Evaluation Situation: Body ImageOverview An evaluation situation consists of a set of tasks that students must complete in order to find an answer or a solution to an overall question or problem. The question that students will address while working through Evaluation Situation 1 is:

“What makes people beautiful?”In this evaluation situation, students will discuss, read and write about what makes people beautiful to them. They will start forging a critical understanding of what it means to be beautiful. They are activating competencies one, two and three and working with vocabulary and functional language practiced in the classroom including “expressing one’s opinion” and “asking for someone else’s opinion”, “expressing agreement and disagreement” and “asking for someone else’s agreement or disagreement”. The students will have to practice their grammar for the verbs “to be” and “to have” and will use vocabulary learned about fashion, as well as pronouns and a few common verbs they have learned over their elementary years. This evaluation situation prepares grade 6 students to discuss issues of beauty and have a critical understanding of the way we view beauty in society. They will be pushed to think about beauty in broader terms than just outward ones.

Evaluation Situation at a Glance

Activity Time Grouping Materials Functional Language / Vocabulary

ESL Competency

Evaluation Criteria

1 Discussion: Body Image

5 min15 min

Individual Group Work (teams of 4)

Handout: Survey Agreement/disagreement: I agree/I disagreeAsking for agreement: Do you agree?Opinion: I think thatAsking opinion : What do you think? What’s your opinion? What does he think?)

C1 Use of functio-nal language

Participation in exchanges

2 Listening/Reading “What makes you beautiful” One Direction

30 min Individual HandoutsMusic PlayerSong*There is an answer key provided for the teacher

Vocab: Shy, Beautiful, Makeup, Hair, Smile,

Understand, Know You,I

C2 Demonstration of understan-ding of key elements and overall mea-ning

3 Discussion: Ordering statements about beauty

15 min Pairs Handout with instructions

Cards with Statements/Concepts to order

Agreement/disagreement: I agree/I disagree

Asking for agreement: Do you agree?

Opinion: I think thatAsking opinion : What do you think? What’s your opinion? What does he

think?)

C1 Use of functional language

Participation in exchanges

Pronunciation

4 Writing: Describe a person who is beautiful to you and why.

35 min Individual Handout for first draft and final draft

Opinion: I think thatAdjectivesTo haveTo be

C3 Compliance with instruc-tions

Language conventions targeted for tasks

Total duration of activities

100 min (2 classes)

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Activity 1: In this activity, you will discuss if you agree or disagree on sentences about why people are beautiful with 3 classmates. You will write down in your grid if they agree or no with the statement and discuss why you agree or disagree on these ideas.

- Your teacher will evaluate you on your oral interaction, so make sure that you always speak English. Part A: IndividuallyDo you agree? Do you disagree?

1. Read all the sentences in the survey. 2. Circle your answer to all the questions in the column “My opinion”.

Sentences My opinion Classmate: Classmate: Classmate:

People tell me I am beautiful.

Yes No Yes No Yes No Yes No

Someone is beautiful because of his/her clothes.

Yes No Yes No Yes No Yes No

Someone is beautiful because of her/ his personality.

Yes No Yes No Yes No Yes No

A girl is beautiful because her make up.

Yes No Yes No Yes No Yes No

Part B: Discuss your ideas with your teammates 1. Sit with your team of 4. 2. Write the names of your classmate in the survey’s first line. 3. Ask their opinion (Remember how to make questions!) and circle their answer. 4. Discuss and explain your answers to your team for every sentence: Why did you agree with the statement? Why did you disagree? Do you have any examples? 5-Use the smart talk to help you.

Smart Talk Do you agree? I agree / disagree… I think that…because…

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Marie-Claude TrudelAssessment

Name:___________________________________ Date:_____________Task:____________________________________ Group:____________

Criteria A B C D E Notes

Participation

Never reverts to French

Participates very actively in interaction 5

Perseveres in English

Participates actively in interaction

4

Tries to use English

Participates sometimes in interaction 3

Reverts a lot to L1

Hardly participates in interaction

2

Uses only a few words

or Uses French so much that

C1 is not demonstrated

or Does not

communicate

4 pts

Actively supports peers during interaction through questions, prompts or supplying words. 5

Supports peers during interaction through questions, prompts or supplying words.

