ZEN AND THE ART OF FAKING IT

Presented by:Jacques HurleyAnthony Joseph

Nadia Roy

Susan ParksDID-22400

ESL Literacy and Language ArtsTuesday, December 18th, 2007

Title Zen and the Art of Faking ItAuthor Jordan SonnenblickTotal # of Pages 264 pagesPublication house Scholastic PressISBN # ISBN-13: 978-0-439-83707Grade Level targeted Sec. 3Genre Fiction: Teen drama

Categorization

This book may be categorized as a teen drama. It addresses the tension between wanting to satisfy one’s desire to be liked at any cost and the call from one’s conscience to maintain one’s integrity.

2. Getting students into the novel2.1 Pre-activities

1. Brainstorming

General discussion with students on basic themes included in the book such as:

- How do they react when there is a new student in the school?- Does it have ever happen to them to go in a new school because

their parents have moved on to another city?- If not, how would they react if their parents decided to move to

another city? Would they be happy to go to a new school and meet new friends?

- Have they ever pretending to be someone else in order to be accepted by their peers?

- Do you believe that lying to your friends and family is right? Do you believe that it could help you in having new friends?

2. PredictionWrite the title of the book on the board and ask students to guess what

would be the subject of the story.

3. Surveying the bookGive ten minutes to students to survey to book in order to give them an

overview of the book. They have to look at the cover page, the summary at the back of the book, the number of chapters and the note to the reader.

4. Tellback- First, ask students to read the three first chapters of the book.- After thirty minutes, ask them to pair up with the person sitted

next to him. - In teams, they have ten minutes to give their partner a summary

of what they have read.- After ten minutes, design a spokesperson for each pair and ask

him to summarize their reading to the whole class.

2.2 Reflection on Pre-activitiesBefore involving students into an activity, it is important to activate their

background knowledge by doing pre-activities. Those activities will help them to have a

better understanding of the material. Nigel Stott, author of the article entitled “Helping

ESL Students Become Better Readers: Schema Theory Applications and Limitations”,

claims that “pre-reading activities must accomplish both goals: building new background

knowledge as well as activating existing background knowledge”

(http://liteslj.org/Articles/Stott-Schemata.html/). The notion of schema theory mentioned

in the title of the article refers to the process by which readers combine their own

background knowledge with the new information included within the text. The

importance of pre-activities remains in the fact that they help to build or to activate the

reader’s schema. Needless to mention that each student has its own schemata depending

on their background knowledge and on their culture. The pre-activities designed for that

project will definitely contribute to activate students’ background knowledge since they

are conceived to help them to understand the themes discussed in the book with the

brainstorming activity and also to encourage them to learn more about the book by

predicting its subject just by looking at the title. Mr Stott cites in his article that the

“brainstorming is particularly useful “because “learners generate information on the topic

based on their own experience and knowledge” (Aebersold and Field 1997:71)

The activity of tellback is also useful because it activates students’ short term

memory since they have to read a passage and then summarizes what the have learned to

another person. As mentioned in the MELS secondary ESL core program second cycle,

one of the strategies that enable students to take responsibility for their learning is

glancing through a text which corresponds exactly to the tellback pre-activity. Thus, this

technique used to activate students’ prior knowledge is perfectly relevant to the

ministry’s prerequisites.

3. Getting the facts- Basic comprehension questions 3.1 Comprehension Questions

Please see the booklet handed in at the kiosk

3.2 Correction – coop learning

I would use the think-pair-share strategy and would proceed as the following:

1. I would have students think for themselves on the way they could present their own

answers to the questions given as homework. They could think on the reasons why they

think their answers are good.

2. Then, I would have them team up in teams of 2 to compare their answers. Team A would

discuss questions 1 to 4 and team B would discuss questions 5 to 8. I would invite them

to discuss and justify each others’ answers and come to an agreement on what is good

and what is wrong.

3. Then, they would have to do the same thing with two other partners. I would ask team A

to team up with team B. Team A would have to justify their answers and team B would

do the same. Before sharing to the whole class, they would also be asked to write down

the answers the group agreed on, from questions 1 to 8.

4. Once finished, I would have them go back to their seats and I would invite them to share

their answers with the rest of the class.

3.3 Review Heads TogetherQuestions:

1. Name three important characters of the story?

2. Which teacher inspired San Lee to become a “zen guru”?3. What are the books that San has borrowed from the library?4. What does San’s mother do for living?5. What are the two names of San’s girlfriend? Her real one and her

pseudonym?6. Name the cities where San and his mother have lived?(including the

one where he is living now)

Numbered heads together:1. Ask students to join in teams of four.2. Once the teams formed, assign a specific number (from one to four) to

each member of the team.3. Among the six questions above, ask one to the students.4. “Heads Together!” Allow them 5 minutes to find the answer (they are

allowed to look in their book)5. Call a number and the team’s correspondent person raises his hand to

answer the question. Ask them to give only 1 answer per team in order to let the chance to every team to speak.

6. Ask other students if they agree or not with the answers given.7. Repeat the same pattern with the 5 questions left.

CL Principles Heads Together1. Positive Interdependence Every group member has to participate in

order for the group to be successful, and each group member has a unique contribution to make to the group.

- Goal Students all need to work together to attain their common goal. Each student must know that they are a vital member of the group, and that everybody needs to function so that the goal can be reached.

- Reward This is when the teacher throws in incentives for members in groups to really help one another out. For example, the teacher can tell students that if every single student in a group does well on a test, that every student in that group gets bonus points.

- Resource Each group member only has one piece of the puzzle, so in order for the project to be completed, all those pieces must come together, meaning that the students must also come together and work as a whole.

- Role Every student in the group has a unique role in it given to them by the teacher. All these roles must be performed, or the group will not succeed.

- Other There is also outside threat independence when groups are placed against each other, as well as positive task interdependence which is

when a group can complete their work when everybody does the task that is designated.

2. Face to Face Promotive Interaction This is the individuals in a group encouraging and helping each other on. This makes for positive inter-relationships, and psychological adjustment and social competence.

3. Individual Accountability / Personal Responsibility

Every student has to pitch in his or her part. Failure to do so will result in failure for the group as a whole, so in the spirit of not letting the team mates down, the individual must complete his task.

4. Interpersonal and small group skills The students must get to know one another, as well as trust one another, and learn to work as a team towards a common goal. There has to be positive interaction, because with a lack of trust and interaction, the team will fail.

5. Group Processing A group needs to know how well or poorly they are functioning, and make adjustments to make sure they are being as effective as possible.

3.5 Reflection (Four Notions of Literacy)

The questions of subsection #1 were designed with the purpose of helping

students to grasp the essential facts of each chapter. As such, they are all information

questions of the type referred to by Ada’s descriptive phase. The other three phases of

literacy are the personal interpretive phase, the critical analysis phase and the creative

action phase.

Once a student understands the plot, the next challenge is for him to be able to

identify key elements from the story and to be able to relate personally to those

elements. When a student is able to analyze an event or situation from the story on a

personal level, they are exploring the personal interpretive phase of literacy. In

chapter 2 of Zen and the Art of Faking It, San, the protagonist, develops a chart in

order to help himself create an identity. An activity to help students examine how the

story relates to their own lives could be to have them develop their own ‘identity

charts’. Like San they could list the titles of identities they relate to and then write

briefly about the pros and cons of each one.

Ex:

My Identity Pros ConsMusician Playing the guitar is cool Having to go for lessons

and fun. every Saturday morning.

Artist I love to draw.I can’t draw and be with my friends at the same time.

The critical analysis phase moves beyond how the story personally touches the

reader. This phase invites reflection into how the story touches society in general. Zen

and the Art of Faking It is a story that anyone can relate to because it is at heart a

story about a boy who just wants to be liked and make friends. An activity which

would help students relate the book to society would be to give them the challenge to

do a 3 question survey with 3 different people. For example, students would have

questions such as ‘What is a good way to try to make new friends?’; ‘What is a bad

way to try to make new friends?’ and ‘What would you do if one of your friends was

angry with you?’. They could ask another student of the same sex, a student of the

opposite sex, a parent or an adult other than their parent. By asking a random

sampling of people the same questions which are explored in the book, students will

learn how its’ concepts relate to their society.

Finally, the creative action phase involves the actualization of phases two and

three through a project. A project that would be coherent with the identity chart and

the survey would be for each student to make a symbolic poster of who they are and

how they and their friends became friends. For example in the middle of the poster

could be a picture of their own face. Around that face images could be glued to

represent their interests. This could be sports equipment or instruments or even just

the name of their favorite video game. At least two friends would have to be

symbolically represented on the same sheet and the student would have to illustrate

the connection in some way (perhaps with colored bi-directional lines). When

presenting their poster, each student would have to explain the symbolism of who

they say they are and the history of the links they share with their friends.

4. Literature Circles4.1 Setting up Teams

A. Explain how you would set up your groups and why.

According to Daniels (2002), a good scenario for a literature circle is that it be

small and functional. Ideally, a group will not only be functional, it will be highly

effective. If the members of a group all have a strong interest in a commonly selected

book and if the students working together each assume a key literature circle role,

thus forming a heterogeneous group, the group will very likely be highly effective.

These conditions form the principles from which we would set up our groups. We

would allow students to identify their preferences in terms of book selection and the

four roles. We would then use this information in the creation of work groups.

To help students choose which book they want to study, we would follow

Daniels’ (2002) recommendation of having students choose their top three choices

from the list of available books. There is an idea in Daniels’ book which we would

adapt and call a “book speed date”. Students would have one minute to silently skim

one of the available books before having to pass it on to a neighbor and take another.

