Product and Assessing my Learning Process
Assessing my Learning Process Rubric
Quick Guide to Get to Places Do the following activities: • Have all your cards with useful expressions and sentences ready. • Work in small groups.
Use the rubric to evaluate your quick guide. Once all groups have finished, ask for students to evaluate each others’ guide using the rubric. Self-evaluation 1. Work in small groups. Take turns to give directions to somewhere in the school. Listen and say what you think the destination is. Organize students in pairs. Read the instructions out loud. Monitor and provide support as needed. Regroup students into groups of four and ask them to discuss their responses. Give students a minute to reflect on how successfully they completed the activity. Elicit reflections from the different groups. 2. Look back through the lessons and check what you have learned to learn, to know, and to do. After that, you can go to page 120 again and check. Tell students to go to page 120 to check the themes presented in the Appendix so they can recall what they learned. 3. In your notebook, write what you think was difficult to achieve. Check the tips given at the end of each lesson and explain how they may help you to improve. Invite students to reread the tips given at the end of each lesson and reflect on how these tips may help them to improve. Have them write their conclusions in their notebook. Make sure to record which students need help so that you may design strategies to support them. How can you explain how to get somewhere? Finally, organize the class into small groups and read the title of the unit aloud: How can you explain how to get somewhere? Give them a few minutes to discuss their answers while you walk around and monitor, making notes. Summarize what has been said; try to include everyone’s ideas using your notes.
• Compare the expressions and sentences you wrote. • Write directions to two places from your school. • Work with another group. Take turns to give directions. While you listen, draw the directions on a map. Ask questions to clarify details. Assessing my Learning Process Rubric Use the rubric to evaluate your quick guide.
A starting point and destination are described clearly. Directions are provided clearly and correctly. Several points of reference and other details are provided. Questions are answered completely and clearly.
A starting point and destination are described. Directions are provided mostly clearly and correctly. Some points of reference and other details are provided.
A starting point and destination are not described. Directions are not provided clearly and correctly. Few or no points of reference or other details are provided.
Clear starting point and destination
Clear directions
Points of reference
Questions are answered mostly clearly.
Answers to questions
Questions are not answered.
Self-evaluation 1 Work in small groups. Take turns to give directions to somewhere in the school. Listen and say what you think the destination is. 2 Look back through the lessons and check what you have learned to learn, to know, and to do. Then look at page 120 and check again. 3 In your notebook, write what you think was di cult to achieve. Check the tips given at the end of each lesson and explain how they may help you improve. 104
Quick Guide to Get to Places In this session, students will create their own guide. Put students into groups. Encourage them to use all the language in their portfolio to help them with the task. Tell them to pool together all the expressions, selected information and list of questions they wrote and decide together where they want to give directions to and which ones to use (or write new ones) in their quick guide. Let students produce their guide. Monitor and provide corrections. Then ask students to work together with another group to take turns to give and listen to each other’s. Ask students to draw a map as they are listening and to ask questions to get more details. Monitor and provide positive feedback. If there is time, allow different groups to read their directions and for the rest of the class to say where the directions are to. Remember you always have the option to adapt the product to your class’s needs and interests. If students are not confident enough to come to the front of the class, first put them into pairs and ask them to practice. You can then regroup and ask them to practice again and again, until they feel more confident.
Unit 10 • Activity Book p. 104
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