Module 02: Me voici!
Module 02: L’évaluation de la production écrite et l’expression orale
Before you leave for Montréal you are going to make your own video about what your life is like at Boise State University to share with the new friends you make. Using your phone or computer make a video to showcase the activities you do in Boise outside of class, both on and off campus and the some buildings where you have your courses. Things to consider include sports that you play and where you play them, and activities related to the arts such as music, film, theater, and visual arts. You may want to include where you eat and/or cook, activities you do at the Student Union Building or in the library. Off campus activities may include where you shop, activities on the Greenbelt or at the river, and skiing, snowboarding, or skateboarding.
Part One:
To begin this assignment, you will create an outline of the activities you plan to showcase in your video. You should include at least 4 locations, including the location where you have at least one class at Boise State. For each location, you should write a full sentence describing what you do at this location and how often you participate in that activity.
- For example if you are writing about your kitchen you may say, “Ici, je fais à manger tous les jours.”
- When showing a building on campus where you have a class, be sure to name the specific course that you take in the building, the days of week you have the class and the time it starts.
Rubric, Part One:
| Criteria | Exceeds Expectations | Meets | Expectations | Does Not Meet Expectations |
|---|---|---|---|---|
| Strong | Minimal | |||
| Language Function | You can create with language by combining and recombining known elements successfully into more than memorized sentences. | You use mostly memorized language with some attempts to create original sentences. You can present topics related to basic personal information and some activities. | You use memorized language only, familiar language. | |
| Text Type | You use simple sentences and some connected sentences. | You use simple sentences and memorized phrases. | You use words, phrases, chunks of language, and lists. | You use isolated words. |
| Impact | Your writing is clear and organized. You Include an unexpected feature that captures interest and attention of audience. | Your writing is clear and organized. | Your writing is clear and organized. | Your writing may be either unclear or unorganized. You use minimal to no effort to maintain audience’s attention. |
| Comprehensibility | Your writing is generally understood by those accustomed to interacting with non-natives. | Your writing is understood with occasional difficulty. | Your writing is understood, although often with difficulty. | Most of what you write may be unintelligible or only understood with repetition. |
| Language Control | You are most accurate when producing simple sentences in present tense. Your accuracy decreases as language becomes more complex. | You are most accurate with memorized language, including phrases. Your accuracy decreases when creating and trying to express personal meaning. | Your accuracy is limited to memorized words. Your accuracy may decrease when attempting to communicate beyond the word level. | You have little accuracy even with memorized words. |
Part Two:
You will now revise your outline based on the feedback from your instructor. Next, you will record your video to share with new friends and classmates in Montreal. Remember that YOU MUST SPEAK ONLY IN FRENCH DURING THE ENTIRE VIDEO.
- For your video you must include at least 4 locations. At least one location must be where you have a class at Boise State.
- For each location tell the viewer which activity you do at this location and how often you participate in that activity.
- For example if you are showing your kitchen you may say, “Ici, je fais à manger tous les jours.”
- When showing a building on campus where you have a class, name the specific course that you take in the building, the days of week you have the class and the time it starts.
- Remember that the video should be polished and display enthusiasm. You may use one of the following tools to record your video:
- Adobe Express Video (You can include accompanying visuals with this tool)
- Canva (You can include accompanying visuals with this tool)
- Record a video using a mobile device, tablet or web camera. (The WLRC has devices available for check out!)
Submit your completed video on Google Classroom by the date listed in your course calendar.
Rubric, Part Two:
| Criteria | Exceeds Expectations | Meets | Expectations | Does Not Meet Expectations |
|---|---|---|---|---|
| Strong | Minimal | |||
| Language Function | Creates with language by combining and recombining known elements; is able to express personal meaning in a basic way. Handles successfully a number of uncomplicated communicative tasks and topics necessary for survival in target-language cultures. | Uses mostly memorized language with some attempts to create. Handles a limited number of uncomplicated communicative tasks involving topics related to basic personal information and some activities, preferences, and immediate needs. | Uses memorized language only, familiar language. | Has no real functional ability. |
| Text Type | Uses simple sentences and some strings of sentences. | Uses simple sentences and memorized phrases. | Uses words, phrases, chunks of language, and lists. | Uses isolated words. |
| Impact | Presented in a clear and organized manner. Presentation illustrates originality, rich details, and an unexpected feature that captures interest and attention of audience. | Presented in a clear and organized manner. Presentation illustrates originality and features rich details, visuals, and/or organization of the text to maintain audience’s attention and/or interest. | Presented in a clear and organized manner. Some effort to maintain audience’s attention through visuals, organization of the text, and/or details. | Presentation may be either unclear or unorganized. Minimal to no effort to maintain audience’s attention. |
| Comprehensibility | Is generally understood by those accustomed to interacting with non-natives, although repetition or re-phrasing may be required. | Is understood with occasional difficulty by those accustomed to interacting with non-natives, although repetition or re-phrasing may be required. | Is understood, although often with difficulty, by those accustomed to interacting with non-natives. | Most of what is said may be unintelligible or only understood with repetition. |
| Language Control | Is most accurate when producing simple sentences in present time. Pronunciation, vocabulary, and syntax are strongly influenced by the native language. Accuracy decreases as language becomes more complex. | Is most accurate with memorized language, including phrases. Accuracy decreases when creating and trying to express personal meaning. | Accuracy is limited to memorized words. Accuracy may decrease when attempting to communicate beyond the word level. | Most of what is said may be unintelligible or only understood with repetition. |