The idea is for students to have an unbiased (hence the need for silent reading)

opinion on which books interest them.

Daniels’ also identifies four literature circle roles which he qualifies as

fundamental: Connector; Questioner; Literary luminary and Illustrator. In setting up

our groups, we would clarify the responsibilities associated with each role to all of the

students. A connector associates what he reads with his own personal experiences. A

questioner critiques, analyses, makes predictions and challenges the knowledge. A

literary luminary identifies the artistic or emotional highlights of the story. Finally, an

illustrator visualizes and presents non-linguistic responses to the story. There are

other roles than these basic ones but in order to help ensure the success of our groups

we would have groups composed of at least four members.

Essentially, we envision having students simply write down their names and list

their top three book choices on a sheet of paper. On the same sheet, they would also

have to list the four literature circle roles in order of their personal preference.

Example:

Once this information is collected, students will be initially grouped according to

their book choices and the availability of the books. Upon completion of this initial

grouping, we would initiate what Johnson, Johnson & Holubec (1994) refer to as

stratified random assignment. We would randomly assign students to groups of four

but stratify them based on their responses to their role preferences. We would try to

ensure that each role was the favorite of someone in the group. Our expected result

will be heterogeneous groups with common interest levels in their book. Even then, a

final step would be to announce the groups and offer students the opportunity to

approach and request a change if for some reason the group was unacceptable to

them.

List your 3 book choicesChoice #1

Choice #2Choice #3

List the 4 Literature Circle Roles in order of your favorite to your least

favorite1. Favorite 2.

3.4. Least Favorite

B. Drawing on your knowledge of high school ESL students, explain how your group set up plan could help you with classroom management.

Based on experiences with high school students, one of the key challenges is their

desire to want to work with their friends. Invariably, these are often among the worst

partners a student could pick. Intervening and saying ‘no, you can’t be partners with so

and so’ puts the teacher in the position of being the enemy.

As outlined, the plan for putting students into groups allows the teacher to have some

sway in who works with whom but it also allows the students to be involved with the

decision making process. Students will know that their groups were assigned based on the

information they themselves provided. Since as Kagan points out ‘providing plenty of

choices is good preventative medicine’ (Kagan, 2004), we allow that final opportunity for

students to make a change if they are really unhappy with their group.

4.2 AssessmentIn order to assess students’ progress, we have decided to use two methods: the

observation and students as self-assessors. We believe that those techniques are the most

relevant and appropriate for our literature circles.

1. Observation:

While observing the whole class, the teacher observes and writes down

notes for each member of each team. His observation will focus on four

points: 1. Is the student prepared or not

2. Does he participate or not

3. The teacher writes down one particular comment from each

student either as a quote or a summary

4. Students’ social skills. The teacher tries to notice one social skill

from the student such as “good eye contact”, “asked questions” or “invited

x’s opinion”.

2. Students as self-assessors:

This technique will be useful because it involves students in the assessment

process since they will have to observe and write down comments about other

students. During each literature circle session, one student will be designated to walk

around the class and observe each team. Moreover, this will help to create personal

accountability and students will be more active participants in the activity.

4.3 Use of English vs French

The Use of English vs. French .

A. In order to help students speak English in their groups, it would be useful to

provide them with “functional language”. Choose 5 role sheets (see the Literature

Circles book) and for each role sheet, identify 2 or 3 expressions which would be

useful for students who have to carry out these roles.

Vocabulary Enricher

Name:Group:Book: Zen and the Art of Faking it

Assignment pages: ____ to ____

Word Page # Paragraph Definition Functional Language

What do you think _____ means?

What does the dictionary say?

What does this word remind you of?

Is there another word that means the same thing?

What does this mean to high school students?

Passage Master

Name:Group:Book: Zen and the Art of Faking it

Assignment pages: ____ to ____

Page # Paragraph Selection Reason Functional Language

This is a good passage

Do you agree that…

Do you disagree that…

I think this is important because…

Connector

Name:Group:Book: Zen and the Art of Faking it

Assignment pages: ____ to ____

Some connections I found between this reading and other people,

places, events, authors…This made me thing about…

What do you think?

Do you agree?

Do you remember (book; movie; person; character)?

This is like when… (event)

Illustrator

Name:Group:Book: Zen and the Art of Faking it

Assignment pages: ____ to ____In my drawing there is…

It represents…

Do you remember when…

What do you think of when you see my picture?

Questioner

Name:Group:Book: Zen and the Art of Faking it

Assignment pages: ____ to ____

Questions I had about this reading

When (even) happened, I wondered…

When (person) said (statement) I wondered why/what…

What did you think when (event)?

B. Thinking of a real high school context,

i. how would you concretely bring these expressions to the attention of students and

ii. Ensure that they made use of them. Be specific.

i. Model/Role Play

- Functional language, as implied by very term, has to have a purpose. If the students see

the usefulness of a given expression, the likelihood of its retention increases. In

consideration of this principle, our approach would be to first have a group of volunteers

come to the front of the class and model the Literature Circle activity. They would have

the lists of functional language before them and they would be expected to use them.

Included in first step would be the distribution of the various role sheets to the volunteer

group. The same functional language would be projected so that the whole class could

see them while simultaneously listening to the demonstration group. As a class we would

then do a review of the successes and the challenges that the volunteer group

experienced. Students would then be put into their work groups and the role sheets would

then be given to each group. Students would have to decide amongst themselves which

team member would be responsible for which role. Students would be charged to learn

their functional language by heart for the next class. The pre-activity of the subsequent

lesson, would be a review of the language.

ii. To ensure that students use the expressions we would inform them that during their

discussions there would be formative evaluations conducted. Students would be allowed

to use their task sheets with the prepared phrases and expression. Via the use of a

logbook designed to record student progress in the competencies, we would give ratings

of the language use. We would also advise them that there would be both an auto and a

group evaluation at the end of the class. The goal of these evaluations would be for

students to record their perceptions of their efforts to use the functional language related

to their roles.

C. Referring to the MELS Curriculum for Core students, explain how this strategy

finds support within this program.

The MELS curriculum for core students specifies in the section entitled 'Role of

the Student' that "Students are at the centre of their language-learning experience." The

principle is that the more involved students are in the decision making process related to

a given project, the more likely they are to invest themselves into it. The MELS

curriculum continues by stating that "(students) develop fluency by experimenting with a

language repertoire (such as) functional language” We understand from this the

importance of high quality functional language and it is why that language was

unilaterally decided by the teacher. However student involvement is also fundamental

and it is why we allow them to decide as a group which student will assume which role in

the literature circle. The auto and group evaluations are also an integral aspect of placing

students at the centre of their own learning. They are placed in a position where they have

to assume responsibility for their own efforts.

4.4 Planning

For this project item, I have found the full schedule of a teacher working in a

secondary school in Quebec. The teacher in question has a full task, and has both students

in Advanced, as well as Basic English. For a project such as a Literature Circle, it would

be important to gauge the level of the students before planning out several courses in

succession. The first thing to do would be to make sure to give them as much work as

they can easily finish within a given time frame, as it is important not to rush through the

steps.

In order to train the students for the Literature Circles, I would do the following:

1- I would first explain to the students how literature circles worked, and why they are

used in the classroom.

2- I would demonstrate what a Literature Circle is through examples.

3- I would practice Literature Circles with the students, having them go through the

motions in a simpler, mini-activity.

4- I would check to make sure if the students understood just how Literature Circles work

by asking them to explain to me the steps taken in Literature Circles, and I would make

sure everybody knew how they worked. I would also make sure they knew how the

different roles worked, so that I could assign them each a separate role so that the LCs

would be more animated, and everybody would be talking about a different aspect of

the book. For example, the Connector couldn’t possibly have the same topic of

conversation as the Word Wizard, but everybody in the group will listen to both because

they are both necessary and relevant.

5- I would keep them practicing these Literature Circles through mini activities and

scaffolding, until they got better and better, and they could do it on their own.

Through this use of training and pre-activities, I could get the students on the ball,

and ready to go for LCs on a novel, or something on a bigger and more independent

scale.

I would space my courses out the same way the author of the book Literature Circles

(Harvey Daniels) does. On the first day, I would have them read a story and discuss it.

After this I would teach them all the roles of these circles by having them read short

stories, and making sure every student gets the chance to perform each role at least once,

so that they know what to do no matter which role they are given in future literature

circles. This would all take place within the first week, given of course the fact that I

would be giving the class four days out of six to that particular group.

Once this process would be complete, I would get the students to team up, and assign

each of them a role for the reading and LCs of a short novel. I would of course have them

rotate their roles regularly, and at the end of class, there would be a debriefing to make

sure that everybody gets the maximum out of the time and sharing of information.

5. Vocabulary5.1 Resources –InternetResource material #1:http://www.reading.org/publications/bbv/books/bk9214/toc.html

Resource material #2: http://english.unitecnology.ac.nz/resources/resources/learntolearn/clarifying.html

5.2 Learning Strategies

Learning Strategy Explanation1. Personalized vocabulary lists At the back of their English binders,

students should maintain vocabulary lists. As they learn the meanings of new words, they can add them to the list along with the definition in their own words.

2. Context Words can be guessed based on the context. When students pay attention to the words just before and just after the new word, they can often make very good educated guesses.

3. Placement in sentence Students analyse the sentence and identify where the word fits in with regards to SVO.That will give them a clue as to the word’s meaning. It’s placement may identify it as an adjective or an adverb. These clues will help in identifying new words.

