Assessments
In this unit, I wanted to provide my students many opportunities to practice their English oral skills, English listening skills, English writing skills, and English reading skills. The following is the compilation of the activities and forms of assessment that do just that.
Before the actual teaching of the unit, a pre-assessment will be given to the students. The results will let the instructor know how much the students already know pertaining to this topic. In this unit, my pre-assessment is a quiz designed to test if the students know food-related vocabulary, a grammar topic, and how well their writing skills are.
Once we begin the unit, the students will receive a “master vocabulary list” before starting the unit. I will cover all of the words during the unit, and at the end of the unit the list is due. For every word, the students must write a definition of the word, provide an image (if possible), and write an original sentence that employs the word.
In the Food Frenzy section of the unit, students will research their favorite recipe and correctly write it out. They must correctly form the commands as that was part of the focus during the lesson. The learners can either type out the recipe or hand-write it. Pictures (from the Internet, magazine, or drawn by hand) are encouraged. The students will also watch a YouTube clip on the preparation of a homemade pizza, and a handout will be provided. The kids must fill out the handout while watching the video. In addition, the students will receive a vocabulary list and questions after reading the short story Ham and Eggplant. The same instructions for the master vocabulary list apply to the short story vocabulary list. This work will be done on a Google Doc. Finally, the class will go over some grammar in this section. There is a “on-your-own” section to every grammar note sheet. It is up to the students to do that part on their own.
For the In the Restaurant, the class will do another grammar note sheet; and the students will have to do the “on-your-own” section. However, the students will do an activity that puts to the test what they learned during the grammar session. The kids will create restaurant menus at their group tables. They must write out the name of the dish, the ingredients that it contains, and how much the dish costs. Afterward, they are going to practice the formation of the comparatives by talking about the pricing of the dishes. At some point, the students will learn about how to ask for food orders and how to give food orders. A role-playing exercise where on student plays the waiter and the others play the customers will be a good way to review what they learned during the lesson. Just like the previous section, the In the Restaurant section will contain a vocabulary list and questions based off of the short story The Waiter. Students must fill out the list and answer the questions on the Google Doc.
In the All about Health section of the unit, the kids will watch a Bill Nye the Science Guy video clip about nutrition. A handout will be provided, and the students must fill it out while watching the video. A little later in the class, students will think about the kinds of foods that they eat and will fill out a Food Pyramid and a MyPlate. Students are encouraged to take this assignment home so that they may discuss with their parents what kinds of foods they regularly eat. In addition, the kids will have yet another vocabulary list and some questions based upon the reading of the short story Sleep Well. Once again, the work is to be done on a Google Doc.
At the end of the unit, students will give an oral speech about a favorite family dish. Students must name and explain the ingredients that make up the dish, include the recipe for that dish, and explain how to prepare the dish. Students are asked to do an actual demonstration of the dish as they give the speech. However due to some parent concern, some students may not be allowed to do this. Instead, students can bring in the dish fully prepared to share with the class, or the student may project an image of the dish on the screen while giving the speech. A rubric will be provided to each student detailing and making clear what needs to be included in the speech. I will also require each student to "access himself" after he gives his speech by filling out the rubric. After filling it out, he may turn it into the teacher for the teacher's completed one.
The instructor will record the grades electronically. I believe that using an electronic grade book is a good option, for it is eco-friendly. Participation and effort will be factored into the grade (such as the menu and role-play activity). Some assignments will be graded more vigorously (such as the “on-your-own” parts of the grammar notes and the Google Doc assignments).
Before the actual teaching of the unit, a pre-assessment will be given to the students. The results will let the instructor know how much the students already know pertaining to this topic. In this unit, my pre-assessment is a quiz designed to test if the students know food-related vocabulary, a grammar topic, and how well their writing skills are.
Once we begin the unit, the students will receive a “master vocabulary list” before starting the unit. I will cover all of the words during the unit, and at the end of the unit the list is due. For every word, the students must write a definition of the word, provide an image (if possible), and write an original sentence that employs the word.
In the Food Frenzy section of the unit, students will research their favorite recipe and correctly write it out. They must correctly form the commands as that was part of the focus during the lesson. The learners can either type out the recipe or hand-write it. Pictures (from the Internet, magazine, or drawn by hand) are encouraged. The students will also watch a YouTube clip on the preparation of a homemade pizza, and a handout will be provided. The kids must fill out the handout while watching the video. In addition, the students will receive a vocabulary list and questions after reading the short story Ham and Eggplant. The same instructions for the master vocabulary list apply to the short story vocabulary list. This work will be done on a Google Doc. Finally, the class will go over some grammar in this section. There is a “on-your-own” section to every grammar note sheet. It is up to the students to do that part on their own.
For the In the Restaurant, the class will do another grammar note sheet; and the students will have to do the “on-your-own” section. However, the students will do an activity that puts to the test what they learned during the grammar session. The kids will create restaurant menus at their group tables. They must write out the name of the dish, the ingredients that it contains, and how much the dish costs. Afterward, they are going to practice the formation of the comparatives by talking about the pricing of the dishes. At some point, the students will learn about how to ask for food orders and how to give food orders. A role-playing exercise where on student plays the waiter and the others play the customers will be a good way to review what they learned during the lesson. Just like the previous section, the In the Restaurant section will contain a vocabulary list and questions based off of the short story The Waiter. Students must fill out the list and answer the questions on the Google Doc.
In the All about Health section of the unit, the kids will watch a Bill Nye the Science Guy video clip about nutrition. A handout will be provided, and the students must fill it out while watching the video. A little later in the class, students will think about the kinds of foods that they eat and will fill out a Food Pyramid and a MyPlate. Students are encouraged to take this assignment home so that they may discuss with their parents what kinds of foods they regularly eat. In addition, the kids will have yet another vocabulary list and some questions based upon the reading of the short story Sleep Well. Once again, the work is to be done on a Google Doc.
At the end of the unit, students will give an oral speech about a favorite family dish. Students must name and explain the ingredients that make up the dish, include the recipe for that dish, and explain how to prepare the dish. Students are asked to do an actual demonstration of the dish as they give the speech. However due to some parent concern, some students may not be allowed to do this. Instead, students can bring in the dish fully prepared to share with the class, or the student may project an image of the dish on the screen while giving the speech. A rubric will be provided to each student detailing and making clear what needs to be included in the speech. I will also require each student to "access himself" after he gives his speech by filling out the rubric. After filling it out, he may turn it into the teacher for the teacher's completed one.
The instructor will record the grades electronically. I believe that using an electronic grade book is a good option, for it is eco-friendly. Participation and effort will be factored into the grade (such as the menu and role-play activity). Some assignments will be graded more vigorously (such as the “on-your-own” parts of the grammar notes and the Google Doc assignments).