Appendix 1

A New and Improved Object!

Teacher’s Guide

Adapted from the LES A New and Improved Fair!

A production from Table Montérégienne

Teacher’s Resource Booklet

A New and Improved Object!

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A New and Improved Object!

Table of Contents

1. / General Overview of the Evaluation Situation...... / 1
2. / Overview of the Tasks...... / 2
3. / Documents included...... / 2
4. / Class 1-Task 1:Guess Who?...... / 3
5. / Class 1-Task 2:Go Fish Vocabulary Card Game...... / 4
6. / Class 2-Task 3:Inventors and Inventions...... / 5
7. / Class 2-Task 4:Henry Ford’s Assembly Line...... / 6
8. / Class 3-Task 5: Henry Ford’s Assembly Line - Answers..... / 7
9. / Class 3-Task 6:My New and Improved Object Description
Brainstorming...... / 7
10. / Class 4-Task 7:My New and Improved Object Description
Text Plan and Rough Draft...... / 8
11. / Class 5-Task 8:My New and Improved Object Description
Final Copy...... / 9
12. / Class 6-Task 9: My New and Improved Object Demonstration. / 9
13. / Pictures Glossary...... / 11
14. / Competency 1 Rubric...... / 12
15. / Competency 2 Conversion Tables (Tasks 3 and 4)...... / 13
16. / Competency 3 Rubric (Task 9)...... / 14
17. / Questionnaire à l’intention des enseignants...... / 15

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A New and Improved Object!

General Overview of the Evaluation Situation

Title:«A New and Improved Object! »

Suggested duration: Six 60-minute classes

Level:Cycle 3 classes

Goal of this evaluation situation:

The purpose of this evaluation situation is to allow students to demonstrate their competencies in ESL, thus allowing teachers to complete collecting the data needed to determine the level of competency each student has reached at the end of Cycle Three with respect to Competency 1: To interact orally in English, Competency 2: To reinvest understanding of oral and written texts, and Competency 3: To write texts.

Evaluation of competencies:

ESL
Competencies / Evaluation Criteria
C1 / Use of functional language
Participation in exchanges
Pronunciation
C2 / Demonstration of understanding of key elements and overall meaning
C3 / Compliance with instructions
Language conventions targeted for tasks

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A New and Improved Object!

Overview of the Tasks
Class 1 / Class 2 / Class 3 / Class 4 / Class 5 / Class 6
60 min. / 60 min. / 60 min. / 60 min. / 60 min. / 60 min.
Task 1
Guess Who?
(20 min.)
C1
optional
Task 2
Go fish Vocabulary Card Game
(40 min.)
C1 / Task 3
Inventors and Inventions
(30 min.)
C2
Task 4
Henry Ford DVD
(30 min.)
C2 / Task 5
Henry Ford DVD
Answers
(30 min.)
C1
Task 6
My New and Improved Object Description
Brainstor-ming
(30 min.)
C1 / Task 7
My New and Improved Object Description
Text plan
and
Rough Draft / Task 8
My New and Improved Object Description
Final Copy
C3 / Task 9
My New and Improved Object
Demonstra-tion
C1

N.B. The duration of the tasks are suggestions. You may change them if needed.

Documents included

  • Teacher’s Guide (TG)
  • Teacher’s Resource Booklet (TRB)
  • Student Booklet
  • Reading Booklet
  • Evaluation Rubrics Posters (ERP)
  • Class List Consignment Sheet
  • Paper fasteners
  • DVD: Power Point Presentation

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A New and Improved Object!

Teacher’s Guide

A New and Improved Object!

Class1

Task 1: Guess Who?

Time: 20 minutes

Material needed:

–Appendixes 1a and 1b (in TRB)

–Appendixes 2a to 2e (in TRB)

–Appendixes 3a and 3b (in TRB, cut into strips of paper)

–Magnets or putty adhesive (fun tack)

–C1 Evaluation Rubric (Teacher’s Guide page 12)

Evaluation (optional):

C1 Evaluation Rubric

Note: Being the first task for this ES, you may decide not to evaluate C1 as you will have more opportunities to do so.

Procedure for the task (2 options):

Option 1 - Whole group:

  • Hang the pictures (Appendixes 2) without giving information about the people on the pictures (fold the appendixes on the line to hide the names. You can use some putty adhesive to make the folds hold.) .
  • Activate prior knowledge by asking students if they know these people, and the reason why they became famous.
  • Ask students to match the pictures of the inventors with their names (Appendixes 3).
  • When that’s done, you can unfold the papers and reveal their names.
  • Ask students to match the inventor with his invention (Appendixes 3).
  • Then correct the invention associations with the group.

