Grammar in Context II ePortfolio Task I

28 Mar 2025

Task (to be completed outside of class)

• ePortfolio task I teams

  ---

  dizzy Students

  Valeria Diosdado

  Carolina Juarez
  Sherlyn
  Mayra
  Diana Gonzalez

  materialistic Mailmen

  Diana Riuz

  Andrea García
  Alondra
  Cristopher
  Evelyn

  hopeful Eagles

  Sofia

  Paola Colunga
  Kevin
  Paola Mata

  outstanding Ninjas

  Diego

  Sergio
  Danna
  Abi
  Genesis

  jumpy Blacksmiths

  Sinai

  Hazael
  Nieves
  Wendy

  hopeful Chads

  Jesus

  Nyneve
  Fernanda
  Monica

  jumpy Directors

  Melina

  Gema
  Jackie
  Andrea Martínez

  itchy Penguins

  Carolina Saucedo

  Natalia
  Zully
  Carlos

• Choose one of the three options for completing this task.

  Here are three options for lesson plans that incorporate the specified grammar structures (A2-B1 level) within an ePortfolio context, designed for thoughtful reflection and insight. Each option focuses on a different theme and incorporates a variety of activities to engage learners. I’ve emphasized the reflective and insightful aspects, which are crucial for deeper learning and ePortfolio development.

  Option 1: “My Life’s Journey” E-Portfolio

  • Theme: Personal narrative and growth over time. This option connects strongly with your personal experiences.

  • Overall Goal: Create an ePortfolio that documents your personal journey, highlighting key moments, challenges, learning experiences, and future aspirations. It’s essentially an evolving autobiography.

  • Sections (and corresponding grammar structures):

    1. “My Daily Routine” (Simple Present/Continuous):

       • Describe your typical daily routine (work, study, hobbies). Use both simple present (for habitual actions) and present continuous (for actions happening now or around the time of speaking).

       • Reflection Prompt: “How has your routine changed over time? What aspects of your routine would you like to change, and why?” (This introduces “would like to” + infinitive, a related structure).

    2. “Challenges I Face” (Modal Verbs: can, could, have to, must):

       • Discuss everyday challenges you encounter (e.g., balancing work and study, managing time, dealing with stress). Use modal verbs to express ability, possibility, obligation, and necessity.

       • Reflection Prompt: “Which challenge is the most difficult for you to overcome, and why? How could you approach this challenge differently in the future?”

    3. “My Travel Experiences” (Simple Past & Present Perfect):

       • Share stories about past travel experiences (using simple past) and discuss places they have visited or haven’t visited yet (using present perfect). Include photos, videos, or short audio recordings.

       • Reflection Prompt: “What is the most important thing you have learned from your travels? How has traveling changed your perspective?”

    4. “Healthy Habits” (Modal “Should”):

       • Reflect on your own health and fitness habits, giving advice to themselves (or a friend) using “should” and “shouldn’t.”

       • Reflection Prompt: “What are three things you should do to improve your health? What are three things you shouldn’t do? Be honest with yourself!”

    5. “My Shopping Habits and Finances” (Quantifiers):

       • Describe your spending habits and how you manage their money. Use quantifiers (some, any, much, many, a lot of, a few, a little, enough).

       • Reflection Prompt: “Are you generally good at managing your money? Do you spend too much on anything? Do you have enough money for the things you need? What are some ways you could improve your financial habits?”

    6. “Technology in My Life” (First Conditional):

       • Discuss how you use technology and make predictions about how technology will impact their lives. Focus on “If…then” statements.

       • Reflection Prompt: “If you could invent a new technology, what would it be and why? What problems will it solve?”

    7. “Future Plans and Goals” (Simple Future & Present Continuous for Future):

       • Students outline their future plans (using “will” and “going to”) and scheduled events (using present continuous).

       • Reflection Prompt: “What are you most looking forward to in the future? What steps are you taking now to achieve your goals?”

  • E-Portfolio Platform: Google Sites, Wix, Weebly, WordPress (free versions), or even a shared Google Doc or presentation.

  Option 2: “The Advice Columnist” E-Portfolio

  • Theme: Problem-solving and giving advice. This option encourages critical thinking and empathetic communication.

  • Overall Goal: Create an ePortfolio that acts as an “advice column” where you respond to various scenarios and questions, using the target grammar structures.

