In the previous post, I described some of the activities that I used with my students to work through describing our favorite movies. To me, though the proof was in the pudding when we got to the end of the unit as evidenced by their assessments. Our goals in the form of “I can” statements for this unit were:
- I can describe the activities that I do in my spare time.
- I can describe movies and shows that I’ve seen.
- I can ask and understand about movies and shows that others have seen.
- I can make plans to go out with friends.
The assessments for this unit took on four forms: informal listening assessment with feedback provided, reading assessment based on authentic resources, and presentational assessment about an impressive film, and an interpersonal assessment in the form of a guided, but improvised conversation. More details follow…
Students were asked to select a film that was meaningful to them, and to present about it. I borrowed a template from Crystal Barragán, and developed questions that walked students through the basic skeleton of a movie review. You can download it here. Students started a first draft in class, were asked to finish it overnight if it needed more work, and then submitted it for feedback. I handed it back and we spent some time revising and answering their questions.
Next they received the assignment of presenting their film in class a couple of days later, but I still had one more trick up my sleeve. They would only be able to use a symbolic notecard for their presentations; that is, a notecard with no words other than names. Instead, they can draw symbols, stick figures, etc. to represent what they want to say, but cannot read directly from the card. I have found this technique to be very helpful in providing notes for students as they create increasingly complex presentations but yet requiring them to know their content instead of just reading the card to us. Here’s a sample of a card from a student–can you guess which film he was describing?
Finally came presentation day, and we tried a new technique that was a real winner! Martina Bex had written about simultaneous presentations, and I decided to try it out. Overall, students loved it. Their comments after the assessment indicated that it reduced their anxiety about presenting and that it gave them additional practice, and this was evident in their body language. They were relaxed and chatting, not stressed and fretting. This process also resulted in the first time all year that all students met the proficiency target on the first attempt. It has been a long journey getting to this point and we’ve had many obstacles to overcome. Now it’s time to build on our progress!
interpretive assessment/interpersonal assessment
1. Students completed a brief reading assessment based on reading information about a theater in Madrid as well as movie offerings. 2. One of the other major objectives of this unit was to work on asking original questions of others. Amy Lenord’s questions workshop was very helpful in developing an approach to doing this successfully. After completing the reading assessment, students wrote out some questions they might ask in order to invite another person to see one of those films.These questions were not graded, but served as a security blanket for students who wanted it on their oral interpersonal assessment. I called students back in pairs and asked one of them to invite the other to a movie on the reading assessment page and another activity (like going to eat), including other arrangements like time, place, and my favorite original contribution: who’s driving.
Next up: we complete our free time unit with the topic of tv–especially the concept of binge watching a series at a time. We’ll pull some things that still need work from the movie unit into some targeted practice in this unit to see if maybe we can’t clean ’em up a little.
Until then: happy adventuring! Only 9 school Mondays left!