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Writing

After briefly reviewing the writing process and point of view, students will be asked to
pair up. Each couple will have 10 minutes (5 minutes each) to respond to the following prompt:
describe a perfect summer day. While one speaks the other should be taking notes. The teacher
must explain the prompt before letting students initiate the activity, suggesting ways students can
go about their response. For example, the teacher can implement a series of questions to help
students gage their answers, like: Where would you be? Who would you be with? What activities
would you be doing? After the 10 minutes are up, students will return to working individually.
They will use their notes on their peers response to the prompt to write a paragraph (no less than
5 sentences) describing what would be the perfect summer day according to their peer. They
should stick to writing in second person point of view. This activity is designed for beginner level
ESL/EFL students.
B. Next, create a rubric to evaluate the task. Your rubric should include:

A grading scale to assign point values, and a definition of what constitutes a satisfactory
response to the activity.

The language areas in which your students are being evaluated.

The specific criteria for each area.

Writing Process: Second Person Point of View Activity Rubric

Score___/20

Focus and Idea

The ideas are not


supported with
details.

Some of the ideas


are supported by
details.

Most of the writing


stays in topic. The
majority of the ideas
are supported by
strong details.

The writing stays on


one topic. All the
ideas are supported
by strong details.

Word Choice

Uses weak nouns


and verbs, and some
of them are
incorrect.

Simple nouns and


verbs are used.
Some adjectives are
also included.

Uses some vivid


verbs, strong
adjectives and
specific nouns.

Uses vivid verbs,


strong adjectives
and specific nouns
properly.

Sentence Fluency

Uses incomplete

Uses many of the

Sentences are mostly

Uses complete

sentences. Repeats
the same kind of
sentence.

same kinds of
sentences. Only
some of the
sentences are
incomplete.

completed. Uses
different kinds of
sentences.

sentences and
manages to create
fluency between
them.

Conventions

Too many mistakes


in spelling,
capitalizing and
punctuation.

Shows some
mistakes in spelling,
capitalizing and
punctuation.

Shows few mistakes


in spelling,
capitalizing and
punctuation.

No mistakes in
spelling are present.
Capital letters and
punctuation are used
correctly.

Point of View (POV)

The writing is not


done in second
person POV.

Some of the writing


is done in second
person POV.

Most of the writing


is done is second
person POV.

All of the writing is


done in second
person POV.

Speaking
Before explaining the activity to students, the teacher will initiate a conversation with
students about fairy tales. Students will be asked to share their favorite fairy tale character, how
they first heard the fairy tale and if they know different versions of one fairy tale. This will be
done to acquaint students with the focal topic. Afterwards student will be divided into groups (4
to 5 students per group). Each student will pick a fairy tale character to role-play in front class.
Once students select a character, they will collectively, in their groups, choose a scenario (e.g.
supermarket, movie theatre, math class, football game, etc.). Then one by one, each group will go
up to the front to improvise a situation in which all the characters come together in given scenario
in or under 5 minutes. Each character should have verbal input of more than three lines in the
improvisation. This is an activity for advanced (or intermediate) level ESL/EFL learners. It is
designed for students with sufficient language knowledge to be able to improvise conversations.
B. Next, create a rubric to evaluate the task. Your rubric should include:

A grading scale to assign point values, and a definition of what constitutes a satisfactory
response to the activity.
The language areas in which your students are being evaluated.
The specific criteria for each area.

Speaking: Improvisation Activity


1
Actions
Used no facial or
bodily expressions
to accompany
dialogue.

2
Used facial or
bodily expressions
one or two times to
accompany
dialogue.

Score____/20
3
4
Used a lot of facial
Used facial and
and bodily
bodily expressions to
expressions to
accompany dialogue
accompany
along with props and
dialogue.
changed voice to fit
the character.

Voice

Spoke unclearly and


in low volume.

Creativity

Repeated lines or
words.

Some words were


not clear, but
volume was
moderate.
Repeated some lines
and words.

Participation

Refused to
participate.

Did not have any


verbal output at all.

Speaking Skills

No eye contact with


audience or group
members.

Little eye contact


with audience and
group members.

Most words were


audibly clear.
Showed some
originality in
creating lines and
reacting to
characters.
Had some verbal
input.
Lacked confidence
in material, but
interacted with both
audience and group
members.

Spoke in a loud and


clear volume. All
words were
understandable.
Displayed originality
in creating lines and
reacting to
characters.
Completed the
required amount of
verbal input.
Exceptional
confidence in
material. Interacted
with audience and
group members.