  • Sections (and corresponding grammar structures):

    1. “Ask the Expert (Work/Education)” (Simple Present/Continuous):

       • Teacher provides scenarios: “I’m struggling to balance my work and studies. I work part-time, and I’m feeling overwhelmed.”

       • Student Response: Offer advice using simple present and continuous. “You work part-time, so you need to manage your time carefully. What are you doing to relax?”

    2. “Everyday Dilemmas” (Modal Verbs):

       • Teacher provides scenarios: “I can’t decide whether to take a new job offer. It would be a great opportunity, but I’m scared of change.”

       • Student Response: Use modal verbs to express possibility, advice, and obligation. “You could talk to someone who works there. You must weigh the pros and cons.”

    3. “Travel Troubles” (Simple Past & Present Perfect):

       • Teacher provides scenarios: “I went to Paris last year, and I had a terrible experience with the language barrier. I haven’t traveled internationally since.”

       • Student Response: Use simple past and present perfect to offer advice and share similar experiences. “I have been to Paris too! You should have taken a phrasebook.”

    4. “Health and Wellness Corner” (Modal “Should”):

       • Teacher provides scenarios: “I want to get in better shape, but I don’t know where to start.”

       • Student Response: Give advice using “should.” “You should start with small changes. You shouldn’t try to do too much at once.”

    5. “Money Matters” (Quantifiers):

       • Teacher provides scenarios: “I spend too much money on clothes. I don’t have enough money saved for emergencies.”

       • Student Response: Use quantifiers in their advice. “You need to create a budget. Spend less money on things you don’t need.”

    6. “Tech Troubleshooter” (First Conditional):

       • Teacher provides scenarios: “If I upgrade my phone, I will have to spend a lot of money.”

       • Student Response: Use the first conditional to explore consequences and offer solutions. “If you wait a few months, the price will probably go down.”

    7. “Future Planning Forum” (Simple Future & Present Continuous for Future):

       • Teacher provides scenarios: “I am graduating from college next year. I don’t know what I will do next.”

       • Student Response: Use simple future and present continuous to offer suggestions and plans. “You are going to have many options. What are you thinking of doing?”

  • E-Portfolio Platform: Similar to Option 1, but consider platforms that allow for comments and interaction (like a blog format) to simulate a real advice column.

  Option 3: “My Community, My World” E-Portfolio

  • Theme: Exploring local and global issues, fostering civic engagement. This option encourages students to connect their learning to the wider world.

  • Overall Goal: Create an ePortfolio that examines issues within their own community and connects them to broader global themes, using the target grammar structures.

  • Sections (and corresponding grammar structures):

    1. “Daily Life in [My City/Town]” (Simple Present/Continuous):

       • Describe aspects of daily life in their community (e.g., transportation, education, local businesses).

       • Reflection Prompt: “What are the best and worst things about daily life in your community? What is happening now that is changing your community?”

    2. “Local Challenges” (Modal Verbs):

       • Identify challenges faced by their community (e.g., traffic congestion, lack of affordable housing, pollution).

       • Reflection Prompt: “What can be done to address these challenges? What must the local government do?”

    3. “Community Stories” (Simple Past & Present Perfect):

       • Interview two people you know from your family or community. Present their stories using simple past and present perfect.

       • Reflection Prompt: “How has your community changed over time? What are some important stories that have shaped its identity?”

    4. “Healthy Communities” (Modal “Should”):

       • Discuss what makes a community healthy (e.g., access to healthcare, green spaces, safe neighborhoods).

       • Reflection Prompt: “What should be done to improve the health and well-being of your community?”

    5. “Local Economy” (Quantifiers):

       • Explore the local economy, discussing businesses, jobs, and economic opportunities. They use quantifiers to describe the situation.

       • Reflection Prompt: “Are there enough jobs in your community? Are there many opportunities for young people? Is there too much reliance on one industry?”

    6. “Technology and Community” (First Conditional):

       • Discuss how technology is impacting their community (e.g., access to information, social connections, online services).

       • Reflection Prompt: “If your community had access to better technology, how would it improve people’s lives? If people rely too much on technology, what will be the consequences?”

    7. “Future of My Community” (Simple Future & Present Continuous for Future):

       • Make predictions about the future of their community and discuss plans for development.

       • Reflection Prompt: “What will your community look like in 10 years? What changes are happening now that will shape its future?”

  • E-Portfolio Platform: Similar to previous options, but consider platforms that allow for embedding maps, videos, and other multimedia to showcase the community.