Option 2 - Teams of 2 or 3 students:

  • Distribute a set of Appendixes 2 and 3 to each team, cutting out the names of the inventors.
  • Activate prior knowledge by asking students if they know these people, and the reason why they became famous. Ask students to match the pictures of the inventors with their names (Appendixes 3).
  • Ask students to match the inventor with his invention (Appendixes 3).
  • When that’s done, you can go around and correct their name and invention associations.
  • Evaluate students’ interactions using the C1 Evaluation Rubric.

Class 1

Task 2: Go Fish Vocabulary Card Game

Time:40 minutes

Material needed:

–A set of Go Fish Game Cards (Appendixes 4a to 4d in the TRB) per team

–One Go Fish Game Vocabulary Wheel (Appendixes 5a to 5c in the TRB) per team

–Paper fasteners (included in the exam envelope)

–C1 Evaluation Rubric (Teacher’s Guide page 12)

Evaluation:

C1 Evaluation Rubric

Procedure for the task:

  • Explain the following Go Fish Game rules and model with a strong student.

Goal

  • To collect the most sets of 2 cards (word with its definition or synonym).

Setup

  • Three cards are dealt to each player.
  • All remaining cards are placed face down in a draw pile.

Gameplay

  • Student randomly chooses a player to go first.
  • On your turn, ask the other player for a specific card. For example: "John, do you have the definition or the synonym to the word goaltender?". You must hold the vocabulary word card of the requested definition or synonym.
  • If the player you ask has the card of the requested word, he/she must give it to you.
  • If you get the requested card from the player, you get another turn. You may ask for any other word or definition of the corresponding card you already hold.
  • If the person you ask has no relevant cards, they say, "Go fish." You then draw the top card from the draw pile.
  • If you happen to draw a card of the word, definition or synonym asked for, show it to the other player and you get another turn. However, if you draw a card that's not the word/definition you asked for, it becomes the other player's turn. You keep the drawn card, whatever word or definition it is.
  • When you collect a set of two cards that correspond, immediately show the set to the other player and place the two cards face down in front of yourself.
  • Students validate the combinations with their vocabulary wheel, if needed.

Winning

  • Go Fish continues until either someone has no cards left in their hand or the draw pile runs out. The winner is the player who then has the most sets of two corresponding word-definition or word-synonym combinations.
  • Ask students to pair up.
  • Distribute one envelope filled with the playing cards and one vocabulary wheel per team of two players.
  • Evaluate students’ interactions using the C1 Evaluation Rubric.

Class 2

Task 3: Inventors and Inventions

Time: 30 minutes

Material needed:

–Student Booklet page 1

–Reading Booklet

–Inventors and Inventions - Grade 5 (Appendix 6a in the TRB) if needed

–Answers to the Inventors and Inventions (Appendix 6b in the TRB)

–Word Search Answers (Appendix 10 in the TRB)

–Riddles Answers (Appendix 11 in the TRB)

–C2 Conversion Table (Teacher’s Guide page 13)

Evaluation:

C2 Conversion Table

Procedure for the task:

  • Distribute the Reading Booklets first. Allow all students to read the texts.
  • Grade 5 students only: Ask them to read ONLY the first 3 texts.
  • After, students complete the information grid in their student booklet. Grade 5 students ONLY: Replace SB page 1 by Appendix 6a.
  • If some students are finished ahead of time, refer them to the When I’m Done section of their student booklet (page 9).

Teacher’s Guide - 2010

A New and Improved Object!

Class 2

Task 4: Henry Ford’s Assembly Line

Time: 30 minutes

Material needed:

–DVD (part 1) and DVD player

–Student Booklet page 2

–Ford Model-T Poster (Appendix 7 in the TRB)

–Roll Away! Grade 5 (Appendix 8a in the TRB) if needed

–Roll Away! Answers (Appendixes 8b and 8c in the TRB)

–Word Search Answers (Appendix 10 in the TRB)

–Riddles Answers (Appendix 11 in the TRB)

–C2 Conversion Table (Teacher’s Guide page 13)

Evaluation:

C2 Conversion Table

Procedure for the task:

  • Activate students’ prior knowledge by asking them to predict the price of the car, (using Appendix 7)in what year they think it was invented, if their parents drive a Ford, if they can name some Ford models, which models are their favourites, …
  • Tell students that they are about to watch a DVD (Power Point type of presentation) on Henry Ford’s assembly line.
  • Inform students that they will have to answer some questions.
  • Distribute the Student Booklets.Grade 5 students ONLY: replace SB page 2 with Appendix 8a.
  • Before watching the DVD, ask students to read the questions of the Roll Away! task, in their Student Booklet.
  • After watching the DVD, ask students to complete the page individually.
  • Show the DVD again and ask students to complete their answers.
  • Correct the booklets for next class only underlining or highlighting the wrong answers as students will use the corrected task to discuss next class.
  • If some students are finished ahead of time, refer them to the When I’m Done section of their student booklet (page 9).

