ELEVENTH GRADE PROJECT 2011-2012

Hello people!
Here you can find the papers for the project: the guidellines and the rubric. I hope you have a great time and a great grade!
Sincerely
Johanna

GUIDELINES

ELEVENTH GRADE PROJECT

DATE: FOURTH TERM

NAME: “ LIKES AND LIFE STYLES”

CONTENT: 

©      Documentary or video production.

OBJETIVE:

©      To bring the students a moment of filmic creativity and oral production in which students can use their knowledge in the use of technology and English language.

SPECIFIC OBJECTIVES

©      To search in different sources the topics they consider relevant for their video production.

©      To write different kinds of texts (informative, narrative, descriptive and so on) for their video presentation.

©      To use, accurately the grammar, the functions and the vocabulary worked throughout the school year.

©      To work on speaking, writing and reading.

©      To promote confidence when speaking in English.

©      To encourage creativity.

©      To find out different topics and use them to produce their video.

METODOLOGY:

©      The teacher presents different information related to the topics to be seen throughout the school year for the students to know what to choose for their video.

©      The students make groups of 4 or 5 students to work during the whole Project. They have to investigate, collect data, design the outline, define the topic, organize the stage and correct the script.

©      The students choose the topic with which they are going to work as well as the video format (new, magazine, documentary, etc…).

©      The students find out information about the topic and take notes.

©      The students write and hand in the script, and then they make the corrections needed.

©      The teacher must check the papers the students make and create a chronogram with specific dates to had in and provide feedback.

©      The students present the Project to the class.

VIDEO REQUIREMENTS:

©      Time: The average time is about five minutes but it can last ten minutes.

©      Type of video: The video can be a magazine, documentary, news, etc., with the appropriate setting and costumes.

©      Format: DVD multi zone. IT MUST BE READ BY ANY DVD DEVICE.

©      Image: High quality and without edition issues.

RUBRIC:

ASSESSMENT RUBRIC FOR THE ELEVENTH GRADE ENGLISH PROJECT

Criteria	Superior	High	Basic	Needs to Improve	Grade
Knowledge: The video evidences the use of the functions and grammar worked throughout the school year.	The students included all topics and vocabulary studied during all the school terms, as well as information they gathered by themselves.	The students included most of the topics and vocabulary studied during all the school terms.	The students included some topics and vocabulary studied during all the school terms.	The students barely or didn’t include topics and vocabulary studied during all the school terms.
Being: Originality, resourcefulness and creativeness.	Autonomously, the students created or found the proper environment for their video; related to the topic they chose and combining different resources, materials and sceneries.	The students created or found the proper environment for their video; related to the topic they chose.	The students created or found the environment for their video; but only sometimes related to the topic they chose.	The students had the environment for their video; but barely related to the topic they chose.
Classwork and participation.	During the whole project the students participated in its elaboration, gave ideas to the group, presented their duties on time and followed the instructions given in class.	During the whole project the students participated in its elaboration, presented their duties on time and followed the instructions given in class.	During some classes, the students participated in the elaboration of the project, presented some of their duties and had some difficulties following the instructions given in class.	During some classes, the students elaborated the project, presented some or any of their duties and had some difficulties following the instructions given in class.
Cooperative work	The students assigned roles in their group work, as well as specific tasks to be developed during the project and that behavior and commitment was reflected in their final outcome.	The students coped with the roles assigned in their group work, as well as specific tasks to be developed during the project and that behavior was reflected in their final outcome.	The students worked in the project without roles or enough cooperation among them and that behavior was reflected in their final outcome.	The students worked in the project with little or no cooperation among them and that behavior was reflected in their final outcome.
Respect for other people’s ideas	All students showed respect for their partner’s work when they supported their ideas, listened to them and gave comments to improve their partner’s work.	All students showed respect for their partner’s work when they supported their ideas and listened to them.	The students showed little respect for their partner’s work; sometimes they supported their ideas and listened to them.	The students showed little or no respect for their partner’s work; they barely supported their ideas or listened to them.
Knowing what to do: The video shows the use of the abilities developed in the class, that is, listening, speaking, reading and writing.	All the students spoke fluently, with a normal pace and using compensation strategies to develop their topic.	Some students spoke fluently, with a normal pace and using compensation strategies to develop their topic.	The students spoke with some minor mistakes with a normal pace and using some compensation strategies to develop their topic.	The students spoke with some mistakes and slow pace and using little or no compensation strategies to develop their topic.
	All the students participated in the creation of the script using appropriate grammar rules and vocabulary related to the context.	The students participated in the creation of the script using appropriate grammar rules and vocabulary related to the context.	Some students participated in the creation of the script having little difficulties in the use of grammar rules and vocabulary related to the context.	Some students participated in the creation of the script having difficulties in the use of grammar rules and vocabulary and sometimes related to the context.
	All students managed to follow an exchange of information without hesitating.	All students managed to follow an exchange of information.	Some students managed to follow an exchange of information with little hesitation.	The students had difficulties to follow an exchange of information.
	All students show understanding of the texts they read for the presentation of the project and present oral evidence of it.	All students show understanding of some of the text they read for the presentation of the project and present oral evidence of it.	The students show little understanding of the text they read for the presentation of the project and present little oral evidence of it.	The students show little or no understanding of the text they read for the presentation of the project and present little or no oral evidence of it.
Video presentation	All students participated in the creation of the script, the edition of the video, the consecution of the resources and materials needed and had an important role in it.	All students participated in the creation of the script, the edition of the video, the consecution of the resources and materials needed and had a role in it.	The students participated in just one or some of the arrangements for the creation of the video that is: the creation of the script, the edition of the video, the consecution of the resources or materials needed and made little part of it.	The students participated in none of the arrangements for the creation of the video that is: the creation of the script, the edition of the video, the consecution of the resources or materials needed and made no part of it.
	The video counted with all the specifications given: audible volume level, it had to last between 5 and 10 minutes, it needed a high quality image and handed in in a DVD that can be reproduced in most devices.	The video counted with all the specifications given but with minor mistakes: audible volume level, it had to last between 5 and 10 minutes, it needed a high quality image and handed in in a DVD that can be reproduced in most devices.	The video counted with some of the specifications given and made some mistakes: audible volume level, it had to last between 5 and 10 minutes, it needed a high quality image and handed in in a DVD that can be reproduced in most devices.	The video counted with little specifications given and made several mistakes: poor audible volume level, it lasted less than 5 minutes, poor quality image and handed in in a different format.