in an accurate way.

Spelling and proofreading

No spelling or grammar errors appeared in the article.

No more than a couple of spelling or grammar errors appeared in the article.

No more than 3 spelling or grammar errors appeared in the article.

4 or more spelling or grammar errors appeared in the article.

Articles-purpose 90-100% of the article established a clear topic sentence in each of its paragraphs.

85-89% of the article established a clear topic sentence in each of its paragraphs.

75-84% of the article established a clear topic sentence in each of its paragraphs.

Less than 75% of the article established a clear topic sentence in its paragraphs.

Articles- supporting details

The details in the articles were clear, effective, and vivid the 90-100% of the time.

The details in the articles were clear and pertinent the 80 -89% of the time.

The details in the articles were clear and pertinent the 70-88% of the time.

The details in less than 60% of the article were neither clear nor pertinent.

Who, what, when, where and how.

The article adequately addressed the 5 W's (who, what, when, where and how).

90-99% of the article adequately addressed the 5 W's (who, what, when, where and how).

75-89% of the article adequately addressed the 5 W's (who, what, when, where and how).

Less than 75% of the article adequately addressed the 5 W's (who, what, when, where, and how).

Editorials-worthwhile

The information was accurate and there was a clear reason for including the editorial in the newspaper.

The information was accurate and there was a fairly good reason for including the editorial in the newspaper.

The information was occasionally inaccurate or misleading, but there was a clear reason for including the editorial in the newspaper.

The information was typically inaccurate, misleading or libelous.

Use of primary resources

Reading of primary source material was thorough.

Reading of primary source material was fairly thorough.

Reading of primary source material was incomplete.

Reading of primary source material was not done.

Activity: Oral presentation

Category 4 3 2 1Volume Volume was loud

enough to be heard by all audience members throughout the presentation.

Volume was loud enough to be heard by all audience members at least 90% of the time.

Volume was loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Comprehension Student was able to accurately answer all questions posed by classmates about the topic.

Student was able to accurately answer almost all the questions posed by classmates about the topic

Student was able to accurately answer a few questions posed by classmates about the topic.

Student was unable to accurately answer questions posed by classmates about the topic.

Speaking accuracy

Student spoke clearly and distinctly all (100-95%) the time, and mispronounced no words.

Student spoke clearly and distinctly all (100-95%) the time, but mispronounced 1-3 words.

Student spoke clearly and distinctly most (94-85%) of the time, and mispronounced 1-4 words.

Often, student mumbled or could not be understood.

Vocabulary Student used vocabulary which was appropriate for the audience.

Student used vocabulary which was appropriate for the audience, but included 1-2 words that were not understood by the audience, without explaining them.

Student used vocabulary which was appropriate for the audience, but included 3-4 words that were not understood by the audience, without explaining them.

Students used several (5 or more) words or phrases that were not understood by the audience, without explaining them.

Posture and eye contact

Student stood up straight, looked relaxed and confident. Student established eye contact with everyone in the room during the presentation.

Student stood up straight and established eye contact with everyone in the room during the presentation.

Sometimes student stood up straight and established eye contact.

Student did not looked confident, and did not make a visual interaction with their classmates at all.

Content Student showed a full

Student showed a good

Student showed a good

Student did not seem to

understanding of the topic.

understanding of the topic

understanding of some parts of the topic.

understand the topic very well.

Activity: designing a menu.

Aspects YES NOStudent adds every part of the menuStudent design a very creative menuStudent brings materials every classStudent adds new vocabularyStudents finish at time

Making a brochure

Criteria 4 3 2 1Organization Each section in

the brochure has a clear beginning, middle, and end.

Almost all sections of the brochure have a clear beginning, middle and end.

Most sections of the brochure have a clear beginning, middle and end.

Less than half of the sections of the brochure have a clear beginning, middle and end.

Grammar There are no grammatical mistakes in the brochure.

There are 3-5 grammatical mistakes in the brochure

There are 1-2 grammatical mistakes in the brochure

There are several grammatical mistakes in the brochure

Spelling No spelling errors

No more than 1 spelling error

No more than 3 spelling errors

Several spelling errors in the brochure.

Vocabulary The authors correctly use several new words and define words unfamiliar to the reader

The authors correctly use a few new words and define words unfamiliar to the reader.

The authors try to use some new vocabulary, but may use 1-2 words incorrectly.

The authors do not incorporate new vocabulary.

Content- accuracy

All facts in the brochure are accurate.

99-90% of the facts in the brochure are

89-80% of the facts in the brochure are

Fewer than 80% of the facts in the

accurate. accurate. brochure are accurate.

Attractiveness and organization

The brochure has exceptionally attractive formatting and well-organized information

The brochure has attractive formatting and well-organized information.

The brochure has well-organized information.

The brochure's formatting and organization of material are confusing to the reader.

Sources Careful and accurate records are kept to document the source of 95-100% of the facts and graphics in the brochure.

Careful and accurate records are kept to document the source of 94-85% of the facts and graphics in the brochure

Careful and accurate records are kept to document the source of 84-75% of the facts and graphics in the brochure.

Sources are not documented accurately or are not kept on many facts and graphics.

Identifying jobs in a puzzle.

Criteria YES NOStudent could find all the jobs in the puzzleStudent could understand the instructionsStudent coud finish in a determine timeStudent could differentiate the jobs

Designing a family tree

Criteria YES NOStudent could order the family tree properlyStudent showed creativity Student finished at timeStudent used vocabulary according to the topicStudent followed the instructions

Creating a poster of your favorite movie

Criteria 4 3 2 1Clarity The content was

easily to understand and identified from every perspective.

The content is easily viewed and identified from every perspective.

The content is almost clear and is not easy to understand quickly.

The content is hard to understand.

Originality Designs that reflect an exceptional degree of creativity in the creation and/or display.

Some designs are on the poster and reflect creativity in the creation and/or display.

Designs are made by the student, but are based on the designs or ideas of others.

No designs by the student are included.

Attractiveness The poster is exceptionally attractive in terms of design, layout, and neatness.

The poster is attractive in terms of design, layout and neatness.

The poster is acceptably attractive though it may be a bit messy.

The poster is distractingly messy or very poorly designed. It is not attractive.

Required elements

The poster includes all required elements as well as additional information.

All required elements are included on the poster.

All but 1 of the required elements are included on the poster.

Several required elements were missing.

Grammar There are no grammatical mistakes on the poster.

There is 1 grammatical mistake on the poster.

There are 2 grammatical mistakes on the poster.

There are more than 2 grammatical mistakes on the poster.

Activity: Film interviews in the street about opinions of Educational system and then reported to the class the results.

Criteria YES NOIn the video are different kinds of opinionsThe purpose of the video is clear for the intervieweeStudents report to the class every opinion properlyStudents know about the topic

Students explain their position about the topic