4. Dictionary Students can look up new words in their dictionaries.

5. Asking someone else The #1 most used strategy, ask a friend or the teacher for help with the word.

5.3 Metacognition

Previously, learning was seeing as a passive process and students had to learn

knowledge only by repeating drills. Once done, they were not remembering anything.

Today, learners are more implicated in their learning process. They have to think to find

strategies to improve their learning; they are active participants of the learning. The

process of thinking about thinking refers to the notion of metacognition. According to

“The role of metacognition in second language teaching and learning”, “learners who are

metacognitively aware know what to do; that is, they have strategies for finding out or

figuring out what they need to do”

(http://www.cal.org/resources/digest/olloanderson.html). However, this learning method

does not appear by itself, learners need to be taught how to become aware of their

achievement. Thus, it is crucial that teachers incorporate metacognitive awareness in their

teaching. To be effective, metacognitive instruction should teach students a whole range

of learning strategies and also when to use them. The role of the teacher consists in

showing them how to choose a strategy that will be the most efficient for a particular

situation. Metacognition is perfectly relevant for teachers who wish to help students

develop strategies for dealing with unfamiliar vocabulary. For example, a great way to

help students to find the meaning of a new word is the use of context clues to help them

to guess its signification. Thus, they can easily find the meaning without using the

dictionary. Finally, one important point to remember is that not all strategies are efficient

for every student. They should use the ones that are suitable to their personality and

method of learning.

5.4 Reflection-Reading and vocabulary development. .

To learn things by heart is not the best idea of all. One can study a history exam

real hard by learning everything by heart but not necessarily understanding what s/he is

studying. The student will then take the exam and write everything he remembers. He

might even get a good mark. However, the real question is if he will remember that

material two weeks later.

Memorizing lists of words in isolation is definitely not the right way to have

students learn vocabulary for good. In ``Watching Whole Language Work``, Marjorie S.

Terdal says that ``because the whole language perspective emphasizes that language

becomes more meaningful when students use authentic materials, that is materials that

have not yet been simplified or specifically written for use with ESL students, these

students read newspaper and magazine articles, short stories, poems, autobiography, and

drama, with almost complete use of connected discourse rather than isolated sentences

(p.26).

The later quote shows that students will remember the new learnt vocabulary

more often if the vocabulary is placed into a context. Whole Language suggests that

students will learn more if we teach them the language as a whole instead of separating

them into little bits; by, for instance, having them learn vocabulary in isolation.

In ``The Lexical Advantages of Narrow Reading for Second Language Learners``

Norbert Schmitt and Ronal Carter stipulate that one of narrow reading advantages ``has

to do with the mechanics of vocabulary distribution. Key words in topic-related passages

tend to recur, easing the lexical burden on readers as they become familiar with this

vocabulary`` (p.2.22). One way of having students learn vocabulary is by having them

read various texts on the same subject. The same words will come back often enough for

the students to understand them and remember them for a longer period of time.

In ``Literature-Based ESL for Secondary School Students`` written by Brenda Custodio

and Marilyn Jean Sutton, it says that ``students learn English when they are immersed in

reading and writing``(p.19). It also says that ``the focus of instruction is on meaning

rather than form``(p.19). In other words, it is important to teach English putting students

in real life situations, like when reading a book for example. As teachers, we have to

show them how to understand the meaning of a sentence instead of the meaning of each

word in the sente

6.1 WebQuestThis part is simply a webquest that can be found in your ESL Website stuff!

6.2 Presentations

Paraphrase Passport

Students will be placed in groups of 4. They each have 5 minutes for their

presentations. This will be determined by their proximity to each other in order to not

waste time. A volunteer will go first. If no one volunteers then the student whose first

name is the closest to ‘A’ will begin. Once they’ve finished, someone else in the

group must paraphrase the essential points in order to have the right to go next.

Using ICT’s, the best way to do the presentation would be with a Power Point

presentation. This way as students present their projects on Asian culture, they could also

include sound effects and dynamic visual images. Low technology presentations could

use printed or drawn posters that highlight the key points. Additionally, students may use

music, props, costumes or even food to add depth to their presentations

6.3 Presentation Strategies

Overcoming Challenges with Presentation Strategies

Challenge #1: The Internet

In the age of technology, one key challenge is to eliminate the possibility of

having students simply copy the information for their presentations from the Internet.

Whether their presentations are with the use of high or low tech aides, the “No sentences”

rule must be followed. Essentially, this means that students would be allowed to have key

words in their presentations but that no full sentences would be allowed to be written in

any part of their presentation. With this rule in effect, students would be forced to find the

key words from any text they researched on the Internet. The ability to present

information or to argue a point from images or key words would demonstrate that the

student had truly grasped the information he researched. This rule would also be effective

for the second challenge…

Challenge #2: Reading off of a piece of paper

Reading off a piece of paper is often a sign that the speaker either has not internalized the information he is

presenting or that he is not comfortable with the linguistic forms that were to be used in the presentation.

Therefore, to aid students, three practices will be very effective scaffolding. The first would be to provide

template sentences such as:

These sentences would be provided as a support to be used only during the preparation stage of their

presentations. They could not be accessed during the presentation as this would be in contradiction to the “no

sentences” rule.

The second practice would be to keep the presentations to the point. Limiting the number of slides to a

maximum of three would serve to help students stay focused on the essentials. It also protects students from

trying to memorize more functional language sentences than would be realistic.

Finally, students would have time within which to practice their presentations.

With these practices in place both the challenge of the preventing students from copying and pasting

information from the Internet and the challenge of preventing students from simply reading off a piece of paper,

should be successfully met and overcome

6.4 Criterion-based EvaluationOral Presentation Rubric : Webquest Oral Presentation

Teacher Name: Ms. roy

Student Name: ________________________________________

CATEGORY 4 3 2 1

Content Shows a full understanding of the topic.

Shows a good understanding of the topic.

Shows a good understanding of parts of the topic.

Does not seem to understand the topic very well.

Preparation Student is completely prepared and has obviously rehearsed.

Student seems pretty prepared but might have needed a couple more rehearsals.

The student is somewhat prepared, but it is clear that rehearsal was lacking.

Student does not seem at all prepared to present.

Speaks Clearly Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly all (100-95%) the time, but mispronounces one word.

Speaks clearly and distinctly most ( 94-85%) of the time. Mispronounces no more than one word.

Often mumbles or can not be understood OR mispronounces more than one word.

Vocabulary Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.

Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.

Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.

Uses several (5 or more) words or phrases that are not understood by the audience.

Uses Complete Sentences

Always (99-100% of time) speaks in complete sentences.

Mostly (80-98%) speaks in complete sentences.

Sometimes (70-80%) speaks in complete sentences.

Rarely speaks in complete sentences.

Posture and Eye Contact

Stands up straight, looks relaxed and confident. Establishes eye contact with everyone in the room during the presentation.

Stands up straight and establishes eye contact with everyone in the room during the presentation.

Sometimes stands up straight and establishes eye contact.

Slouches and/or does not look at people during the presentation.

Intonation Volume is loud enough to be heard by all audience members throughout the presentation.

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

Volume is 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.

Listens to Other Presentations

Listens intently. Does not make distracting noises or movements.

Listens intently but has one distracting noise or movement.

Sometimes does not appear to be listening but is not distracting.

Sometimes does not appear to be listening and has distracting noises or movements.

Collaboration with Peers

Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together.

Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group.

Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.

Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.

Visual Support Effective use of visual support

Good use of visual support

Poor use of visual support

Uneffective use of visual support(wrote complete sentences instead of clues)

6.5 MELS programThe creation of a webquest and its presentations contributes to use two main competencies required by

the Ministry of Education. Effectively, students will correspond to the first competency of the ESL enriched

program, to interact orally in English, when they will have to present the results of their research on the

webquests. Before the presentation of the results of their research, students will have to prepare a small text that

summarizes their findings. This contributes to the use of the third competency required by the ministry which is

to write and produce texts.

In addition to employ two competencies of the MELS program, those two projects also contribute to

correspond to four cross-curricular competencies. The most obvious one is to cooperate with others since

students will have to work in teams to accomplish those two tasks. The second one is to use information and

communications technologies because students will have not only to use the webquest to accomplish their

research but also they will use technologies when they will present their results. By trying to be as creative as

possible in their presentations, students will thus correspond to the competency of using creativity. Finally,

before presenting their findings, students will have to structure their presentation and to adopt effective work

methods.

In the accomplishment of those projects, two broad areas of learning are used. Since they will have to

work in teams, students will contribute to the realization of the citizenship and community life area. Moreover,

the will use the media-literacy broad area of learning when they will create their presentation with help of the

computer.

7. Text Analysis: Stylistic features7.1 Internet search

Narrative point of view

http://www.squidoo.com/Narration-for-Writers/

3 Types of Narration: 

1. Most every book you read is written using the third person account. It is the easiest to write and the easiest to read, it is used in both fiction and nonfiction stories.

2. Also common, is the first person account. This style is used most often in books were the main character is a child, teen, or young adult. True romance stories are often written in this style. The first person account is used in both fiction and nonfiction stories.A monolog is a type of first person account, usually seen in script writing for comic books and movies. A monolog is a long wordy style that uses a ton of unnecessary words, and often has the character arguing with their own inner conscience. This style is commonly used when the villain is the main character. It is also used by nearly every villain in super hero comic books as a way of speaking.