Teacher’s Guide - 2010

A New and Improved Object!

Class 3

Task 5: Henry Ford’s Assembly Line

-Answers-

Time: 30 minutes

Material needed:

–DVD (part 2) and DVD player

–Student Booklet page 2, corrected

–C1 Evaluation Rubric (Teacher’s Guide page 12)

Evaluation:

C1 Evaluation Rubric

Procedure for the task:

  • Distribute the student booklets with the Roll Away! task corrected.
  • Present the DVD with the answers to the Roll Away! task.
  • In teams of 3 or 4, have students discuss their answers and mistakes.
  • Evaluate students’ interactions.

Class 3

Task 6: My New and Improved Object Description

-Brainstorming-

Time: 30 minutes

Material needed:

–Improved Objects Posters (Appendixes 9a to 9f in the TRB)

–Word Search Answers (Appendix 10 in the TRB)

–Riddles Answers (Appendix 11 in the TRB)

–Student Booklet pages 3 to 5

–C1 Evaluation Rubric (Teacher’s Guide page 12)

Evaluation:

C1 Evaluation Rubric

Procedure for the task:

  • Explain to the class that they will get ready to describe aNew and Improved Object.
  • Show the class the poster of a New and Improved Object - a bottle of juice drink and the original object – a bottle of water.
  • Inform the class that they will improve an object that already exists.
  • Using the New and Improved Objects Posters, demonstrate the concept of the objects presented.
  • Students must think of an object that could be improved. They will work on that object individually.
  • Ask student to go back to their teams of 3 or 4. Let them brainstorm with their teammates reminding them that they will work alone on their improved object.
  • While the students are discussing their ideas, evaluate the students’ interactions using the C1 evaluation rubric.
  • If some students are finished ahead of time, refer them to the When I’m Done section of their student booklet (page 9).

Class 4

Task 7: My New and Improved Object Description

-Text Plan and Rough Draft-

Time: 60 minutes

Material needed:

–Student Booklet pages 3 to 7

–Improved Objects Posters (Appendixes 9a to 9f in the TRB)

Evaluation: None

Procedure for the task:

  • Inform the class that they have to work on their New and Improved Object description.
  • Distribute the student booklets.
  • Have students read the model on page 3 of their SB.
  • Then, explain how to complete the My New and Improved Object Text Plan and Rough Draft on pages 4 to 7.
  • You should remind students of your expectations (refer to the C3 Evaluation Rubric)
  • Work time!
  • If students are not finished at the end of class 4, allow them to do so next class.

N.B.Students may prepare a poster or a real life model of their improved object at their own personal time. One of these could be useful during their demonstration on class 6.

Class 5

Task 8: My New and Improved Object Description

-Final Copy-

Time: 60 minutes

Material needed:

–Student Booklet pages 3 to 8

–Improved Objects Posters (Appendixes 9a to 9f in the TRB)

–Word Search Answers (Appendix 10 in TRB)

–Riddles Answers (Appendix 11 in the TRB)

–C3 Evaluation Rubric (Teacher’s Guide page 14)

Evaluation:

C3 Evaluation Rubric

Procedure for the task:

  • Inform the class that they have to continue working on their New and Improved Object description.
  • Distribute the Student Booklets.
  • Explain how to complete the My New and Improved Object Final Copy.
  • You should remind students of your expectations (refer to the C3 Evaluation Rubric).
  • Pick up the student booklets to correct for next class.
  • If some students are finished ahead of time, refer them to the When I’m Done section of their student booklet (page 9).

Class 6

Task 9: My New and Improved Object Demonstration

Time: 60 minutes

Material needed:

–Student Booklet page 8

–Organizing the Teams (Appendix 12 in the TRB)

–C1 Evaluation Rubric (Teacher’s Guide page 12)

Evaluation:

C1 Evaluation Rubric

Before starting, divide your class into eight teams for each of the 3 rounds (A, B and C).

Post the grid for student consultation. Please refer to the Organizing the Teams sheet.

