TEACHER`S GUIDE

EVALUATION SITUATION
SECONDARY CYCLE ONE ENRICHED ESL PROGRAM
TEACHER'S GUIDE
General Description
This evaluation situation is designed as a three-part challenge. In small teams, students
“compete” by discussing whether trivia statements taken from the Internet are true or false.
They also discuss the accuracy of information found on the Internet. This situation is to be used
during the cycle.
Time and Overview
This evaluation situation takes about two hours to complete.
Intro + Task 1
Task 2
Task 3
40 minutes
30 minutes
30 minutes
• Make sure students know
• Students complete
• Students complete
what trivia is.
• Explain the evaluation
situation.
• Explain the rubric.
• Students complete
Challenge One.
Challenge Two.
Challenge Three.
Integration
20 minutes
• Discuss the accuracy
of information found
on the Internet.
Educational Aims
Broad Area of Learning
• Media Literacy: To enable students to exercise critical judgment with respect to the media
Cross-Curricular Competency
• Uses information: critical analysis of information
ESL Competency Evaluated
• Competency 1, Interacts orally in English
Targeted Related Content
Culture
Several statements refer to cultural aspects such as customs.
Functional Language Expressing an opinion, agreeing, disagreeing
Reacting to information (expressing disbelief, agreement, surprise, etc.)
Sharing information and making personal links
Other Vocabulary
Vocabulary related to the trivia statements
Focus on Form
Affirmative, negative and interrogative forms
Simple tenses (past, present, future)
Comparatives and superlatives
Strategies
Predict (making hypotheses on the accuracy of statements based on logic and
prior knowledge)
Evaluation
Competency
Competency 1,
Interacts orally in English
Criteria
• Participation in oral
interaction
• Pertinence of the message
• Articulation of the message
Evaluation Tool
Tasks
Rubric
1, 2, 3
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INTRODUCING THE SITUATION
Purpose: - to introduce the concept of trivia
- to explain what the evaluation situation consists of
•
Make sure students know what trivia is: information that is not considered very important or
essential. You can refer to trivia games students may have played or you can give examples
of trivia:
o Did you know that there are no clocks in Las Vegas casinos?
o Did you know that 90% of Canadians live close to the U.S. border?
o Did you know that Wayne Gretzky holds the record for the most goals scored in one
season with 92?
•
Explain to students that this evaluation situation involves the following:
o they will discuss trivia statements taken from the Internet in order to decide if these
statements are true or false
o in small teams, they will take part in three rounds of friendly competition
o as they complete each challenge, you will evaluate Competency 1, Interacts orally in
English
CARRYING OUT THE SITUATION
Task 1: Challenge One
Purpose: - for students to develop the targeted broad area of learning
- for students to develop the targeted cross-curricular competency
- to evaluate Competency 1, Interacts orally in English
Step 1
• Explain and model Part 1 of the task using the three examples below. It is recommended
that you not give students the answers to these three examples at this point; you can use
them later to model Step 3.
o A person has over 1 000 dreams per year. (Answer: True. A person has about 1 460
dreams per year.)
o A giraffe’s heart weighs 5 kg. (Answer: False. It weighs about 11 kg.)
o The average adult brain contains 80% water. (Answer: True. Like the rest of the
human body, the brain contains a lot of water.)
• Give students a copy of the rubric that you will use to evaluate oral interaction (Teacher’s
Resource Booklet, p. 2). Go over the rubric with students, making sure they understand how
they will be evaluated.
Step 2
• Give each student a copy of Challenge One (Teacher’s Resource Booklet, p. 3).
• As students carry out the task in small teams, evaluate oral interaction. You should have
time to evaluate one third of the students in the class during each of the three challenges.
Note: In order to maximize oral interaction, students should not complete the quiz
individually first. The objective of the task is for students to react verbally to each
statement.
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Step 3
• Explain and model Part 2 of the task, referring to the examples from Step 1.
o Students will be given the Answer Key (Teacher’s Resource Booklet, p. 4).
o They will compare their own answers to those on the Answer Key.
o They will further discuss the trivia statements as they express their reactions
(surprise, agreement, disagreement, disbelief, etc.) to the answers provided.
• Give each team one copy of the Answer Key.
• Continue to evaluate students' oral interaction as they complete this part of the task.
Suggestions for differentiation: Depending on the needs of some of your students, you could put
weaker students in the same teams and reduce the number of statements to be discussed.
Please refer to the Evaluation of Learning at the Secondary Level–Framework for more
information on differentiation.
Step 4
• Bring the class back together.
