Fables through Comics - German

(Novice-High level)


Writing task:

In pairs, students in a second year German class were asked to illustrate and write a comic strip for a fable they had read in class.

Example Student Responses Ex 1 Ex 2 Ex 3 Ex 4

Evaluation:

  1. Use the holistic rubric below to evaluate the student work. A holistic rubric allows the teacher and the students to determine the quality of the work. It reflects the lesson’s purpose (to use written and visual communication to write a fable) communicative function (imaginative—expanding ideas suggested by reading a fable), and language structures (present tense verb conjugations and subject/verb agreement).
  2. What changes would you make in the rubrics to align with the purpose for which you might assign a similar task?

Fables through Comics - Holistic Rubric*

4

The content of the comic accurately reflects the content of the fable in its correct sequence. Present tense formation, subject/verb agreement, and gender and number agreement are consistently accurate.

3

Most of the content of the fable is reflected accurately in the comic strip with correct or nearly correct sequence of events. The present tense, subject/verb agreement, and gender and number agreement are nearly always accurate, though a few errors may appear.

2

While some of the content of the fable is reflected in the comic strip, -not all events are included and some sequencing is incorrect. Some errors appear in use of the present tense, subject/verb agreement and gender and number agreement.

1

Significant portions of the fable are missing in the comic strip and sequencing is incorrect and confusing. Consistent errors appear in the use of the present tense, subject/verb agreement and gender, and number agreement.

*Tedick, D. J.  (Ed.). (2002). Proficiency-oriented language instruction and assessment: A curriculum handbook for teachers (Rev Ed.). CARLA Working Paper Series. Minneapolis, MN: University of Minnesota, The Center for Advanced Research on Language Acquisition. (2002), p.321.

 

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