ENGLISH and the World of Story English 4112-2 Evaluation Situation 1 Date: Signature of the evaluator: Score: /100 IDENTIFICATION Name: Address: Email: Telephone: Sent on (date):
Project Manager: Michael Rutka (SOFAD) Writers: Catherine Kidd and Wendy Sturton Content Editor: Pat Machin Copy Editor: Michèle Ortiz Proofreader: Michèle Ortiz Graphic Layout: Robin Patterson Rights Agent: Nicole Cypihot (SOFAD) SOFAD Société de formation à distance des commissions scolaires du Québec All rights for translation and adaptation, in whole or in part, reserved for all countries. Any reproduction by mechanical or electronic means is forbidden without the express written consent of a duly authorized representative of SOFAD. Notwithstanding the above, reproduction is authorized solely for use by owners of the English and the World of Story (ENG-4112-2) learning guide. This work is funded in part by the Ministère de l Éducation, de l Enseignement supérieur et de la Recherche and by the Canada-Quebec Agreement on Minority Language Education and Second Language Instruction.
Evaluation Situation 1 Complete this activity after you have finished Learning Situation 2 in your learning guide. It is recommended that you to obtain a mark of 60% or more in the Evaluation Situations before doing the final exam for this course. Instructions Fill out the section titled student identification. You may consult your course notes and an English language dictionary. Give this Evaluation Situation to your teacher if you are following the course at an adult education centre or send it to your teacher or tutor if you are following a distance course. We recommend that you keep a photocopy of your work, just to be safe. When you receive your corrected copy, read your teacher s or tutor s comments carefully. If you have any questions, do not hesitate to ask for feedback. SOFAD 3
ENG-4112-2 English and the World of Story English and The World of Story (ENG-4112-2) Evaluation Situation 1 It s time to show your teacher or tutor what you ve learned so far about stories. Tasks in this Evaluation Situation are related to the work you have done in Learning Situations 1 and 2. Read the instructions carefully, refer back to what you have learned in those learning situations, and follow the steps to complete the work. Take your time and remember to read over your work before you hand it in. For each task, you will be provided with a checklist to help ensure you have completed the task. At the end of the Evaluation Situation, you will find the evaluation grids that your teacher or tutor will use to grade your work. Unless your teacher or tutor gives you specific instructions, you may use a word processor or write by hand on loose-leaf paper. Remember to write your name, your student number, the date, and the title of the activity at the beginning of every task. You may use a dictionary and any of your notes. Evaluation Situation 1 is divided into two tasks: Task 1 Tell Your Story - Record a Story with a Personal Connection Task 2 Saturday Night at the Movies - Create a Film File for a Feature Film of Your Choice 60 points 40 points Bevan Goldswain / Shutterstock In the following task, you will record a story to be posted on the website of the Canadian Storytelling Network. In the Canadian Story Network, storytellers from across Canada pool their knowledge and expertise in all aspects of storytelling. The Network has a bank of stories which they offer free to viewers on the net. Recently, they have been adding to their collection of stories from Quebec. Photographee.eu / Shutterstock 4 SOFAD
Evaluation Situation 1 They have issued an invitation to everyone taking this course. Here is their message to you: Hello, We hear you have learned how to tell a good story. We are looking for storytellers to entertain our members and the visitors to our storytelling website. We hope you will submit a story to our collection. The Canadian Storytelling Network is dedicated to supporting the art of storytelling in Canada. We work to preserve and promote storytelling, an old art which has an important role to play in a new world. We agree with Studs Terkel, who said, People are hungry for stories. It s part of our very being. Storytelling is a form of history, of immortality too. It goes from one generation to another. We are open to all topics, but we would be especially happy to receive a story of personal importance to you. This means that you can tell a story about a personal experience, about family history, about the experience of someone you know, or even a story handed down in your culture that is important to you. Please submit a video recording, from two to three minutes in length, in which you tell your story. Enchant us by using the storytelling techniques you