3. The most difficult and rarely used style is the second person account. Most every book written in this style is a mystery novel, as this is the perfect genre for second person accounts, though other genres sometimes use it as well. The reader is the main character. The narrator of this story has no name, no age, no gender, no personality, or any other identifiable traits written into the story. By doing this the reader is able to take on the identity of the main character. The secondary characters, the plot, and the scenes are vividly described to make up for not describing the main character. Physical scenes, emotions, and sub conscious thoughts are described with crystal clarity. The reader must feel everything the main character feels, smell everything the main character smells, taste, hear, and touch everything the main character does. It's a grueling style to write, too difficult for the average writer to pull of convincingly, but when well written the second person account can be the most enjoyable style writing for the reader. Common types to use this style are: Choose Your Own Adventure, Murder Mysteries, Role Playing Novels, and Role Playing Games.

1.) First Person Account: When I write in first person account, I am telling you the story like it is, the way I saw it happen. I'm telling

you this because this is how it affected my family and me. The world has a right to know what happened to us. I am writing this to you in the first person.

2.) Second Person Account: 

You are sitting at your desk ready to write. You are a very good writer, you know this, but you can't understand why writing a second person account is so difficult. You decide to call one of your writing buddies to ask. The phone rings. No one answers. You hang up the receiver and decide to move on to a different writing style. You are tired of writing in second person.

3.) Third Person Account: 

When Harry writes a book, this is the style he uses most often, because it is the easiest style in which to write. He had tried writing in other styles but this proved to be the easiest format, and so it is the one he uses for almost every book he writes now. He loves to write in third person.

4.) The Personal Record: 

...a form of the first person account.

Dear Readers, I am keeping this account of my life, as I'm sure you will soon learn, because a terrible injustice has been done. I must write down these events so that when I am gone the world might learn from my mistakes. I am writing my personal record in the first person narration, so that you know I am the one who wrote it. Please dear reader, do not make the same mistakes I made.

5.) The Monolog: 

A form of the first person account.You dare ask ME! Me, the great overlord of all life!Me! Your captor!Me, the almighty one!

You DARE ask me, why I write using this style!The impotence! The audacity! The ignorance! You fool!Must I explain everything to your puny incompetent brain? I write like this because it is part of my master plan to destroy the world! BWAHAHAHAHAHA!Soon, I shall control the universe! It'll be mine I tell you!Mine! All mine! Mwa_HAHAHAhahah heh heh heh eh?

Wait...could it be that this is wrong? Could there be another way for me to gain control of the universe without violence? What am I saying? I love violence! And you! You incompetent little worm! You shall be my first victim. BWaHAHAHAHA!

6.) Choose Your Own Adventure: 

...a form of the second person account.

It was a dark and stormy night. You shudder as the lightening clatters outside your window. You are tired and want desperately to go to bed, but your report is due by morning, so you must continue to type away. You must not be bothered by the sounds around you. Suddenly you hear a crash outside your window.

If you think it was just a falling limb, than keep on typing to the next page.

If you think it was a car accident than grab your raincoat and turn to page 10 to go outside and find out.

If you think it was a ghost in your attic, than get a flashlight and turn to page 33.

Types of Narrators: The narrator is just as important as the narration. Just as there are several types of narration, there are several types of narrators as well. I shall explain them here.

1.) The Protagonist: 

The narrator of this story is the hero or main character of the tale. He tells you the story through a first person account. This style is common with super hero comic books, and many books written for teens and young adults.

2.) The Antagonist: The narrator of this story is the adversary or villain of the tale. He tells you the story through a first person

account, usually with a grim outlook, and a bitter dislike for the hero of the story. The villain, and not the hero, may often be the main character. This style is common with super hero comic books.

3.) The Internal Observer: 

The narrator of this story is one of the tales secondary characters, often the main character's sidekick. The most popular series told in this fashion are The Hound of the Baskervilles and other Sherlock Holmes mysteries, all of which are told from Dr. Watson's point of view.

4.) The External Observer: 

In this story the narrator is someone from the outside. A casual witness to the tale, who never takes part in the story himself. Most works of fiction are written using this style. Most famous of course, is Harry Potter.

5.) The Story Teller: A type of External Observer. In this story the narrator is someone from the outside. A casual witness to the

tale, who never takes part in the story himself. The story begins and ends with the narrator telling the story or reading a book. The Tales From the Crypt comic books and TV shows are written in this style.

6.) The Author: Common in non-fiction but rarely seen in fiction, the author tells the story, adding in their own comments and views from time to time. When used in fiction, it is most often seen in comic books and graphic novels. Don Rosa often uses this style when writing Uncle Scrooge comic books.

7.) The False Author: A combination of The External Observer and The Author styles. This type of narrator is a fictional author of

the book, and may ever have his name listed as the author on the cover of the book. The most popular series written in this fashion is the Series of Unfortunate Events, written and told by the fictional author Lemony Snicket.

8.) Nonentity: 

Here the narrator is unbiased, totally devoid of personality or opinion, and simply tells the story based on the facts. There seems to be no one telling the story. This is most often seen in newspaper articles.

9.) Multiple Narrators: two or more characters tell this story. Chapter One of the tale may be told in a first person account by the villain. Than in Chapter Two the reader sees that during the same time frame as chapter one, the hero is giving a first person account of his own actions. While in Chapter Three a nonentity narrator is describing the war that's been battled for years, were later on the hero and villain shall meet. This style is common among sci-fi and fantasy writers.

10.) The Written Record: 

A difficult and uncommon style. A Written Record narration is a fictional account that has been written with the grueling details and accuracy of a history textbook. It tells the events of a historical race, war, events, etc, only the race, war, or event never existed at all. Most popular series written like this are the DK Eyewitness Books, which chronicles the history of George Lucas's Star Wars universe. The Written Record may be told as though written by more than one author, or it may in fact be a compilation of works by several authors whom together act as disciples of a single belief system. The most common use of this style is religious texts: the Bible, the Book of Mormon, and the stories of Greek Mythology. This style is also used when writing a hoax.

Types of Point of View

http://www.learner.org/interactives/literature/read/pov2.html

Objective Point of ViewWith the objective point of view, the writer tells what happens without stating more than can be inferred from the story's action and dialogue. The narrator never discloses anything about what the characters think or feel, remaining a detached observer.

Third Person Point of ViewHere the narrator does not participate in the action of the story as one of the characters, but lets us know exactly how the characters feel. We learn about the characters through this outside voice.

First Person Point of ViewIn the first person point of view, the narrator does participate in the action of the story. When reading stories in the first person, we need to realize that what the narrator is recounting might not be the objective truth. We should question the trustworthiness of the accounting.

Omniscient and Limited Omniscient Points of ViewA narrator who knows everything about all the characters is all knowing, or omniscient.

A narrator whose knowledge is limited to one character, either major or minor, has a limited omniscient point of view.

As you read a piece of fiction think about these things:

How does the point of view affect your responses to the characters? How is your response influenced by how much the narrator knows and how objective he or she is? First person narrators are not always trustworthy. It is up to you to determine what the truth is and what is not

7.2 Lessons PlansPlease see the attached file.

7.3 Metacognition

A. Internet research:

http://www.cal.org/resources/digest/olloanderson.html

http://www.97.intel.com/en/ProjectDesign/ThinkingSkills/HigherThinking/Metacognition/Teaching_Metacognition.html

8. Character Analysis

8.1 Body Biography

8.2 MELS ProgramIn the Body Biography project, the three ESL competencies from the enriched curriculum, 1st cycle are

used.Competency 1: Interacts Orally in English

Interacts Orally in English will be used as the students prepare the project and share their ideas among themselves. They will therefore develop their speaking as well as their listening (MELS p. 205).Competency 2: Reinvests Understanding of Texts

The body biography project allows students to read a book and to reflect on it in teams. This project asks students to illustrate what they read by putting all the important information on a poster, on which the principal character will be drawn and analysed in details. The final results of the body biography project will demonstrate if the students understood the book or not (MELS p. 207). Competency 3: Writes and Produces Texts

On the poster, the students will have to write poems that describe something particular about the book. To do so, the students have to use their writing skills. Although writing poems is not necessarily easy, it will be an opportunity for them to use their creativity. To do so, they will have to organize their thoughts.

In the Body Biography project a lot of Cross-Curricular Competencies will be used.Intellectual competencies (To use information; To solve problems; To exercise critical judgment; To use creativity)

In order to be able to start the project, the team members will have to read the book and write down all the information they think they will need from the book. Sometimes, they might encounter some problems and will have to learn to deal with them. They will have to find a solution. Each member of the team should have their opinion on how to handle the project and how to build something nice and relevant to what they read. The body biography project is a project in which the students need to be creative in order for it to be interesting. They can draw anything they want, as long as it is linked to the book.Methodological Competencies (To adopt effective work methods; to use information and communications technologies)

The Body Biography is a long project. If the students do not adopt good work methods, they will not have it done by the due date. Since they have to work in teams, they should find a way to divide the tasks equally and make sure they communicate together as often as possible to make sure the work is well done by everyone. In order to communicate on a daily basis, they will have to use internet. Through internet, they will be able to send each others’ parts and edit each others’ tasks. Internet will also be a good tool for them to find

more information about their book; information that might help them in the understanding of some notions from the book.Personal and Social Competencies: (To construct his/her identity; to cooperate with others)

Through such team project, students will have to be aware of the surroundings and learn to take their own place among the group. They will also learn how to cooperate with others. Since they have to consult each other on different things and make agreements on how to handle the tasks, such project is unrealistic if students do not manage to work together as a team. Each of them will have to do their best to understand each others’ needs. Communication-related competency: (To communicate appropriately)

In order to have everyone of them understand what was decided, they have to find a way to communicate that will be understood by everyone.

9. Character Analysis- Strategy9.1 Venn Diagram

Again please check the attached file. Paysage format.