4

Sometimes supports peers during interaction through questions, prompts or by supplying words. 3

Hardly supports peers during interaction through questions, prompts or by supplying words. 2

Use of functional language

Uses expressions from modelsANDOften uses their own expressions

5

Uses expressions from models

Occasionally uses their own expressions 4

Sometimes uses expressions from models

Hardly uses their own expressions 3

Hardly uses expressions from models

Does not use their own expressions

2Uses vocabulary from models AND Often uses their own vocabulary

5

Uses vocabulary from models

Occasionally uses their own vocabulary 4

Sometimes uses vocabulary from models

Hardly uses their own vocabulary 3

Hardly uses vocabulary from models

Does not use their own vocabulary 2

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Activity 2: Listen to a song about what makes someone beautiful In this activity you will listen to a song about someone describing a person who they see as beautiful. Fill in the blanks in the song and answer the questions.

Remember your strategies.

Instructions:1. Look at the words in the rectangle.

2. Read the song.

3. Listen to the song and fill in the blanks with the words from the rectangle.

4. Listen to the song a second time to review your answers.

5. Answer the questions about the song (Found on the next page).

6. Review your answers.

7. Give your completed handout to your teacher.

What makes you beautiful-One Direction

You're insecure,Don't know what for,

You're turning heads when you walk through the door,Don't need_____________, to cover up,

Being the way that you are is enough

Everyone else in the room can see it,Everyone else but you

Baby you light up my world like nobody else,The way that you flip your ____________gets me overwhelmed,

But when you smile at the ground it ain't hard to tell,You don't know, oh oh,

You don't know you're _________________,If only you saw what I can see,

You'll understand why I want you so desperately,Right now I'm looking at you and I can't believe,

You don't know, oh oh,You don't know you're beautiful, oh oh,

That's what makes you beautiful

Shy Beautiful Make-up Hair Smile Understand Know You I

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So come on, you got it wrong,To prove I'm right, I put it in a song,

I don't know why, you're being _________,And turn away when I look into your eye eye eyes

Everyone else in the room can see it,Everyone else but you

Baby you light up my world like nobody else,The way that you flip your hair gets me overwhelmed,But when you smile at the ground it ain't hard to tell,

You don't ____________, oh oh,You don't know you're beautiful,If only you saw what I can see,

You'll understand why __________ want you so desperately,Right now I'm looking at you and I can't believe,

You don't know, oh oh,You don't know you're beautiful, oh oh,

That's what makes you beautiful

(Na na na na na na na)

Baby you light up my world like nobody else,The way that you flip your hair gets me overwhelmed,

But when you _______________at the ground it ain't hard to tell,You don't know, oh oh,

You don't know you're beautiful

Baby you light up my world like nobody else,The way that you flip your hair gets me overwhelmed,But when you smile at the ground it ain't hard to tell,

You don't know, oh oh,You don't know you're beautiful,If only you saw what I can see,

You'll ________________ why I want you so desperately,Right now I'm looking at you and I can't believe,

You don't know, oh oh,You don't know you're beautiful, oh oh,You don't know you're beautiful, oh oh,That's what makes _________ beautiful

Smart WordsInsecure – to not feel good or confident about somethingAin’t – It is notOverwhelmed- to feel a lot of very strong emotions

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Answer the True or False with a checkmark or an X in the right box, according to the song.

Sentence TRUE FALSE

The girl is beautiful because of her makeup.

She smiles at the floor.

She knows she is beautiful.

She turns away when he looks into her eyes.

Other people light up his world the same way.

