Trigonal planar polar or nonpolar

Rubric 1Visages 3 –Natalie au Québec Project RubricCriteriaCREATE A ROLE PLAY SCENARIOCreate a role play scenario which represents one or more language learning strategies.Level 1 -DevelopingNot yet within expectations• scenario may be incom-plete or illogical; may not clearly represent a language learning strategy•requires constant teacher supportLevel 2 -BasicMeets expectations•most of the scenario makes sense and represents a language learning strategy•requires frequent teachersupportLevel 3 -ProficientFully meets expectations•scenario is appropriate and clearly represents one or more learning language strategies•requires some teacher supportLevel 4 -StrongExceeds expectations•scenario is highly effective in representing more than one learning learning strategy•requires little or no teacher supportInclude language and concepts related to learning languages used during the theme.•presents some of the required content, e.g., basic forms, structures and vocabulary•presents most of the required content, e.g., basic forms, structures and vocabulary•presents all or almost all required content, e.g., basic forms, structures and vocabulary•presents all or almost all required content, e.g., basic forms, structuresand vocabulary, and adds extra detail or informationParticipate with group to create and rehearse scene.•contributes very little to the group effort•contributes some ideas and follows others' directions•participates actively in the group effort•assumes leadership role, helps others stay on taskUse thematic language patterns during the role-play, e.g., -er verbs, faire, il faut...•uses required language but includes many errors in French•uses required language but includes errors in French•uses required language with occasional errors in French•uses required language with few or no errors in FrenchPRESENT ORALLYPresent role-play scenario to the class.•reads or recites script with little fluency•speaks with many errors in pronunciation; information may be incomprehensible•may read or recite some parts of script with limited fluency•speaks with some errors in pronunciation; most of the information understandable•adds to the script; fairly fluent•may self-correct errors in pronunciation; information is understandable•adds significantly to the script; speaks fluently and confidently•few or no errors in pronunciation; information is clearly understandablePresent language in ways which support meaning and maintain interest, e.g.,intonation, expression, sound effects.•rarely uses techniques to support meaning and maintain audience interest•sometimes uses techniques to support meaning and maintain audience interest•uses appropriate tech-niques to support meaning and maintain audience interest•uses a variety of techniques to enhance meaning and audience interestUse gestures during presen-tation, e.g., to emphasize certain language strategies.•rarely uses gestures during the presentation•sometimes uses gestures during the presentation•uses appropriate gestures during the presentation•uses a variety of gestures to enhance the presentation

Visages 3 –Pauvre Alphonse Project RubricCriteriaDESCRIBE A CRIMINALDescribe a suspect who has committed a “crime”.Level 1 -DevelopingNot yet within expectations•description may be incomplete; may not make sense•requires constant teacher supportLevel 2 -BasicMeets expectations•description is complete; most of the information make sense•requires frequent teacher supportLevel 3 -ProficientFully meets expectations•description is completed with care; thorough information•requires some teacher supportLevel 4 -StrongExceeds expectations•description shows evidence of extra effort; extra details added•requireslittle or no teacher supportPrepare questions to help deduce who has committed the “crime”.•presents some of the required content, e.g., basic forms, structures and vocabulary•presents most of the required content, e.g., basic forms, structures and vocabulary•presents all or almost all required content, e.g., basic forms, structures and vocabulary•presents all or almost all required content, e.g., basic forms, structures and vocabulary, and adds extra detail or informationParticipate with partner to solve the “crime”.•contributes very little to the pair effort•contributes some ideas to the pair effort•participates actively in the pair work•assumes leadership role during pair workUse thematic language to ask about and describe the criminal, e.g., adjectives of colour, size, shape, avoir.•uses required language but includes many errors in French•uses required language but includes errors in French•uses required language with occasional errors in French•uses required language with fewor no errors in FrenchPRESENT ORALLYPose questions and provide descriptions of criminals.•reads or recites informa-tion with little fluency•speaks with many errors in pronunciation; information may be incomprehensible•may read or recite some information with limited fluency•speaks with some errors in pronunciation; most of the information understandable•adds to the required information; fairly fluent•may self-correct errors in pronunciation; information is understandable•adds significantly to the required information; speaks fluently•few or no errors in pronunciation; information is clearly understandablePresent language in ways which support meaning and maintain interest, e.g., intonation, expression.•rarely uses techniques to support meaning and maintain audience interest•sometimes uses techniques to support meaning and maintain audience interest•uses appropriate tech-niques to support meaning and maintain audience interest•uses a variety of techniques to enhance meaning and audience interestUse gestures during presen-tation, e.g., to enhance descriptions.•rarely uses gestures during the presentation•sometimes uses gestures during the presentation•uses appropriate gestures during the presentation•uses a variety of gestures to enhance the presentation