9.2 PresentationsAn excellent item that could be used for this particular activity is the Round Robin, in which each

student reads their information to all the other team members twice, while the team members have to respond

orally after. The reason I believe this would be particularly effective is because while the students are showing

their diagrams to the other students, the students could learn about it, and perhaps get new ideas for their own.

Also, the person presenting their diagram to the other members in his group can get feedback on what he has

done, be it good feedback, or perhaps constructive criticism. Constructive criticism is not a bad idea, so long as

you explain to your students that they must remain respectful at all times. Through feedback, the student

presenting can now if he rambled on about details nobody else really found relevant, or if he missed big points

that others thought he should have discussed, or included in his diagram.

10. Character Analysis- Chart10.1 Chart

Please the attached file.

10.2 Poster

San Lee

San Lee is a complex character. He has two distinct faces, and it is clearly revealed even from the very

start. There are two very different minds at work inside of San Lee. There is the San who feels terrible about his

origins, and constantly moving around. That San, is ashamed of his father, and would like to forget all about his

past. He feels tied to his father, and he feels as though nothing he can do will change that. San thinks that

somehow he has no choice but to act like his father, and spin a web of lies of which he will become the only

victim of later on.

However, there is another side to San. A side that is very sensitive, and very passionate. San is a real

admirer of beautiful things, and he notices detail in places most people wouldn’t. San is also very smart, which

you could say is from his father and his abilities to lie so convincingly, but it also serves San in other areas of

life too. He is a very quick learner, and he knows how to approach people. He also wishes to stand out, so you

could definitely say that San is quite eccentric, and likes to be noticed.

10.3 MultintelligenciesFor the previous character poster activity, there are several of the Multiple Intelligences tied in. First of

all, the use of illustration and photo are an obvious sign of Spatial Intelligence. To draw up such pictures requires this “picture smart” intelligence. Second of all, in order to read and interpret the text, you would need the Interpersonal, as well as the Intrapersonal Intelligences. This is because you need to be able to interpret personalities, and compare them to your own. Another necessary Intelligence would be the Linguistic Intelligence. This is because in order to write up a good description of the character at hand, this Intelligence would serve you well. Depending on the pictures or drawing, or even the text involved, other intelligences could also be used, but these are the main ones.

Other examples of Intelligences that could be used are naturalist intelligence if there were items about nature on the poster, or even Bodily Intelligence if there were things to do with the body. An activity such as this one combines several of the MIs, and is a great activity that should be fun for a wide variety of students given this fact

10.4 MultiliteraciesA. The article:http://www.curriculum.edu.au/leader/default.asp?id=18881&issueID=10766

What’s so different about multiliteracies?Geoff BullMichele Anstey

On Friday, 25 May 2007 Curriculum Corporation presents Multiliteracies: Break the code, a conference for primary and middle years teachers presented by Michele Anstey and Geoff Bull. In this article the presenters

define multiliteracies and introduce a professional development program for this area of learning.

In the media, the teaching of multiliteracies is often trivialised and caricatured: portrayed, for example, as the study of SMS text messaging in place of the plays of Shakespeare. For all their weaknesses, such arguments can still influence members of the public, most of whom do not have direct knowledge of the topic of multiliteracies from their own years at school.

In this article we hope to provide a more rounded view of multiliteracies. We hope to demonstrate the value of this approach to students, and to describe ways that professional learning and development about multiliteracies can empower teachers.

Defining new literacies and multiliteracies

As a result of globalisation, technological innovation and other social change, literacy and literate practices must now encompass a greater range of knowledge, skills, processes and behaviours than ever before. Society has moved away from a reliance on print toward digital technology, including sound, music, words and still and moving images. Therefore the texts that students write or read now often rely on processing several modes of text simultaneously in order to construct meaning. For example, while eating breakfast, students may be listening and speaking at the table while watching a morning news program that requires them to attend to print, view both still and moving images, interact with a website or view a film clip, and at the same time interpret the behaviour of the news broadcasters interviewing someone from another country on a split screen.

To learn within this environment, students need to be able to understand and use the grammars of language, still and moving images, music and sound. These grammars are often referred to as semiotic systems. Five semiotic systems have been identified; the linguistic (ie the traditional system of producing shared meaning using sounds, words, sentences, paragraphs etc), the visual (eg line, colour, vector, texture), the gestural (eg facial expression, body position and posture), the spatial (eg the organisation of people and objects in space) and the aural (eg sound, music and silence).

A 21st-century multiliterate individual needs to have the skills to consume all five semiotic systems. Conversely, they will be required to produce texts that use all five systems such as play scripts, email, video and

PowerPoint presentations. The terms ‘consuming’ and ‘producing’ are used here because they more accurately describe the knowledge, skills and processes employed in constructing print and digital texts than the traditional terms reading, listening, writing and speaking.

The changes in society and technology that we have detailed require students to understand that the choice of live, electronic or paper text forms will vary according to purpose and context. The plays of Shakespeare, for example, could be approached through reading the traditional print text, viewing a live text (ie the production) of a play or through interactive engagement with a video or Internet reproduction, based on knowing what can be learnt from the live, electronic or paper versions.

Exposure to all these forms of text must go hand in hand with the realization that all texts are consciously constructed in order to share information in particular ways – that texts can shape attitudes, values and behaviors. There is always a selection process going on when a text is constructed; information can be included or excluded and certain groups can be portrayed positively or marginalized. Therefore, being multiliterate must also involve being critically literate, that is, having the ability to analyze texts, identify their origins and authenticity, and understand how they have been constructed in order to perceive their gaps, silences and biases.

For a more detailed discussion on the range of literacies and literate practices encompassed by the concept of multiliteracies, see the references at the end of the article. For the origin of the term multiliteracies, see Cope & Kalantzis (2000).

In summary, we would define a multiliterate person as someone flexible and strategic in their literacy: able to understand and use literacy and literate practices with a range of texts and technologies, in socially responsible ways, within a socially, culturally and linguistically diverse world; someone able to participate fully in life as an active and informed citizen (Anstey, 2002).

B. Definition

Considered simply, literacy is the term used to describe the interconnected capacities of reading, critically interpreting and writing various genres of text. Multiliteracies are an expansion of this definition. It takes into consideration that multi media technology has made it such that ideas and information are communicated in many more ways than the traditional means of print on paper. Multiliteracy may be understood as the ability to construct meaning from, and express ideas via, visual media (digital text, printed text, video, spatial placement of information) and aurally based media (sound bites, music and silence). This also refers to (but is not limited to) the understanding of and the creation or use of, iconographic images, e-mails, chat rooms, instant messaging and websites.

10.5 Differentiated InstructionA. Web address: http://www.cast.org/publications/ncac/ncac_diffinstruc.html

B. Concepts of differentiated instruction and zone of proximal development are closely related. Each takes into account students’ background knowledge, degree of learning, interests and strengths and weaknesses. The main objective of that educational approach is to guide students in their learning process in order for weaker students to be on the same level as stronger ones.

In order to incorporate a differentiated instruction in the creation of a poster, we must guide the students in their search for characteristics and character traits of a specific character. To do so, I would brainstorm with them before starting the project. I would name all the characters of the book one after the other and ask students to tell me what characterizes each character. Then, they would go on their own, choose one character and create a poster around him.

However, I would walk around the class during the project to make sure that they have understood what they have to do and also to show them that I am there and available to answer their questions.

10.6 MELS ProgramA. Broad Competencies:

In the poster project, the three competencies will be developed by students.

-Competency 3: To write and Produce texts

- Competency 2: Reinvests understanding of texts

- Competency 1: To interact orally in English

This project also involves four cross-curricular competencies.

- Cooperates with others

- Adopts effective work methods

- Uses creativity

- Uses information and communications technologies

B. Their application in the project

Since students will have to write texts on the poster, they will contribute to the application of the competency 3 “to write and produce texts”. Then, they will also develop the competency 2 “reinvests understanding of texts” because they will have to reinvest their understanding of the character they have chosen on the poster. Finally, they will also contribute to the use of the competency 1”to interact orally in English” because it is a team work and they will have to talk in English with their partners.

As mentioned previously, four cross-curricular are developed in that project. First, they have to create their posters in teams so they will have “to cooperate with others”. Then, they will have to “adopt effective wok methods” to be able to complete their project. In addition, they will have to create their poster on computer so they will “use information and communication technologies”. Finally, the creation of a poster involves “using creativity”.

11. Plot-Strategy: Plot Diagram11.1 Individual WorkZen and the Art of Faking ItPlot Diagram

Climax

Rising Action

Falling Action

Conflict, Problem

Conflict: San Lee arrives in a new town, and has to start all over after his father is landed in jail, and he and his

mother find themselves alone. He has to make friends all over again in a new town, and at a new High-School.

Rising Action: San Lee spots a beautiful girl named Woody that he falls in love with, but she has a step brother

that is very protective and would like to scare San away. San lies about his past and his roots, telling everybody

that he is a Zen master, or at least letting it be believed that he is one.

Climax: Everybody finds out that San is a liar, and that he has tricked them into believing he is something that

he really isn’t. Woody completely ignores San, and Woody’s step brother punches San in the mouth with a cast.

Falling action: San keeps going to the school, and after a period of time Woody forgives him, and he starts to

get accepted bit by bit back into the school.

11.2 Team WorkFor this point please check the separate attached file. We did it on a paysage form and we are unable to

include it in the project. Thanks for your comprehension.

11.3 Other Graphic Organizer

12. Setting-Strategy: Artwork 12.1 Artwork

For this part, again please check I the attached file because it has been done on powerpoint.