• Wrap up the task by having students reflect on the accuracy of information found on the
Internet. For example, you can ask the following questions:
o Are there any answers that surprised you? Do you think these answers are accurate?
o Why do you think an answer is wrong?
o How could you verify the accuracy of an answer?
o Are there any answers you would like to double-check?
Optional Task
• You could bring students to the computer lab so they can double-check information from the
trivia challenge.
Note: All answers have been verified and were found to be correct. However, students
may find different answers. This will generate rich discussion.
Task 2: Challenge Two
Purpose: - for students to develop the targeted broad area of learning
- for students to develop the targeted cross-curricular competency
- to evaluate Competency 1, Interacts orally in English
•
•
•
•
Tell students that they will discuss trivia statements, just as they did in Task 1.
Tell them that you will continue to evaluate oral interaction, using the same rubric.
Refer to Task 1, as needed, to remind students what is expected of them.
As students carry out the task, evaluate students you did not have time to observe in Task 1
and/or students you have already evaluated in order to confirm your previous observations.
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Task 3: Challenge Three
Purpose: - for students to develop the targeted broad area of learning
- for students to develop the targeted cross-curricular competency
- to evaluate Competency 1, Interacts orally in English
•
See instructions for Task 2.
INTEGRATION
Purpose: - to wrap up the evaluation situation and link back to the targeted broad area of
learning and cross-curricular competency
•
For enduring learning, it is important to wrap up the evaluation situation and make students
aware of the issues addressed in the evaluation situation. Here are some questions you can
ask:
o Do you often question information you find on the Internet?
o How could you make sure that the information you find is accurate?
o How can you tell if a Web site is reliable?
o How accurate is trivia?
o What makes information true or accurate?
o What problems do you encounter when you do research for various projects and
assignments?
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BIBLIOGRAPHY
About.com. “World's Largest Jigsaw Puzzle [online].” [Cited September 7, 2007]. Available from:
<http://puzzles.about.com/library/weekly/blbigjig.htm>.
Andrews, P. “Useless Trivia [online].” July 2004 [Cited September 4, 2005]. Available from:
<http://www.cryptoe.com/webpages/JokesUselessTrivia.htm>.
“Corsinet Trivia Collections [online].” 2005 [Cited September 4, 2005]. Available from:
<http://www.corsinet.com/trivia/>.
Fleitas, Joan. “Amazing facts about the human body… [online].” Updated November 14, 2004
[Cited September 4, 2005]. Available from:
<http://www.lehman.cuny.edu/faculty/jfleitas/bandaides/bodies.html>.
Ford, Terry. “Fun Trivia [online].” 2004 [Cited September 4, 2005]. Available from:
<http://www.funtrivia.com/>.
“Fun Facts [online].” 2005 [Cited September 4, 2005]. Available from:
<http://www.users.globalnet.co.uk/~jobmtkk/funfacts/main.html>.
“Guinness World Records [online].” Updated August 30, 2005. Available from:
<http://www.guinnessworldrecords.com>.
Jmbamboo Bamboo Nursery. “About Bamboo Puzzle [online].” [Cited September 7, 2007].
Available from: <http://www.jmbamboo.com/about.htm>.
Merck Source. “Hair Loss [online].” [Cited September 10, 2007]. Available from:
<http://www.mercksource.com/pp/us/cns/cns_healthink_template.jspzQzpgzEzzSzppdoc
szSzuszSzcnszSzcontentzSzhealthinkzSzhairlosszPzhtml>.
Québec. Régie des rentes du Québec. “Banque de prénoms [online].” [Cited September 10,
2007]. Available from:
<http://www.rrq.gouv.qc.ca/Interactif/PR2I121_Prenoms/PR2I121_Prenoms/PR2SPreno
ms_01.aspx>.
"Rumkin Trivia [online]." [Cited September 4, 2005]." Available from:
<http://rumkin.com/fun/trivia/index.php>.
Social Security Administration. “Popular Baby Names [online].” [Cited September 10, 2007].
Available from: <http://www.ssa.gov/OACT/babynames/>.
Ticktin, N. "Interesting Trivia [online].” [Cited September 4, 2005]. Available from:
<http://www.ticktin.com/Trivia/>.
TeenStation. "Trivia [online].” 2005. [Cited September 4, 2005]. Available from:
<http://www.teenstation.com/trivia/>.
"True Facts [online]." [Cited September 4, 2005]. Updated August 8, 2005. Available from:
<http://www.funny2.com/facts.htm>.
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Water Warning.com. “Water Fact Sheet [online].” [Cited September 7, 2007]. Available from:
<http://www.waterwarning.com/foundation.htm>.
White, Terri L. “How We Learn [online].” [Cited September 10, 2007]. Available from:
<http://koinonia-all.org/homeschool/learningstyles.htm>.
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