Based on recent comments to this blog, it seems that it’s the time of year that many of us are teaching Le Petit Prince. While I shared my communicative materials for teaching in this post, I did not include the performance-based assessments that I use at that time. As some of you have mentioned, I also felt a need to assess my students while reading the novel, in order to be able to regularly record performance-based scores in my gradebook. Therefore, my colleague and I created a series of three performance-based assessments to accompany the novel. Here’s a quick description of each:
Assessment #1: In order to introduce my students to the author of the novel, I had them both read a biography about Saint Exupéry and watch a video about this life. The students answered English comprehension questions about the video and multiple choice French questions (to replicate the AP exam) for the article. After the first nine chapters, I added an interpersonal task (in the form of a role-play) and presentational writing task in which the students wrote an essay about one of the quotes.
Assessment #2: After chapter 16 I gave another performance-based assessment. For the listening task, the students answered AP-style multiple choice questions on three videos about the Little Prince Amusement park. For the reading task, they read an article about the publication of the novel and answered AP-style questions. The reading and writing tasks again included role-plays and essays about quotes.
Assessment #3: At the end of the novel, I gave a final performance-based assessment. For the reading task, the students read an article (p. 1, p. 2) from Psychologies magazine and completed a series AP-style questions. For the listening task, the watched the movie trailer and a news broadcast about the 70th anniversary of the novel. For the written task they wrote about a pair of quotations, and the interpersonal task was again a role-play.
Although I know I’ll tweak these assessments before using them next year (my mixed class requires an A/B curriculum), I thought that they might provide a starting point for those of you who are designing assessments to accompany the novel.
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As promised a few days ago, I’m sharing the IPA for my environment unit in today’s post. One of my goals this year has been to create more integrated contexts for my IPAs. As a Novice IPA creator, many of my early attempts could best be described as performance-based assessments organized around a common theme. Thanks to targeted feedback from my peers, I have become more proficient in my writing IPA-writing skills and my recent assessments have been more tightly integrated around a specific context.
Although it might seem counterintuitive, I have found that I can more easily create a context if I have already chosen an appropriate authentic resource for the interpretive reading task. For example, the text for this IPA is an article from a French teen magazine in which students are interviewed about what they do for the environment. After choosing this text, I asked myself why my students might find themselves reading an article like this one (besides for my class!). One possibility might be that they were going to be attending this school as an exchange student and wanted to know more about it. Next, I needed a recorded text that would be relevant to this context. I got really lucky on this one! When I did a YouTube search of the name of the school, I found a video in which students and staff members discuss how they are meeting their goals of being a more environmentally-friendly building. Does it get any better than that?
After the interpretive tasks were created, I needed an interpersonal task related to this context. Under what circumstances would one of my students find herself discussing the information in this article and video with a French teenager? Hmmm, both the article and video mentioned “eco-délégués.” What if one student in each dyad was a delegate who called the American exchange student to interview him about joining this program when he arrives at the school? This context would allow each student to discuss her own personal habits as well as why certain behaviors are important—the targeted structures for this unit.
Lastly, I developed a presentational writing task that would allow these students to synthesize information they gleaned from the article, video and conversation. Since the students will discuss the role of the “eco-délégué,” I decided an authentic writing task would be to write a letter to the facilitator of this group, asking to join. This context will allow the students to write about their own behavior in regards to the environment as well as to demonstrate their interculturality about French educational programs related to this topic.
While I may continue to struggle in fully integrating the tasks on my IPAs, I’m happy with the way this one came together. If you have any hints that have helped you choose appropriate context for your IPAs, please share!