Teacher’s Evaluation Grid C2

C2 Criteria: A B C D E

Exceeded On Target Needs Work Did not meet expectations

Incomplete

Demonstration of understanding of key elements and meaning (Identification of correct words and places them in the right context) .

___The student answered all the questions correctly and filled in all the blanks of the song correctly.

___ The student answered most of the questions and filled most of the blanks of the song correctly.

___The student answered some of the questions and filled some of the blanks correctly.

___ The student answered a few questions correctly and filled a few of the blanks correctly.

___ The student did not complete the question sheet.

C2 Grade: Comments:

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Activity 3: Discussion “These things make someone beautiful”

In this activity, you will work in groups. You will read words and sentences and decide if these qualities make people beautiful. Then, you will pick three most important qualities that make someone beautiful.

- Your teacher will evaluate you on your oral interaction skills during the activity, so make sure that you always speak English.

Do not forget your strategies!

Instructions:1. Go in your group of 4.

2. Take a few minutes to read all the words and sentences given out by your teacher.

3. Look at the grid you were given.

4. Review your Smart Talk found on this page.

5. Discuss with your classmates where you think each word and sentences goes in the grid and place the cards in the grid. Discuss why you believe these things go there.

6. Pick, as a team, the three most important things that make someone beautiful.

7. Write down the three things your team picked as most important for someone to be beautiful. 1-________________________________ 2-________________________________ 3-________________________________

8. Give your completed handout to your teacher

Smart TalkIt is true that… I agree / disagree because … That’s a good reason.

What do you think? I think that … It is your turn to speak next.

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Cards for the Discussion

Nice HairSharing their things with their

friendsJewelry (Necklaces,

earrings, rings)

Looking and being clean Being polite Respectful

Nice clothes Being kind Smile

Perfume Fashionable shoes Makeup

Personality A positive attitudeNice actions they do to help

people

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Handout for the group: Grid to fill with the cards

This makes a person beautiful/A person is beautiful if they have:

This does not make a person beautiful:

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Activity 4 – Describe someone you find beautiful In this activity, you will write about someone you find beautiful and explain why you believe they are beautiful. - Your teacher will evaluate you on your writing skills during the activity, so make sure that you correct your sentences and write with the language we learned in class.

Instructions:1. Pick someone you find beautiful. It can be a person in your family, a friend, a

celebrity. Remember, beauty is not just about the outside of a person.

2. Your text must contain 5 sentences.

3. Use the ideas that you learned in the listening text as well as the ideas that your group discussed during the previous activities.

4. Fill in all the steps.

Step 1. Prepare and plan your text

Brainstorm to get some ideas for your text here:Ideas: What do they do for others? Are they very kind? Do they have a very nice smile? Etc.

Who?

Reason 1:_________________________________________________________________

Reason 2:_________________________________________________________________

Reason 3:_________________________________________________________________

Concluding sentence: _______________________________________________________

Step 2: Write your rough copy of your text.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

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_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Step 3: Revise and correct your text. Remember your strategies.

Use this Checklist to verify if your text has all the elements needed:

o Is on-topic o Has 5 sentenceso Uses information that you discussed or read about in the other parts of the exam o Has the right vocabulary (Think of the words from the discussions, song and class

activities) o Has the grammar we saw in class: Verbs to be and to haveo Can be understood by everyone (even if there are some mistakes!)

5. Write your final draft.

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

_________________________________________________________________________

Smart TalkIt is true that… I agree / disagree because … That’s a good reason.

What do you think? I think that … It is your turn to speak next.

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Teacher’s Evaluation Grid

C2: Uses knowledge from texts in reinvestment taskA B C D E

Many ideas from all activities (listening/reading and group discussion) are clearly used in the text

Several ideas from the activities are used in the text

More than one from some of the activities are used

At least one idea from the texts or group discussion is used

Did not complete the task

C2 Evaluation Grade for this task: ________Comments:

C3: Writes and Produces textsA B C D E

C3: Compliance with instructions

This text can be understood by someone who speaks English; it is on topic; it has more than 5 sentences.

