Product and Assessing my Learning Process
Self-evaluation 1. Work in small groups. Describe what a good museum card includes. Give examples. 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 116 again and check. Tell students to go to page 116 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 find and share information about a topic? Finally, organize the class into small groups and read the title of the unit aloud: How can you find and share information about a topic? Give them a few minutes to discuss their answers while you walk around and monitor. You can ask them to come up with three tips per group, and then compile a list of tips together as a class on the board.
Museum Cards Do the following activities:
• Have all your cards with useful expressions, questions, information, and notes. • Work in small groups. • Compare the expressions, questions, information, and notes you wrote. Choose three things you want to include in your exhibit. • Create three museum cards with writing and drawings. • Work with another group. Use your cards to explain the three things in your exhibit. Assessing my Learning Process Descriptive Value Scale Use the descriptive value scale to evaluate your classmates’ comparative chart. 1 = Excellent 2 = Good 3 = Needs a little help 4 = Needs a lot of help
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The information is relevant to the topic. The information is written correctly. The information is written using our own words. There is a drawing to help the reader understand the information.
Self-evaluation 1 Work in small groups. Describe what a good museum card includes. Give examples. 2 Look back through the lessons and check what you have learned to learn, to know, and to do. Then look at page 116 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.
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Museum Cards In this session, students will create and use their museum cards to present an exhibit. 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, questions, and notes they wrote and decide together on a final version. Let students produce their final version of museum cards to present to another group. If possible, students can also create objects and other visuals to be included in their exhibit. 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. Assessing my Learning Process Descriptive Value Scale Use the descriptive value scale to evaluate your classmates’ comparative chart. Once all groups have finished, you could ask students to evaluate their classmates’ comparative chart. Show them how to use the scale provided.
Unit 6 • Activity Book p. 64
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