13. Book Report 13.1 Resources2 Book Project sites:http://www.teachnet.com/lesson/langarts/reading/bookrepts1.htmlhttp://www.webenglishteacher.com/bookreports.htmlBlog Site:http://www.libsuccess.org/index.php?title=Blogs_for_Teens

13.2 Book Report

Title: Zen and the Art of Faking It

Zen and the Art of Faking It is a book about a Chinese boy named San Lee who moves into a new school and a new town. There is a mystery about where his father is and why San and his mother are alone and poor. San does not know how to fit in. He decides to pretend to be Buddhist in order to impress the other kids especially a girl named Woody. How does San fool everyone? How long can he get away with it? What is the mystery of San's father? Will he get the girl??? To find out the answers to these questions, read the book!

Title: Zen and the Art of Faking It# stars on 5: 4/5

This book was one of the funniest books I ever had to read for school.

It made me feel like I was a friend of the main character, San, and that he was talking directly to me. I really liked the relationship between San and Woody, the girl he likes. It reminded me of how I have felt when I like a girl.

I also really liked that San had problems at school and at home. It was realistic; I mean who doesn't have problems at school or at home??? I really liked the relationship between San and Woody, the girl he likes. It reminded me of how I have felt when I like a girl.

If you like romance or basketball, if you ever felt like you didn't know how to make friends or talk to your parents or if you just want to know what Zen is, READ this book! You'll love it.

Reviewer:Age:

Opening line(Very positive or very negative)http://www.hclib.org/teens/ReaderReviews/Reviews.cfm

This book was one of the funniest books I ever had to read for school.

Justify:1) How did it make you feel?

It made me feel like I was a friend of the main character, San, and that he was talking directly to me.

2) Name 2 things you really liked. Explain why.

I really liked the relationship between San and Woody, the girl he likes. It reminded me of how I have felt when I like a girl.

I also really liked that San had problems at school and at home. It was realistic; I mean who doesn't have problems at school or at home???

3) Say why the reader of your review should read the book.If you like romance or basketball, if you ever felt like you didn't know how to make friends or talk to your parents or if you just want to know what Zen is, READ this book! You'll love it.

Reviewer:

Age:

13.3 3-D Book Report s

Please check the attached file. PowerPoint presentation.

14. Team Project- Collaborative Writing of a Story

Project Summary

Over the course of the following weeks, you will work together with your team to create an original 2-3 page story. Your story will be written as a narrative in the first person. Your story will be on the theme of fitting in with others at high school.

Be sure to follow all of the steps in this Student Booklet. It will guide you and your team mates from start to finish. Be sure to save all traces of your writing process in portfolio folder you will be given. At the end of the project, you will submit your portfolio folder and your final version of your story. When your story is completed you will publish it. With the exception of Step 1; this entire project will be conducted in the computer lab.

Step – 1

It’s time to meet with your team mates! Write down each others’ names, phone numbers and e-mail addresses.

Name Telephone # E-mail

1

2

3

4

Step – 2

It’s time to brainstorm! Meet with your team in the computer lab. Choose one student to be the note taker. Type up all your ideas in point form in a Word document. Ask yourselves about the story you will write. Will it be about a boy or a girl? What do they like? What is the problem they have? How can the problem be solved? There are no bad ideas when brainstorming, just quickly put down everything you come up with as a group. Remember to name your file and to save your work!

Step – 3

It’s time to choose your favourite ideas and to begin your story! Work as a team and answer the questions on the following chart. Don’t forget to save your work in your portfolio!

Questions Answers

What is the title of your story?

Who is the main character?

Where does the story happen?

What is happening at the beginning of the story?

What is the climax of the story?

What is the resolution of the story?

Step – 4 It’s time to create a plot diagram! A good plot diagram will highlight all the important details of your story. You have all been sent a plot diagram template. It’s true, open your e-mail and check! Use the template as you develop your own. Your template is recreated in the following model. Save your work and print a copy for your portfolio.

Setting:

Solution:

Place: Time:

FALLING

Rising Action

Climax:

Event 1:

Event 2 

Event 3 :

Event 4 :

Problem/Conflict:

Step – 5

It’s time to write a rough draft! Using Word, choose one of the team members to be the scribe and type up your 1st draft. Do not expect perfection, it’s only a first draft. Print a copy of your draft and of your plot diagram and hand them in. Make sure the names of all the team members are written down on your work.

Step – 6

It’s time to review the stories your peers wrote! You will be given a copy of the plot diagram and the rough draft of another team. Choose someone to read out loud for team and then individually answer the questions on the following chart. This is silent work. Please make your comments in point form. (See Peer Review Form). Hand it your review forms along with your peer’s documents.

Step – 7

It’s time to write your second draft! You will now read the comments from your peers and discuss them as a group. Revise and edit your story. Save your work as ‘version 2’. Print a copy and hand it in for teacher review.

Step – 8

It’s finally time to write your final version! Choose a group member to read the comments in the teacher’s review of your work. Discuss these comments together. Revise and edit your story. Save your work as a new document called ‘final version’. Print it and place a copy in your writing portfolio folder.

Step – 9

It’s time to publish your work! Upload your work to the English Department’s blog. Hand in your writing portfolio folder. Be sure that all the traces of your work (brainstorming, plot diagram and the various versions of your story) are included.

PEER REVIEW – CONTENT AND ORGANIZATION

Instructions.

Read over the draft of the story and answer the following questions.

1. What did you like about the story?

PEER REVIEW – CONTENT AND ORGANIZATION

2. Are there any parts of the plot diagram that you feel need improvement?

PEER REVIEW – CONTENT AND ORGANIZATION

3. Evaluate the story. For each criterion, decide whether it is “excellent”, “good”, “fair” or “poor”. Read the descriptions carefully and put a check mark (√) in the box you feel best reflects the work.

Content/Organization 4 3 2 1

Criteria Excellent Good Fair Poor

Introduction First paragraph has a "grabber" or catchy beginning.

First paragraph has a weak "grabber".

A catchy beginning was attempted but was confusing rather than catchy.

No attempt was made to catch the reader's attention in the first paragraph.

Setting Many vivid, descriptive words are used to tell when and where the story took

Some vivid, descriptive words are used to tell the audience when and where

The reader can figure out when and where the story took place, but the author

The reader has trouble figuring out when and where the story took place.

place. the story took place.

didn't supply much detail.

Characters

The main characters are named and clearly described in text traits. Most readers could describe the characters accurately.

The main characters are named and described. Most readers would have some idea of what the characters looked like.

The main characters are named. The reader knows very little about the characters.

It is hard to tell who the main characters are.

Dialogue

There is an appropriate amount of dialogue to bring the characters to life; it is always clear which character is speaking. The story is written in the 1st person.

There is too much dialogue in this story, but it is always clear which character is speaking. The story is written in the 1st person.

There is not quite enough dialogue in this story, but it is always clear which character is speaking.

It is not clear which character is speaking or there is no dialogue.The story is not written in the 1st person narrative syle.

Problem/ conflict

It is very easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.

It is not clear what problem the main characters face.

Storyline/plot

Storyline clear and well developed; excellent transitions.

Key elements are clear: rising action (several events/climax), falling action (solution/ resolution).

Story is quite clear and logical; good transitions.Most story elements are in evidence.

The story is a little hard to follow. The transitions are sometimes not clear. Some story elements may be missing or not very well developed.

Events and ideas and seem to be randomly arranged. Not coherent.

Solution/Resolution

The solution to the character's problem is easy to understand, and is logical. There are no loose ends.

The solution to the character's problem is easy to understand, and is somewhat logical.

The solution to the character's problem is a little hard to understand.

No solution is attempted or it is impossible to understand.

Creativity

The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Title Title is creative, sparks interest and is related to the story and topic.

Title is related to the story and topic.

Title is present, but does not appear to be related to the story and topic.

There is no title to the story.

PEER REVIEW – CONTENT AND ORGANIZATION

4. Additional comments:

TEACHER’S REVIEW OF 2ND DRAFT

CONTENT AND ORGANIZATION

The best elements of the story…

TEACHER’S REVIEW OF 2ND DRAFT

CONTENT AND ORGANIZATION

Content/Organization 4 3 2 1

Criteria Excellent Good Fair Poor

Introduction First paragraph has a "grabber" or catchy beginning.

First paragraph has a weak "grabber".

A catchy beginning was attempted but was confusing rather than catchy.

No attempt was made to catch the reader's attention in the first paragraph.

Setting

Many vivid, descriptive words are used to tell when and where the story took place.

Some vivid, descriptive words are used to tell the audience when and where the story took place.

The reader can figure out when and where the story took place, but the author didn't supply much detail.

The reader has trouble figuring out when and where the story took place.

Characters

The main characters are named and clearly described in text traits. Readers could describe the characters accurately.

Key characters are named & described. Readers would have an idea of what the characters looked like.

The main characters are named. The reader knows very little about the characters.

It is hard to tell who the main characters are.

Dialogue There is an appropriate amount

There is too much dialogue in

There is not quite enough dialogue

It is not clear which character is speaking or

of dialogue to bring the characters to life; it is always clear which character is speaking. The story is written in the 1st person.

this story, but it is always clear which character is speaking. The story is written in the 1st person.

in this story, but it is always clear which character is speaking.

there is no dialogue.The story is not written in the 1st person narrative syle.

Problem/ conflict

It is very easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.

It is not clear what problem the main characters face.

Storyline/plot

Storyline clear and well developed; excellent transitions.

Key elements are clear: rising action (several events/climax), falling action (solution/ resolution).