This text can be understood by someone who speaks English; it is on topic; and it has 5 sentences.

This text cannot be understood by someone who speaks English; OR it is not on topic; OR has less than 5 sentences.

This text cannot be understood by someone who speaks English; OR it is on topic; AND has less than five sentences.

Did not complete the task

C3: Use of language conventions targeted for task.

This text uses targeted vocabulary and functional language;it has few grammar or spelling errorsit can be understood easily (the errors do not impair understanding), and goes beyond the models provided with the functional language.

This text uses targeted vocabulary and functional language;it has few grammar or spelling errorsit can be understood easily (the errors do not impair understanding).

This text does not use appropriate vocabulary;OR it has many grammar or spelling errorsOR it cannot be understood easily (the errors do not impair understanding)

This text does not use appropriate vocabulary;AND it has many grammar or spelling errorsOR it cannot be understood easily (the errors do not impair understanding)

Did not complete the task

C3 Mark: ________

Comments:

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ANSWER KEY: Activity 2: Listen to a song about what makes someone beautiful In this activity you will listen to a song about someone describing a person who they see as beautiful. Fill in the blanks in the song and answer the questions.

Remember your strategies.

Instructions:1. Look at the words in the rectangle.

2. Read the song.

3. Find the holes in the song.

4. Listen to the song and place the words from the rectangle in the right holes.

5. Listen to the song a second time to review your answers.

6. Answer the questions about the song (Found on the next page).

7. Review your answers.

8. Give your completed handout to your teacher.

What makes you beautiful-One Direction

You're insecure,Don't know what for,

You're turning heads when you walk through the door,Don't need___make-up__________, to cover up,

Being the way that you are is enough

Everyone else in the room can see it,Everyone else but you

Baby you light up my world like nobody else,The way that you flip your __hair__________gets me overwhelmed,

But when you smile at the ground it ain't hard to tell,You don't know, oh oh,

You don't know you're ______beautiful___________,If only you saw what I can see,

You'll understand why I want you so desperately,Right now I'm looking at you and I can't believe,

You don't know, oh oh,You don't know you're beautiful, oh oh,

That's what makes you beautiful

Shy Beautiful Make-up Hair Smile Understand Know You I

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So come on, you got it wrong,To prove I'm right, I put it in a song,

I don't know why, you're being ____shy_____,And turn away when I look into your eye eye eyes

Everyone else in the room can see it,Everyone else but you

Baby you light up my world like nobody else,The way that you flip your hair gets me overwhelmed,But when you smile at the ground it ain't hard to tell,

You don't _____know_______, oh oh,You don't know you're beautiful,If only you saw what I can see,

You'll understand why _____I_____ want you so desperately,Right now I'm looking at you and I can't believe,

You don't know, oh oh,You don't know you're beautiful, oh oh,

That's what makes you beautiful

(Na na na na na na na)

Baby you light up my world like nobody else,The way that you flip your hair gets me overwhelmed,

But when you ____smile___________at the ground it ain't hard to tell,You don't know, oh oh,

You don't know you're beautiful

Baby you light up my world like nobody else,The way that you flip your hair gets me overwhelmed,But when you smile at the ground it ain't hard to tell,

You don't know, oh oh,You don't know you're beautiful,If only you saw what I can see,

You'll ______understand__________ why I want you so desperately,Right now I'm looking at you and I can't believe,

You don't know, oh oh,You don't know you're beautiful, oh oh,You don't know you're beautiful, oh oh,That's what makes _________ beautiful

Smart WordsInsecure – to not feel good or confident about somethingAin’t – It is notOverwhelmed- to feel a lot of very strong emotions

Answer the True or False, according to the song.

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Sentence TRUE FALSE

The girl is beautiful because of her makeup. X

She smiles at the floor. X

She knows she is beautiful. X

She turns away when he looks into her eyes. X

Other people light up his world the same way. X

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