Why this Plan:

What to assess:

When to assess:
(Within class time) teaching students: the format of diary, how to organize a text in an cohesive way, adjective of expressing emotion, etc.(Outside class time) students write their own diary(During teaching) teachers could let students reorganize sentence fragments to form a complete sentence, provide guided questions and framework/ table for students to write down their ideas, give students some reading input to enhance their vocabulary or sentence structure, etc.(End of teaching) teacher give comments to students writing(Frequency) once a week(Intensity) Students might: not have sufficient vocabulary, difficulty in forming cohesive text, privacy issues (e.g. household affairs) which are sensitive for teachers

How to assess:

           Students give marks to each other based on the consideration of the completeness of text structure, the accuracy of syntax, the rationality of sequential events and the reflection of the events. The mark is counted by the amount of stars that students give in each aspect.

Who to assess:

How to improve student learning:

In-class assessment: 1. board game with plus and minus problem-solving questions. Students are divided into different groups to have competition. 

Homework: students design exercise about plus and minus questions for each other and finish the worksheet from classmates 

Why this plan: Formative assessment helps students use plus and minus to solve problems in contextualized activities and allows teacher to assess the understanding and ability of the students. Summative assessment is to know the master of the concepts. 

What to assess: 1. to assess students’ knowledge about plus and minus and their application of knowledge 2. To assess students’ collaboration skills and problem-solving skills in competition 3. To assess students’ creativity in designing exercises 

When to assess: Board game is conducted in class at the end of the teaching. Teacher can assess understanding with the repetitive exercises in the board game. Both the design of exercises for classmates and the worksheet are conducted after class. 

Within the class time students will learn how to make up a story with different tenses base on the timeline that they want to create for their story.

During the class time students will learn about the different tenses and its’ usage to formulate basic timeline and story that they want to create.

After the class, students will try to use the tenses that they have learn to finish the story that they were writing during the class. Teachers will have to make sure that students are understanding the different usage of tenses and the differences in tenses.

Frequency of this activity won’t have to repeated but different activities that can help students to improve their understanding will be required.

In terms of intensity, it is very important for students to understand the differences between tenses and so it will require students to try hard to absorb these information.

4. How to assess

Assessment methods: Based on 4 pictures students will have to use their imagination to write a story. 

Sequence of assessment:

Teachers will provide 4 different pictures

Students will write a story based on the 4 different pictures and will try to make the story fluent and connecting all 4 different pictures that are given.

After writing students will exchange their stories with other classmates to see what different stories that others can think of by looking at same 4 pictures. And comment what others have done well and things to improve.

Teacher will collect student’s stories and give feedbacks.

Criteria:

Teacher will focus more on the tense usage of students and point out the parts that are not fluent in terms of time.

5. Who

Teacher will have to explain different usage of tenses before hand and so students can use their imagination to write the story but it will be fluent.

Students will have to think about different tenses that have learnt in class and use their imaginations to write down the story.

6. How to improve

Teacher after collecting all the story from students will check their tense usage and to figure out some of the common problems or mistakes

Other than common mistakes, teacher will write feedback to students’ story

Why this plan:

·       Introduce students with more vocabulary in their writing

·       Reduce the frequency of making grammatical mistakes 

·       Guide them to think systematically before writing, so as to improve their writing structure

·       Make writing as their habit but not something to be scared of

 

What to assess

·       Topic: A person that you are admired of 

·       Knowledge: Think of the people around you in daily life; learning adjectives to describe a person; using past tense to describe the experience between the student and that person; how is that person be different with other people

·       Skills: 1. Communication skills, students should share the experience with the person they admire to their classmates before writing. 2.  Summarizing all the events in a systematic way. 

 

When to assess

·       Within class time: Teaching students how to describe a person by using different vocabulary and adjectives so as to enrich their writing skills.

·       During teaching: Providing cards to students with different parts of a sentence printed on it, then they are required to reform these cards in chronological orders so as to form a complete sentence. Providing framework or template to students about how to write a descriptive passage. 

·       End of teaching: Teachers should note for each student how accurately they can write about this topic by using suitable adjectives and with no grammatical error. Then the teacher should adjust his/her teaching materials based on the observation. 

·       Frequency: once a week

·       Intensity: Students may have the idea in their mind but have no idea how to express it in a clear way with correct wordings. They may also be confused about how to express their admiration to that person in English. Students with high proficiency may found this lesson boring.

 

How to assess 

·       During class, students first use the materials given by teachers to make a plan for the article. After that, they can form groups and share their ideas and/ or difficulties they are facing. 

·       Finally they are asked to write the article, which serves as the assessment. The article is a homework for students to complete at home. 

·       A week is given to the students for completing this article. 

·       The article will first submit to teachers for marking (not grading, just to correct some grammatical and/ or structure errors)

·       A rubric will be given out; the main grading criteria are the correct usage of adjectives and languages, a well-structured and organized article. Teachers are suggested to provide more positive feedback, rather than negative feedback as this activity’s purpose is to encourage and promote writing. 

·       All the articles written by students will be posted on the board in the classroom after teacher’s checking, classmates are asked to vote the “best article” (Peer assessment) 

 

Who to assess

·       Teacher is responsible for the first marking of the articles (grammatical error/ structure error)

·       Students (by voting)

 

How to improve student learning 

·       Interpreting results 

o   The teacher can invite student to have individual consultation so that students can have a better idea about their performance. 

o   There will be rewards to those students who are being voted. 

 

·       Giving quality feedback

o   Teachers should provide them positive and specific feedback. Some follow-up work can be arranged for students who perform relatively poor.

 

·       Adjusting/Setting teaching plan

o   If some students have difficulties in writing the article, more learning activities should be provided for them to cater individual differences.