Story is quite clear and logical; good transitions.Most story elements are in evidence.

The story is a little hard to follow. The transitions are sometimes not clear. Some story elements may be missing or not very well developed.

Events and ideas and seem to be randomly arranged. Not coherent.

Solution/Resolution

The solution to the character's problem is easy to understand, and is logical. There are no loose ends.

The solution to the character's problem is easy to understand, and is somewhat logical.

The solution to the character's problem is a little hard to understand.

No solution is attempted or it is impossible to understand.

Creativity

The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Title Title is creative, sparks interest and is related to the story and topic.

Title is related to the story and topic.

Title is present, but does not appear to be related to the story and topic.

There is no title to the story.

Vocabulary/ word choice

Excellent attention to word choice.

Good attention to word choice.

More attention needs to be given to word choice.

Little attention to word choice.

Grammar- action verbs

Several action verbs are used to describe what is happening in the story. The story seems exciting!

Several action verbs are used to describe what is happening in the story, but the word choice doesn't make the story as exciting as it could be.

A variety of verbs are used to describe the action accurately but not in a very exciting way.

Little variety in the choice of verbs. The story seems a little boring.

Grammar - verb tenses

Story written in past: consistent use of verbs in past tense. Excellent tense continuity.

Verbs generally in past tense.

Difficulty maintaining verbs in past tense.

Lack of tense continuity.

Editing /proofreading

Grammar, vocabulary/word choice, mechanics (spelling, capitalization, punctuation): 0-3 mistakes.

4-6 mistakes. 7-9 mistakes. 10 or more mistakes.

Layout

Illustrations/graphics are detailed, attractive, creative and relate to the text on the page. Excellent attention to fonts/colour.

Illustrations are somewhat detailed, attractive, and relate to the text on the page. Good attention to fonts/colour.

Illustrations relate to the text on the page. Little attention to fonts/colour.

Illustrations/ graphics are not present OR not very attractive. No attention to fonts/colour.

14.3 Teacher feedback whole class

After the reading of teams’ first drafts, the teacher will write down the most common mistakes and prepare a mini lesson for the whole class to help students to overcome them. With help of a retro projector, the teacher will explain what the rules to observe in terms of content, organization and language. For each point, he will read aloud examples written by students to show to others what not to do. However, he will also read examples that he considers well written. This will give students more confidence.

14.4 Criterion-based evaluation

Story Writing : Collaborative writing of a story

Teacher Name:

Student Name: ________________________________________

CATEGORY 4 3 2 1Writing Process Student devotes a

lot of time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works hard to make the story wonderful.

Student devotes sufficient time and effort to the writing process (prewriting, drafting, reviewing, and editing). Works and gets the job done.

Student devotes some time and effort to the writing process but was not very thorough. Does enough to get by.

Student devotes little time and effort to the writing process. Doesn't seem to care.

Organization The story is very The story is pretty The story is a little Ideas and scenes

well organized. One idea or scene follows another in a logical sequence with clear transitions.

well organized. One idea or scene may seem out of place. Clear transitions are used.

hard to follow. The transitions are sometimes not clear.

seem to be randomly arranged.

Introduction First paragraph has a "grabber" or catchy beginning.

First paragraph has a weak "grabber".

A catchy beginning was attempted but was confusing rather than catchy.

No attempt was made to catch the reader's attention in the first paragraph.

Setting Many vivid, descriptive words are used to tell when and where the story took place.

Some vivid, descriptive words are used to tell the audience when and where the story took place.

The reader can figure out when and where the story took place, but the author didn't supply much detail.

The reader has trouble figuring out when and where the story took place.

Action Several action verbs (active voice) are used to describe what is happening in the story. The story seems exciting!

Several action verbs are used to describe what is happening in the story, but the word choice doesn't make the story as exciting as it could be.

A variety of verbs (passive voice) are used and describe the action accurately but not in a very exciting way.

Little variety seen in the verbs that are used. The story seems a little boring.

Problem/Conflict It is very easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face and why it is a problem.

It is fairly easy for the reader to understand the problem the main characters face but it is not clear why it is a problem.

It is not clear what problem the main characters face.

Solution/Resolution The solution to the character's problem is easy to understand, and is logical. There are no loose ends.

The solution to the character's problem is easy to understand, and is somewhat logical.

The solution to the character's problem is a little hard to understand.

No solution is attempted or it is impossible to understand.

Creativity The story contains many creative details and/or descriptions that contribute to the reader's enjoyment. The author has really used his imagination.

The story contains a few creative details and/or descriptions that contribute to the reader's enjoyment. The author has used his imagination.

The story contains a few creative details and/or descriptions, but they distract from the story. The author has tried to use his imagination.

There is little evidence of creativity in the story. The author does not seem to have used much imagination.

Characters The main characters are named and clearly described in

The main characters are named and described. Most

The main characters are named. The reader knows very

It is hard to tell who the main characters are.

text as well as pictures. Most readers could describe the characters accurately.

readers would have some idea of what the characters looked like.

little about the characters.

Spelling and Punctuation

There are no spelling or punctuation errors in the final draft. Character and place names that the author invented are spelled consistently throughout.

There is one spelling or punctuation error in the final draft.

There are 2-3 spelling and punctuation errors in the final draft.

The final draft has more than 3 spelling and punctuation errors.

Title Title is creative, sparks interest and is related to the story and topic.

Title is related to the story and topic.

Title is present, but does not appear to be related to the story and topic.

No title.

Presentation The final draft of the story is readable, clean, neat and attractive. It is free of erasures and crossed-out words. It looks like the author took great pride in it.

The final draft of the story is readable, neat and attractive. It may have one or two erasures, but they are not distracting. It looks like the author took some pride in it.

The final draft of the story is readable and some of the pages are attractive. It looks like parts of it might have been done in a hurry.

The final draft is not neat or attractive. It looks like the student just wanted to get it done and didn't care what it looked like.

Items that should be handed in

All the elements have been handed in

Most of the elements have been handed in

Some elements have been handed in

Few elements have been handed in

14.5 Publishing/SharingA. The White Barn Press is found at the following address:

http://www.whitebarnpress.com/index.aspx?nodeidp=19. The White Barn Press seems like the perfect site for students to publish their work. Not only do they give you the opportunity of publishing your work and reading other people’s work, but they also give you ideas that could be used as writing topics.

The following website: http://crayon.net/ is perfect for a classroom project as it allows the students to make their own newspaper. The group could then decide to make a newspaper, each little group having their own section to write, and then post it on internet for people to read.

B. Strategy 1:

In order to have students have fun while reading the others’ texts, I would organise a

contest. I would have students pass their text to the person behind them so s/he can read what his

front neighbour wrote. Then, they would pass the texts behind once more and they would do that

until everybody in the row would have read all the texts of that row. Then, the row would decide

which text was the best in the row. The best student of each row (about six students in total)

would come in front and read their text. Finally, the whole class would vote for the best text of

the class whose writer would win a little surprise.

Strategy 2:

Before Christmas, here is what I would do if I had secondary 1 students. I would have

them write a letter to Santa Claus. They would tell him things they would like to receive as

Christmas gifts and why they would deserve them. On top of that, they would have to ask him

minimum two questions about his business. Then, I would take the letters and give them to an

English teacher who would have secondary 5 students. Her/his students would read my students’

letters and answer them as if they were Santa Claus. Once finished, I would take their answers

and pass them on to my own students.

14.6 Reflections

Definitions:

Literacy – Individual reflection of about 10 minutes (then, think – square): Literacy in strict terms is the ability to read or write. I associate all kinds of teaching such as reading in class, to learning to be critical about texts that you read. When I hear the word literacy, it makes me think of the statistics of the amount of people who can’t read. It also makes me think of the levels of literacy. It makes me think about tricks we can use to improve these levels, and what we can do to get students motivated to read. Unfortunately, I was never really encouraged to read enough, and nothing was really cool or popular to draw me to it. It makes me wonder of systems we could set up to get kids reading. I would define Literacy as the ability to read or write, with varying degrees of proficiency. Literacy: What the teacher wrote! - Language, not just literature- Materials – to teach literacy motivator/growth critique/own interpretation bias/opinions/facts analysis development- Skills- Culture- Literary changes over time, historical evolution- New literary skills – building a website, using email/internet

- Dominant culture- Types: theatre, plays, books, films, dances, music, songs, (different types of text, different contexts)- Visions of literacy differ from culture to culture- Literacies, multi-literacies

Multi-LiteracyMulti-Literacy is the use of new technologies. Literally meaning many literacies, multiliteracies is a recently-coined term which encapsulates two significant shifts in how we view literacy. The concept of multiliteracies acknowledges that in a rapidly changing, culturally and linguistically diverse society we need to use texts in critical, active and reflective ways. It also acknowledges that literacy goes beyond print language and incorporates the multiple modes of meaning found in new communication technologies.