have learned in your course. We look forward to your submission! Sincerely, Ellen McPhail Chairperson Canadian Storytelling Network Ariwasabi / Shutterstock Task 1: Tell Your Story Create and record your short story by following the process described in Learning Situation 1 (LS1), Activity 8. Here is an outline of that process. Refer back to LS1 for more details. Choose a story of personal importance. Many of the suggestions at the beginning of Activity 8 will help you come up with an idea. Write out your story in full or in point form. Read your story several times aloud. Become so familiar with it that you no longer need to refer to the written version. Time yourself. The maximum length is three minutes. Work with your voice. Remember to vary volume, tone, pacing and pauses to create drama, to express emotion, to suit the action and to signal that different characters are talking. Work with facial expression and body language. Watch yourself in a mirror as you tell your story. Rehearse gestures, pauses, and facial expressions to match your words. Relax, smile, and have fun telling your story. Rehearse until you are ready to record. SOFAD 5
ENG-4112-2 English and the World of Story Record your story. Listen to the recording. Use the following checklist to guide your practice and revision. Rerecord if necessary. Checklist for Telling Your Story Did I: Yes No Tell a story with a beginning, a middle and an end? Create conflict in my story, and then resolve it one way or another? Present interesting characters to my listeners? Tell my story without referring to written material? Use humour to keep a connection with the audience? Speak with a relaxed, unhurried pace? Modify pace occasionally for emphasis? Use pauses to create interest and suspense? Speak loudly enough to be audible? Vary the volume of my voice to create drama and interest? Adopt a tone of voice which projects emotion without overdoing it? Vary my tone of voice to project different emotions? Use body language and gestures to support the meaning of the story? Vary facial expressions appropriately without overdoing it? Task 2: Saturday Night at the Movies Your city or town has just made a fantastic purchase an old movie theatre constructed in the 1930s. The town plans to use this building for community events. It has spent a lot of money renovating it and although it will be used for more than film projection, it does have a state-of-the-art digital projector with a screen to match. In the long winter months, the town wants to organize a community film festival. Every Saturday night from November to March, the theater will offer a good movie followed by talks and discussion. You have been asked to suggest the movies for three Saturdays! You have been asked to nominate three films of different genres, so look back at the genre chart in Activity 1, Task B of LS 2. Which three genres will you choose crime, historical, action... or another? Remember that subgenres also exist, as was explained in that task. Fill in three film files to describe your chosen films. In your remarks, explain their audience appeal, and why they would inspire good discussion after they are screened. The selection committee is depending on you to come up with great proposals! Once you have filled in your film files, use the following checklist to review your work. Film Files Checklist Yes No Did I choose movies of three different genres? Have I verified my facts about these films, correctly identifying year, duration, filmmakers, and characters names? Does my plot summary accurately reflect the events in these films? Did I avoid giving away the ending? Have I carefully considered all possible cinematic effects, taking into consideration sound, camera shots, lighting, special effects, etc.? Did my remarks explain my reasons for nominating these films? 6 SOFAD
Evaluation Situation 1 FILM FILE #1: Genre / year / duration: Filmmakers: plot summary / storyline: Characters / P.O.V.: Cinematic effects: remarks: SOFAD 7
ENG-4112-2 English and the World of Story FILM FILE #2: Genre / year / duration: Filmmakers: plot summary / storyline: Characters / P.O.V.: Cinematic effects: remarks: 8 SOFAD
Evaluation Situation 1 FILM FILE #3: Genre / year / duration: Filmmakers: plot summary / storyline: Characters / P.O.V.: Cinematic effects: remarks: SOFAD 9
