Peer Assessment of Creative Adaptations in 21st Century Literature (PDF)

Learning Activity Sheet in 21st Century Literature from the Philippines and the World Worksheet 8, 1st Semester Learner’s Name: __________________________________________________________ Grade Level and Section: ______________________...

Learning Activity Sheet in 21st Century Literature from the Philippines and the World Worksheet 8, 1st Semester Learner’s Name: __________________________________________________________ Grade Level and Section: ______________________________ Date: _____________ A. Most Essential Learning Competency Do self and/or peer assessment of the creative adaptation of a literary text, based on rationalized criteria prior to the presentation. B. Objective At the end of this learning activity, I would be able to: Do self and/or peer assessment of the creative adaptation of a literary text, based on rationalized criteria prior to the presentation. Peer assessment, or self-assessment, is a process whereby students or their peers evaluate assignments or tests based on scoring rubrics. The practice is employed to note strength and weaknesses and to improve students’ understanding of course materials as well as improve their metacognitive skills. A major reason for using self and peer assessment is for skill development, in improving learning and in helping students to improve their performance on assessed work. A rubric is a performance-based assessment tool. Rubrics are used to to gather data about their students' progress on a particular assignment or skill. Simple rubrics allow students to understand what is required in an assignment, how it will be graded, and how progress will be monitored for mastery and proficiency. Here are some samples of Assessment Tools prior to performance: Carousel Brainstorm - Chart papers containing statements or issues for student consideration are posted around the classroom. Groups of students brainstorm at one station and then rotate to the next position where they add additional comments. When the carousel “stops” the original team prepares a summary and then presents the large group’s findings. A Carousel Brainstorm is an active, student-centered method to generate data 1 about a group’s collective prior knowledge of a variety of issues associated with a single topic. Concept Maps - Ask students to create a "map" of ideas connected with a topic. They should consider how the topics link to each other and use lines or "linking" words to join the concepts together and describe the relationship. They can then revisit these maps later in the study (using a different color marker to add new ideas) or draw new ones that reveal their expanded understanding. Four Corners Inquiry – Students are given an opportunity to formulate their own views and opinions. Students are asked to consider the topic and determine whether they strongly agree (SA), agree (A), disagree (D), or strongly disagree (SD) with a statement. They are then asked to move to the appropriate corner of the classroom identified with one of the options. Students should discuss their positions with the others in their group and present their opinions to the rest of the class. KWL Charts - K-what does the student know? W-what does the student need and want to know? L-what did the students learn? This is an effective pre-assessment tool and summative evaluation tool. The "L" can also be used the as part of an open-ended question on a test allowing the students to share the depth of knowledge that was gained in the unit of study. Click here to access a KWL Chart Think - Ink - Pair - Share - A way to get students to reveal what they know or believe about a topic is to begin by having them commit their thoughts to writing. To assess what the group knows, have students discuss their ideas in pairs, and then to share them with the large group. Turn & Talk - During a lesson, there may be opportunities to have the students do a turn & talk activity for a few minutes. This allows students to talk about the information presented or shared and to clarify thoughts or questions. This is an effective alternate strategy to asking questions to the whole group and having the same students responding. All students have a chance to talk in a non-threatening situation for a short period of time. My dear learner, rating a performance requires a scoring rubric to have a fair assessment or evaluation. Rubrics are important because they clarify for students the qualities their work should have. This point is often expressed in terms of students understanding the learning target and criteria for success. Most rubrics should be designed for repeated use, over time, on several tasks. Students are given a rubric at the beginning of a unit of instruction or an episode of work. They tackle the work, receive feedback, practice, revise or do another task, continue to practice, and ultimately receive a grade—all using the same rubric as their description of the criteria and the quality levels Page 2 of 9 that will demonstrate learning. This path to learning may be much more cohesive than a string of assignments with related but different criteria. The criteria and performance-level descriptions in rubrics help students understand what the desired performance is and what it looks like. Effective rubrics show students how they will know to what extent their performance passes muster on each criterion of importance, and if used formatively can also show students what their next steps should be to enhance the quality of their performance. In this activity, you will be guided on how to do self-and/or peer-assessment of the creative adaptation of a literary text based on rationalized criteria, prior to the presentation. Literary adaptation is the adapting of a literary source (e.g. a novel, short story, poem) to another genre or medium, such as a film, stage play, or video game. Practice Task 1 Ask somebody in your home to join you in filling out the KWL chart before watching the movie entitled Harry Potter. Use a separate Sheet of paper for your answer. What I know What I want to know What I Learned To verify your thoughts of the movie, click the link of the movie entitled Harry Potter or watch the off-line copy and check if your thoughts Page 3 of 9 are correct. Then, ask any of your peers/ family members to watch with you and rate using the rubric that follows. Compare the result. Write a brief explanation of your rating. Write this in a separate answer sheet; PRACTICE TASK 2 Study the poster of the play Noli Me Tangere and write your thoughts in the chart if you agree or disagree on how the poster was made. Accomplish the Checklist in evaluating a poster. Use a separate sheet of paper for your answer. Evaluation Checklist Poster Evaluation Checklist Basics o Title and other required sections are present o Complete author affiliation & contact information is included o The poster conforms to the