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中文之星时间表与评估标准 Mandarin Star Hunt Schedule and Evaluation Standard 时间 事项 评估标准(the point will be minus whenever the students can’t meet the dateline.) Sept 24-28 By Oct 3 (wed) Discuss the possibilities *Confirm group/individual performers list. *Confirm forms of performance. *Start practice. *1st auditionto determine whether the students should continue or change performance. *If students are singing a song, which change the lyrics, the lyrics need to be handed in by this date. *Practice lyrics or lines Attitude ATL Attitude ATL Group combination and collaboration Oral (adjusted from MYP criteria) Attitude/ATL Oral/Attitude/ATL By Oct 12 (Fri) Oct 1526 (Oct break) Oct 29Nov 9 Nov 1216 Class audition Written (adjusted from MYP criteria) Attitude ATL Attitude Pronunciation ATL Nov 29 Grade audition Oral/Written/Attitude /ATL RUBRICS ATTITUDE ATTITUDE Conduct/ Attitude Attention is needed to support learning NI Did not display a positive attitude towards the project. Developing Showed some attempt to complete the project. Good attitude displayed Displayed a positive attitude to complete the project independently. Excellent attitude consistently Displayed an extremely positive and enthusiastic attitude to complete the project. Pronunciation Pronunciation Pronunciation Attention is needed to support learning NI The pronunciation and intonation are not accurate which has affected the understanding of the content. Developing The pronunciation and intonation are developing; it has affected the understanding at certain point. APPROACHES TO LEARNING SKILLS Good pronunciation displayed Good pronunciation and intonation overall. Excellent pronunciation consistently Excellent pronunciation and intonation, which is close to a native speaker standard. ATL skill area Organization Collaboration Communication Information Literacy How do I demonstrate skills in this area? Task management · I am able to recognize the steps necessary to most efficiently complete a task. Self‐management · I effectively organize all of my learning materials (notes, textbooks, digital resources etc). · I understand the correlation between my organizational skills and my success. Time management · I schedule my time efficiently. Working in groups · I try all the different roles a group member can have. · I demonstrate support for my team. Accepting others · I listen to everyone’s ideas. Personal challenges · I show tolerance toward those who are different than me. Literacy · I use strategies that help me understand the different things I read. Presentation Skills · I use effective and appropriate ways to present information in an engaging manner. Interpersonal Skills · I can use the appropriate tone and manner depending on who I am speaking to. Accessing Information · I know the difference between a primary and secondary source of information. · I can find information that is meaningful and helps me say what I need to say. Selecting and Organizing Information · I understand that material I read can be biased and that I should explore several sources. · I recognize that there are many different types of media that have an impact on my beliefs. Referencing · I know which information I have to reference. · I can make a complete MLA Works Cited list (Bibliography) for all different sources of information. · I can use inline references for direct quotes in my work. . Focus questions that relate to this area of Approaches to Learning. · · · · · · · · · · What are the habits of an organized person? What aspects of my organization do I need to develop? How do I best organize tasks? How can I be a responsible group member? How can I support others on my team? How do I make sure I understand what I read? How do the ways in which I communicate with others reflect on me? How can I find the information that best suits my needs? Why do I need to know what bias is? How can I avoid plagiarism? Reflection Thinking Transfer Self‐awareness · I ask for feedback from my teachers and suggestions on how I can improve. Self‐evaluation · I reflect upon, analyze and record my achievements and progress. Investigating and Planning · I know how to use strategies and tools like graphic organizers, discussions, prewriting exercises and brainstorming to focus and develop my ideas. · I use the inquiry cycle to gather perspectives and information, create questions and look for solutions. Application · I can use information to create a well ordered argument. · I can identify problems, and try out some creative solutions. · · What do I reflect about? How do I continue to improve? · Why is planning important to my learning? How can I develop an effective plan? Making Connections · I understand that I can use the same problem skills in different subjects. · I can recognize and discuss similar themes that show up in different subjects. Real World Application · I can give examples of how my learning will help me in my ‘real’ life . · ATL Skills Organization Collaboration Communication Information Literacy Reflection Thinking Transfer Need to be improved Good · · Very Good How can I use my knowledge, understanding and skills across subjects? How does my learning improve my life? Excellent MYP LANGUAGE B PHASE 4 – CRITERION A - ORAL COMMUNICATION Assessment Name: Student Name: ____________________________________________ Date: _____________________________ Achievement Level Descriptor Level 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student: makes a limited attempt to construct meaning in familiar and unfamiliar situations makes a limited attempt to respond appropriately to spoken texts in familiar and unfamiliar situations makes a limited attempt to engage in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of personal and global significance makes a limited attempt to communicate information containing relevant and developed ideas and justified opinions in a variety of situations uses limited vocabulary and grammatical structures, with frequent errors uses pronunciation and intonation that are inaccurate and consistently interfere with comprehensibility makes a limited attempt to use language to suit the context. 3-4 The student: at times constructs meaning in familiar and unfamiliar situations responds to some spoken texts in familiar and unfamiliar situations; some responses are inappropriate occasionally engages in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of personal and global significance communicates some information containing relevant and developed ideas and justified opinions in a variety of situations uses a limited range of vocabulary and grammatical structures, with some inappropriate word choice and errors makes mistakes in pronunciation and intonation that sometimes interfere with comprehensibility uses some language to suit the context. 5-6 The student: usually constructs meaning in familiar and unfamiliar situations responds appropriately to most spoken texts in a range of familiar and unfamiliar situations usually engages in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of personal and global significance communicates ample information containing relevant and developed ideas and justified opinions in a variety of situations makes good use of a range of vocabulary and grammatical structures, generally accurately makes occasional mistakes in pronunciation and intonation; these rarely interfere with comprehensibility usually uses language to suit the context. 7-8 The student: constructs meaning in familiar and unfamiliar situations responds appropriately to spoken texts in a range of familiar and unfamiliar situations engages in rehearsed and unrehearsed exchanges to share informative and organized ideas on topics of personal and global significance communicates substantial information containing relevant and developed ideas and justified opinions in a variety of situations makes excellent use of a wide range of vocabulary and varied grammatical structures, generally accurately makes occasional mistakes in pronunciation and intonation; these do not interfere with comprehensibility uses language to suit the context. MYP LANGUAGE B PHASE 4 – CRITERION D - WRITING Assessment Name: Student Name: ____________________________________________ Date: _____________________________ Achievement Level Descriptor Level 0 The student does not reach a standard described by any of the descriptors given below. 1-2 The student: 3-4 The student: 5-6 writes simple and complex texts to express some ideas and opinions in familiar and unfamiliar situations. Communication is sometimes incoherent; ideas are sometimes irrelevant or repetitive; opinions are often unsupported organizes some information and ideas into a well-structured text; uses a variety of cohesive devices; the ideas are easy to follow uses a range of vocabulary, grammatical structures and conventions; some errors and inappropriate word choice interfere with communication writes with some evidence of a sense of audience and purpose. The student: 7-8 makes a limited attempt to write simple and complex texts to express ideas and opinions in familiar and unfamiliar situations. Communication is incoherent; ideas are generally irrelevant and repetitive; opinions are unsupported has difficulty organizing information and ideas into a well-structured text; uses a limited range of cohesive devices; the ideas are difficult to follow has difficulty using vocabulary, grammatical structures and conventions; frequent errors interfere with communication writes with little sense of audience or purpose. writes simple and complex texts to express clearly a range of ideas and opinions in familiar and unfamiliar situations. More complex ideas are sometimes not clear but are generally relevant; opinions are sometimes justified usually organizes information and ideas into a well-structured text; uses a variety of cohesive devices; ideas are clear makes good use of a range of vocabulary, grammatical structures and conventions, generally accurately; errors do not interfere with communication writes with a sense of audience and purpose. The student: writes simple and complex texts effectively to express a wide range of ideas in familiar and unfamiliar situations; ideas are relevant and opinions are supported by examples and illustrations organizes information and ideas into a well-structured text; uses a wide range of cohesive devices that add clarity and coherence makes excellent use of a range of vocabulary, grammatical structures and conventions, accurately; occasional errors do not interfere with communication clearly writes with a sense of audience and purpose.