Scaffolding – support, helps to reach places the users of the scaffolding could not normally reach without assistance. Scaffolding is not only for construction and manual labour, but is also used for our job! Teaching!Examples—-1st Step: You have to engage the students in the task at hand. Before all else, you must first get them interested in what it is they have to learn.-Motivation: positive reinforcement-pointing, using pictures, miming and doing things to help the kids learn.-Graphic organizers: Venn diagram (two circles where stuff interlopes in middle), mind maps (those spider web bubbles you can make with all the ideas and the links between them).-Feedback- restating corrections-repeating-cognates (a.k.a. links): cognates are simply words that sound alike in both languages (television in English sounds a lot like in French)-group work: this can really help the students learn as a weaker student can use a stronger one as a scaffold, or students can benefit from other students’ ideas like a scaffold.-Modeling, showing a model of what it is you want your students to do. The Zone of Proximal Development (ZPD) (a.k.a. the construction zone): This is the zone where you are not teaching things to the students which are already within their grasp and therefore does not require any teaching, and you are not teaching them anything which is completely beyond their grasp which would then put them in the constr iction zone (squeezing students with so many overwhelming tasks that they just give up and fail). Teachers must stay within the ZPD at both an emotional level, and also with the strategies we use for teaching. We are eventually trying to get the students to learn things that are beyond their grasp for the moment, but we must first begin with something that is between to easy and too difficult. The ultimate goal of course is to get them to know what is difficult, but the whole purpose is to make sure that the material that is supposed to be difficult is not difficult by the time they arrive at that level of learning.

MetacognitionSimply defined as 'thinking about thinking', metacognitive knowledge refers to a person's understanding about their own cognitive processes - 'I learn best by... What I learned this week included..' This knowledge can be used to control one's cognitive processes.

(These were all taken from the class notes)

How they relate:

Multiliteracies – There are several different forms of literacy throughout the project, be it in form of regular text from the book itself, special poetry involved in the project, pictures drawn for the project as well as pictures on the book, and even internet sites or web quests made for the book. These are all different forms.Scaffolding – The teacher must show the students how to complete their goal through the use of examples, practice, or even direct help. He must show the students how to get to the next level to be able to do the project, and make sure that they understand the task at hand, and what is expected of them.ZPD – The teacher must always watch over the students, and make sure that they pick an appropriate book for their skill level. He must also make sure that they do not wander off track, or take on anything too difficult.Metacognition – The students have to think and discuss whether their project is going well or not, and what they could do to improve it. They have to think about the approach they need to take in order to successfully complete the project, and what state of mind and thinking they need to do a good job.

Reference ListAnderson, N.J.(2002). The role of Metacognition in Second Language Teaching and Learning. Center For

Applied Linguistics. Retrieved November 2007 from http://www.cal.org/resources/digest/o11oanderson.html

Bull, G., Ansley,M.(2007). What’s so different about multiliteracies? Curriculum Leadership: An electronicJournal for leaders in education, 5(11). Retrieved November 2007 from http://www.curriculum.edu.au/leader/default.asp?id=18881&issueID=10766

Cummins, J.(1994). Knowledge, power, and identity in teaching English as a second Language.

Custodio, B., Sutton, M.J.(1998). Literature-based ESL for Secondary School Students. TESOL Journal, 7(5), 19-23.

Daniels, H.(2002). Literature Circles: Voice and Choice in Book Clubs and Reading Groups. Ontario, Pembroke Publishers Limited.

Hall, T. (2002). Differentiated Instruction. MA: National Center on Accessing the General Curriculum.Retrieved November 2007 from http://www.cast.org/publications/ncac/ncac_diffinstruc.html

Pouwer, F.(2001). Learning to learn: Clarifying unfamiliar words. English Online. Retrieved November 2007From http://english.unitecnology.ac.nz/resources/resources/learntolearn/clarifying.html

Schmitt, N., Carter, R.(2000). The Lexical Advantages of Narrow Reading for SecondLanguage Learners. TESOL Journal, 9(1), 4-9.

Sonnenblick, J.(2007). Zen and the Art of Faking It. United States: Scholastic.

Terdal, M.S.(1993). Watching Whole Language Work. TESOL Journal, 2(3), 25-29.

http://www.curriculum.edu.au/pd/multiliteracies.html

http://www.mels.gouv.qc.ca

http://www.teachernet.com/lesson/langarts/reading/bookrepts1.html

http://www.webenglishteacher.com/bookreports.html

http://crayon.net/

http://www.whitebarnpress.com/index.aspx?nodeidp=19

http://www.hclib.org/teens/ReaderReviews/Reviews.cfm

http://www.libsuccess.org/index.php?title=Blogs_for_Teens

http://www.teachnet.com/lesson/langarts/reading/bookrepts1.html

http://www.webenglishteacher.com/bookreports.html

http://www.97.intel.com/en/ProjectDesign/ThinkingSkills/HigherThinking/Metacognition/Teaching_Metacognition.html

http://www.learner.org/interactives/literature/read/pov2.html

http://www.squidoo.com/Narration-for-Writers/

http://www.reading.org/publications/bbv/books/bk9214/toc.html

APPENDIX 2

CRITERION-BASED EVALUATION: PROJECT 2 (Fall 2007)Team (names): Jacques Hurley, Anthony Joseph, Nadia Roy

Tutorial leader: Susan Parks

PART A Self-evaluation: Check whether or not the following tasks were completed and are included in the assignment you hand in.

Task checklistyes no

Comments (including deductions)Deductions: A. items 1-19: 15 points will be deducted for any question not done; up to 5 points will be deducted for any specific task not done for a given question (i.e. the subpoints); up to 5 points can be deducted for tasks done superficially, inadequately or improperly. B. Handing in assignment (items 20-21). 3 points will be deducted for each day the project is handed in late.C. Language – a half point will be deducted for errors (vocabulary, grammar, mechanics) up to a total of 20% of the final grade.Primary responsibility – give names

Comments

1. The book - basic facts

8 items x Anthony2. Getting students into novel

4 pre-activities x Nadia Reflection x Nadia - min 150 words

x

- A. purpose pre-act

x Nadia

- B. purpose tellbacks

x Nadia

3. Getting the facts Comp. questions x Anthony Correction – CL x Jacques Review – Heads

Tog.x Nadia

Reflection - chart

x Jacques

Reflection - literacy

x Anthony

4. Literature Circles Setting up teams x Anthony Assessment x Nadia English vs

French x Anthony

Planning x Jacques5. Vocabulary

Resources - Internet

x Anthony

Learning strategies

x Anthony

Metacognition x Nadia

Reading & voc devel.

x Jacques

6. WEB QUEST WebQuest x Jacques presentation x Anthony

Pres. strategies x Anthony Criterion-based

eval.x Nadia

MELS program x Nadia7. Text analysis: Stylistic

Interrnet search x Anthony Lesson plans x Anthony Metacognition x Nadia

8. Character anal- Body biog.

Body biography x Jacques MELS program x Jacques

9. Character analysis – Strategy: Venn diagram

Venn diagram x Team Presentations x Jacques

10. Character analysis – Strategy: Chart Chart x Anthony poster x Jacques Multiintelligenc

esx Jacques

Multiliteracies x Anthony Differentiation x Nadia MELS program x Nadia

11. Plot – Strategy - Plot diagram

individual work x team team work x Team other graphic

organizerx Jacques

12. Setting - Artwork artwork x Anthony reflection x Nadia

13. Book report resources x Jacques

book report x Anthony 3D- Book

reportsx Anthony

14. Team Project – Collaborative writing of story

student booklet x Anthony peer/teacher

reviewx Anthony

teacher feedback – whole class

x Nadia

criterion-based eval

x Nadia

publishing/ sharing

x Jacques

Reflection (min. 300 words)

x Jacques

15. Reflection – Team processing

x Anthony

reflection min. 150 words

16. Reference list Nadia APA style x Minimum 15

references, including web site addresses

x

17. Progress record x Nadia18. Copy of book (in folder)

Anthony

19. Project criterion-based evaluation form

x Nadia

20. Electronic copy of project posted on WebCT

x Nadia

21. Folder – items not posted on WebCT

Anthony

Part B. QUALITY – Written documentsSelf-evaluation: For each item listed below circle the description that best applies to your work.

Excellent GoodFair Poor

A. CONTENT & ORGANIZATION Type of document

Student materials (e.g. worksheets/ booklets)

Content/ organization All information required included

Most information required included.

Some gaps; parts incomplete or not done.

tasks either not done or done superficially.

Lesson plansContent/ organization Steps - logical, clear

sequencing; easy to follow

-generally logical, clear sequencing; occasional gaps

quality varies; at times difficult to follow.

little attention to sequencing of steps; difficult to follow.

tasks for grade level appropriate generally appropriate

some aspects may be too easy or too difficult.

Tasks generally not appropriate - too easy or too difficult

teaching strategies appropriate generally appropriate

at times appropriate, other times not.

generally not appropriate; not sufficiently explained, or not indicated.

Reflections/ explanations (theoretical links)

relevance knowledge and understanding of topic very much in evidence.

knowledge and understanding of topic generally in evidence; occasional weaknesses

quality varies; for some items knowledge and understanding of topic in evidence, at other times not.

information not provided or tasks done superficially.

In-text references APA style (if requested)

All provided 1 – 2 missing.3-4 missing or APA style not used consistently

5 or more missing or APA style not used

coherence Logical sequencing of ideas; appropriate use of cohesive devices

Generally logical sequencing of ideas and appropriate use of cohesive devices

Quality varies; occasional problems with sequencing of ideas and/or cohesive devices

Frequent problems with logical sequencing of ideas and appropriate use of cohesive devices

B. Language* vocabulary/ word

choice/terminology

appropriate generally appropriate

occasional errors

frequent errors

sentence structure/ grammar appropriate

generally appropriate

occasional errors

frequent errors

lesson plans: use of imperative appropriate

generally appropriate

occasional errors

frequent errors

mechanics – spelling, capitalization, punctuation, indenting of paragraphs

appropriate generally appropriate

occasional errors

frequent errors

C. Reference list APA style appropriate generally

appropriate several errors/gaps

frequent errors/ gaps.

Number of references + web sites

15 or more 12-14 9-11 8 or fewer

Zen and the Art of Faking It