requirements of the conference or program where it will be presented o Font is consistent throughout o Spelling is correct throughout o Grammar is correct throughout o Acronyms are defined on first use o Content is appropriate & relevant for audience Design Page 4 of 9 o All text can be easily read from 4 feet away o Flow of the poster is easy to follow o White space used well o Section titles are used consistently o Images/graphics are used in place of text whenever possible o Bullet points/lists are used in place of text whenever possible o All images are relevant and necessary to the poster o Charts are correct – i.e. appropriate type for data, data is correct & correctly represented o Text color and background color are significant in contrast for easy reading o Background color doesn’t obscure or dim text o Images are clear, not pixilated or blurry Content o The “story” of the poster is clear o The content is focused on 2-3 key points o Title is clear & informative of the project o Problem, or clinical question, is identified and explained o Current evidence related to project is listed o Objectives are stated o Methods are described o Results are presented o Conclusions are stated o Implications to practice and to other professions are presented o References are listed o All content is relevant and on the key points o Content is not duplicated in text and graphics Page 5 of 9  Read the selection and rate the output according to the rubric given. The Best Journey of My Life Anonymous There is nothing better than the emotions and feelings one can receive from setting out on an adventure. Journeys help us to forget about our everyday issues. That is why I want to tell you about the best journey of my life. It started at home as I began to pack items for a journey. I was excited because my parents and I were going to Thailand, the most interesting place to me. I could not imagine what it would be like. The first experience we had when we got out of the plane to enter Thailand was the tropical, wet, hot air that permeated the environment. We arrived at our hotel on the south of Phuket Island. Beauty seemed to be all around us. From the one side of the road there was the lush greenery of the tropical forest, from the other there were turquoise waves of the Andaman Sea. We decided to spend our first days on a cozy seacoast and take a rest from a tiresome trip. The weather was wonderful. The sun was shining and the water was so warm, placid and limpid that we could see our shadows in it. I had the impression nothing else existed in this world besides us, nor the cares of everyday life nor urban fuss. We were enjoying every minute of our rest, slowly sipping coconut milk through a tube straight out of a coconut. The days were changing from one to another with new, bright, unforgettable emotions and impressions. We wanted to pass one day away on motorbikes, studying the island. Our trip took a whole day and we managed to bike the half of the island riding along the coast. The views we saw on our journey showed us another side of local life. People were in a hurry going to work or attending other business. The traffic in Thailand is extremely busy and noisy. A lot of people ride motorbikes, which is a distinguishing feature of Thailand. All the way long, we made breaks to taste the delicacies of the local cuisine in snack bars. I enjoyed Thai food immensely with its extraordinary combination of sweet, sour, and spicy flavors. Sometimes the dishes were so spicy, that tears streamed from my eyes. We also decided to diversify a bit, and go to less touristic parts of the island. Our island was covered by steep hills. The picturesque view of the tropical jungles and endless spaces of the sea with many adjoining islands, and the beauty and splendor of local nature was opened to us. I was Page 6 of 9  overfilled with the sense of infinite freedom and peace of mind. There was the impression that nothing is necessary in life except this place and moment. It was a truly sad realization when we knew we had to travel back home. The whirlwind of emotions and feelings swept over my mind: this is completely another world, with its climate, people, food, traditions, and customs that charm and dip you in the extraordinary atmosphere of calmness and composure. I remember it now with freshness and understand that it was the best journey of my life. Acting 5 4 3 2 Reimagining/ The new play is original The new play is The new play is not We’re supposed Creativity and still reminds the somewhat original and very original but still to change the audience of the original. still reminds the reminds the reader of play? audience of the the original. original. Action All participants included Most participants Most participants We’re relevant, meaningful included relevant included some impersonating action to the dialogue. action to the dialogue. relevant action to trees. the dialogue. Equal Parts All participants have the All participants nearly One or two She/he wanted same amount of have the same amount participants had to act out the speaking parts. of speaking parts. considerably small whole play. parts. Enthusiasm All participants showed Most participants Most participants Check the group energy. showed energy. showed a little for a pulse. energy. Technical 5 4 3 2 Soundtrack Music matches story very Music matches story Music either doesn’t Little to no music well & doesn’t distract fairly well & doesn’t match the story, or it added. from the story. distract from the story. distracts from it. Special Effects Special effects are used Special effects are Special effects either What special at the right time and mostly good and distract from the story effects? add to the story. somewhat add to the or appear at story. unnecessary times. Length The group met their time The group nearly met The group met at We’re timed for or went past it. their time. least 2/3 of the this? (10 minutes) (8 minutes) required time. (4 minutes) (6 minutes) Script The script includes all the The script includes most The script is actually What script? parts, and all actors of the parts they acted a summary or have their own script in out, and all actors have collection of notes, or hand. their own script. the actors have to share a script. Page 7 of 9 Page 8 of 9 ________________________________________________________________ ________________________________________________________________ ________________________________________________________________ https://sites.google.com/site/lrtsas/differentiation/5-preassessment-ideas https://www.bookbub.com/blog/best-movies-based-on-books-all-time https://libguides.usd.edu/c.php?g=753097&p=5394204#s-lg-box-17026244 https://answershark.com/writing/essay-writing/informal-essay/the-best-journe y-of-my-life.html Prepared by: HANNA MAE ATIVO Teacher I Mercedes Peralta SHS Quality Assured by: ANNE E. MANCIA and CLEOFE D. ARIOLA Sorsogon City Division Page 9 of 9