ENG-4112-2 English and the World of Story EVALUATION GRIDS Below are the evaluation grids which will be used by your teacher or tutor to evaluate your work. Use them to reflect on how you can revise and edit your Evaluation Situation before you submit it to your teacher or tutor. Task 1 Tell Your Story 60 points Story shows evidence of beginning, middle, end Story portrays an interesting conflict with a final resolution Story includes well-developed characters Speaker s presentation is fluent with no need for notes Pace and pauses are suited to the material Volume is adequate and varied Tone of voice expresses emotion Body language and gestures support meaning Facial expressions support meaning Level 1 Minimal Undeveloped story arc Little or no conflict evident Characters are unnamed, unclarified and underdeveloped Speaker reads the story with some difficulty Pace is unvaried, may be too fast or too slow, without consideration of the meaning of the text Volume is inaudible, flat and unvaried Tone of voice is flat and unvaried No use of body language or gestures Facial expression is absent Level 2 Partial Some attempt made to develop a story arc Some attempt to introduce a conflict, unclear motivation or resolution Some attempt to define at least one central character Speaker reads the story fluently Occasional attempts to vary text or pauses, in order to underscore a meaning of the text Volume is mostly audible but unvaried Some attempt is made to occasionally vary tone of voice Some use of body language and gestures Some use of facial expression Level 3 Acceptable Basic story arc with recognizable features of beginning, middle and end Basic conflict with a clear resolution at the end Basic set of characters whose motivation moves the action of the story Speaker uses the story text for reference, with frequent independence from the written text Adequate variation of pace, including pauses, to support the meaning of the text Volume is consistently audible, with occasional variation to deliver meaning Tone of voice is adapted to reflect the most emotional moments in the story Adequate use of body language and gestures Adequate use of facial expression Level 4 Thorough Developed story arc with effective features of beginning, middle and end Developed conflict with an effective resolution at the end Developed characters whose interaction and motivation move the action of the story Speaker narrates story fluently, with occasional reference to the written text Skillful variation of pace, including pauses, to support the meaning of the text Volume is consistently audible, with skillful variation to deliver meaning Tone of voice is adapted skillfully to reflect many variations of emotion in the story Frequent and appropriate use of body language and gestures Frequent and appropriate use of facial expression SCORE 0-16 17-35 36-42 43-54 55-60 Level 5 Advanced Sophisticated and highly effective story arc with original features of beginning, middle and end Developed and complex conflict or set of conflicts, with original resolutions at the end Developed and complex characters whose evolution, interaction and motivation move the action of the story Speaker narrates story with complete fluency, with no reference to the written text Highly skillful and effective variation of pace, including pauses, to support the meaning of the text Volume is consistently audible, with full and effective variation to deliver meaning Tone of voice is adapted subtly and effectively to support all shifts of emotion in the story Frequent and highly effective use of body language and gestures Frequent and highly effective use of facial expression 10 SOFAD
Evaluation Situation 1 Task 2 Saturday Night at the Movies 40 points Level 1 Level 2 Level 3 Level 4 Level 5 Film files present films from a variety of genres Factual information is complete and correct Plot summaries are accurate and coherent A variety of cinematic effects are mentioned and referred to Remarks include convincing comments and reasons for nominating films Minimal Genres missing, incorrectly identified Little or no factual information Plot summaries are missing, incoherent or plagiarized No cinematic effects are mentioned No attempt to justify nominations Partial At least one genre, correctly identified Factual information inadequate or incorrect Plot summaries are incomplete or incoherent A few cinematic effects are mentioned Some attempt made to justify nominations Acceptable At least two different genres, correctly identified Basic factual information Basic plot summaries are given Cinematic effects are presented adequately Acceptable justifications for nominating films Thorough Three genres, correctly identified Almost complete factual information Complete plot summaries are given Cinematic effects are presented thoroughly Developed justifications for nominating films SCORE 0-10 11-23 24-31 32-36 37-40 Advanced Three genres, including one or more sub-genre Complete factual information Sophisticated, complex plot summaries are given Cinematic effects are presented perceptively, at an advanced level Fully convincing justifications for nominating films SOFAD 11
STUDENT S QUESTIONS: TEACHER S COMMENTS: 6005-07 2015