Children’s TV Show Reflexives OPT

Your group of THREE to FOUR will be working in class the next several days to produce a live children’s TV show… As long as all the requirements are met, you may set up your show however you want. But the easiest way to do the show would be to narrate and act out the daily routine of a kid or cartoon character. At least 30 correctly conjugated reflexive verbs. UNDERLINE and number the verbs in your script. Verbs may be repeated once—that means at least 15 different verbs. Turn in your script when you present. A variety of grammar structures and other vocabulary. Relevant props and/or costumes that enhance the performance. Authentic engagement. Scripts are optional during the presentation, but you will not get a 100 if you have your script with you (you may still get a high ‘A’ if your presentation is superb). Everyone should have (more or less) equal lines, roles and participation. Presentations start Thursday, April 30 and finish on Friday, May 1. Major grade—everyone gets the same grade unless there are members with participation issues.

Average / above average Superior   Unsatisfactory Below average Average / above average Superior Vocabulary (25) Lacks sufficient/ appropriate vocabulary; inadequate and/or inaccurate use of vocab Lacks vocabulary ; Somewhat inadequate and/or inaccurate use of vocab and too basic for this level Adequate and accurate use of vocab for this level, with some interesting additions Rich use of vocabulary with some idiomatic expressions; uses interesting, appropriate and complex applications Grammar/ Language (25) Extensive errors with structure; unclear usage that interferes with communication and presentation quality; emerging use of basic language structures; complete yet repetitive sentences Errors with structure; little variety of grammar structures; errors may interfere with presentation quality; emerging control of basic language structures; some repetition in complete sentences Good use of various structures; some errors that do not interfere with presentation quality; control of basic language structures; emerging variety of complete sentences Solid use of a variety of structures and complete sentences; minor errors do not interfere with presentation quality; control of basic language structures with occasional use of advanced language structures Comprehensibility/ Fluency Poorly prepared; Content barely comprehensible; frequent interference in pronunciation; incomplete thoughts, little sustained speech Hesitant, may need prompting; content mostly comprehensible, pronunciation interferes with communication; speech choppy and/or slow with frequent pauses Solidly prepared, may have minor hesitations; content comprehensible, pronunciation does not interfere with communication; speech sustained most of the time, with little hesitation, manages to continue and complete thoughts Solidly prepared; content readily comprehensible, pronunciation enhances communication/ speech sustained throughout with few/no pauses or stumbling Quality of task completion (25) Minimal completion of task; content frequently undeveloped and/or somewhat repetitive Partial completion of task; content somewhat adequate and mostly appropriate; basic ideas expressed but very little elaboration or detail Completion of the task/ content appropriate; ideas adequately developed with some elaboration and detail Superior completion of task/ content rich/ ideas developed with elaboration and detail