Procedure for the task:

  • Inform the class that they will give a New and Improved Object demonstration to some of their classmates.
  • Distribute the Student Booklets.
  • Explain how to go about the demonstrations of My New and Improved Object.
  • Create teams of 4 students for the demonstrations (refer to the Organizing the Teams sheet).
  • Tell students that they’ll present their object to 3 different teams through the 3 rounds (A, B and C).
  • You should remind students of your expectations (refer them to the C1 Evaluation Rubric).
  • Evaluate students’ interactions during the demonstrations using the C1 Evaluation Rubric.

Teacher’s Guide - 2010

A New and Improved Object!

Pictures Glossary

Jacques Plante:

Bill Gates:

Ford:

Bombardier:

Levi Strauss:

Juice bottle:

Word clip art

Water bottle:

Word clip art

Cassette player and walkman:

Big Box of art

Hockey sticks:

Mini hockey sticks:

Toothbrush:

Electric toothbrush:

Car:

Word clip art

Teacher’s Guide - 2010

A New and Improved Object!

Competency 1 Rubric

To interact orally in English

My teacher observes whether… / Grade / A / B / C / D / E
Participation in
exchanges / I discuss about the questions,the answers and my object with my teammates.
For example:
Grades 5 and 6:
1. I express my opinions
2. I react to others’ opinions
3. I describe my object
Grade 6 only:
4. I ask questions
5. I give examples / 5/6 / I participate
very often. / I participate
regularly. / I participate
sometimes. / I participate
only when someone
helps me. / I do not participate.
Use offunctional language / I use common classroom language (e.g. What do you think? I disagree. It’s your turn.) during my discussions with my teammates. / 5 / I useclassroom language correctly. / I use classroom language mostly correctly. / I sometimes use classroom language mostly correctly. / I use classroom language only when someone helps me. / I do not use common classroom language.
6 / I use a wide range
of classroom language correctly. / I use classroom language correctly. / I sometimes use classroom language correctly. / I use classroom language correctly only when someone helps me.
Pronunciation / I use the functional language (FL) frequently employed in class with a pronunciation that can be understood by an English speaker. / 5/6 / I pronounce FL and own language repertoire correctly. / I pronounce FL well enough to be understood. / I pronounce FL well enough to be understood most of the time. / My pronunciation hinders understanding
of FL. / Most of my FL cannot be understood due to pronunciation.

Teacher’s Guide - 2010

A New and Improved Object!

Competency 2 Conversion Table (Task 3)
Demonstration of understanding of key elements and overall meaning
Evaluation Criteria / Inventors and Inventions / A / B / C / D / E
Demonstration of understanding of key elements and overall meaning / Grade 5
/12 / 12-11 / 10-9 / 8-7 / 6-5 / Less than 5
Grade 6
/20 / 20 to 18 / 17 to 15 / 14 to 12 / 11 to 9 / Less than 9
Competency 2 Conversion Table (Task 4)
Demonstration of understanding of key elements and overall meaning
Evaluation Criteria / Roll Away! / A / B / C / D / E
Demonstration of understanding of key elements and overall meaning / Grade 5
/8 / 8 / 7 - 6 / 5 / 4 / Less than 4
Grade 6
/9 / 9 / 8 - 7 / 6 / 5 / Less than 5

Teacher’s Guide - 2010

A New and Improved Object!

Competency 3 Rubric (Task 9)

To write texts

Evaluation Criteria / My teacher observes whether… / Grade / A / B / C / D / E
Compliance
with
instructions / I follow the instructions to write a description. / 5 / I follow5 or 6instructions. / I follow4instructions. / I follow3instructions. / I follow2instructions. / I followless than 2 instructions.
6 / I followallinstructions. / I follow5instructions. / I follow4instructions. / I follow3instructions. / I followless than 3 instructions
Language conventions targeted for
the task / I check for spelling mistakes. / 5/6 / I rarely makemistakes. / I sometimes make mistakes. / Ioften make mistakes. / I usually make mistakes. / I consistently make mistakes.

Teacher’s Guide - 2010

A New and Improved Object!

QUESTIONNAIRE À L’INTENTION DES ENSEIGNANTS

Situation d’évaluation

ANGLAIS, LANGUE SECONDE

Fin du 3e cycle du primaire – Avril à juin 2010

Titre: A New and Improved Object?

Nom de l'école : ______

  1. Quel est le degré de difficulté de cette situation d’évaluation?

Très facile / Facile
Moyen / Difficile
Très Difficile

Vos commentaires:

______

  1. Les élèves ont-ils rencontré des difficultés particulières pendant l'évaluation lors de la réalisation des tâches pour la première compétence Interagir oralement en anglais? (Par exemple : tâche à réaliser, gestion du temps)

Non  Oui