• Task sequence

  1. With your teammates, choose one of the three options listed above.

  2. Divide up the topics to include in the eportfolio equally among your teammates.

  3. Prepare a video where each team member speaks five-to-six minutes on their respective subtopics.

     1. Create a subfolder in the Week 8_ePortfolios folder in Teams and name the folder using the name provided to you above.

     2. In the subfolder, create a PowerPoint presentation for your video.

        1. Begin the PowerPoint presentation with a title page: participating members, date, title, and course.

        2. Include the necessary slides to present each section of the eportfolio video (minimum of three slides per team member).

        3. Include a conclusion slide.

     3. Create your team video.

        1. Using your PowerPoint presentation that you created in Teams, practice and then record your video.

           1. Tip: I would use Microsoft Teams to create a video where you record yourselves, sharing your screen and showing your face when speaking. Then when submitting the assignment, just share the URL to the video recording you created in Teams.

        2. The video should show the PowerPoint presentation and each speaker’s face when speaking.

        3. Each team member should speak five-to-six minutes.

        4. Once you have completed the video, include the URL to your video in the title page of your PowerPoint presentation.

        5. Include excerpts of the full transcript of the video in a Word document that is located in your respective subfolder in the Week 8 ePortfolios folder in Teams, identifying who said what. Each team member should highlight at least five examples of grammar structures that were mentioned in the instructions above (e.g., quantifiers, etc.).

     4. Check that your respective Word document has the following: 1) list of participating team members and the number of minutes and seconds each team member spoke in the video and 2) excerpts taken from the full participants (properly labeled as to who said what) with grammar structures properly highlighted.

     5. Submit assignment to Teams by attaching the URL of the video (from your eportfolio). I will refer to your work in Teams (i.e., PowerPoint presentation and Word document), so you do not have to attach any files.

Assessment

• Rubric

  Here’s a holistic rubric designed to assess the ePortfolios created in any of the three lesson plan options. This rubric focuses on overall quality and effectiveness, rather than breaking down each grammar point individually. It emphasizes the integration of grammar, content, reflection, and ePortfolio design. I’ve included levels for “Exceeds Expectations,” “Meets Expectations,” “Approaches Expectations,” and “Needs Improvement” to provide clear differentiation.

  Holistic E-Portfolio Rubric (A2-B1 English Language Learners)

  Criteria	Exceeds Expectations (4 points)	Meets Expectations (3 points)	Approaches Expectations (2 points)	Needs Improvement (1 point)
  Content & Depth	The ePortfolio demonstrates a deep understanding of the chosen theme and thoroughly addresses all required sections. Content is rich, detailed, and engaging, going beyond basic descriptions. Demonstrates insightful connections between topics.	The ePortfolio addresses all required sections and demonstrates a good understanding of the chosen theme. Content is relevant, accurate, and provides sufficient detail. Connections between topics are generally clear.	The ePortfolio addresses most of the required sections, but some may be incomplete or lack depth. Understanding of the theme is present but may be superficial. Connections between topics are sometimes unclear.	The ePortfolio is missing several required sections or demonstrates a limited understanding of the chosen theme. Content is minimal, inaccurate, or irrelevant. Connections between topics are lacking.
  Grammatical Accuracy	The ePortfolio consistently uses the target grammar structures (modals, tenses, quantifiers, conditionals) accurately and effectively. Errors are rare and do not impede understanding. Demonstrates command of a range of grammatical structures.	The ePortfolio generally uses the target grammar structures accurately. Minor errors may be present, but they do not significantly impede understanding. Shows consistent control of the target grammar.	The ePortfolio uses the target grammar structures with some accuracy, but errors are frequent and sometimes impede understanding. Shows limited control of the target grammar.	The ePortfolio demonstrates significant difficulty with the target grammar structures. Errors are frequent and significantly impede understanding. Lacks control of the target grammar.
  Reflection & Insight	The ePortfolio includes thoughtful and insightful reflections that go beyond surface-level observations. Demonstrates critical thinking, self-awareness, and personal connection to the topics. Offers original perspectives.	The ePortfolio includes reflections that demonstrate a good understanding of the topics and some personal connection. Reflections are generally thoughtful and relevant, but may lack depth in some areas.	The ePortfolio includes reflections, but they may be superficial, lack detail, or simply summarize information. Limited evidence of critical thinking or personal connection.	The ePortfolio lacks meaningful reflection or includes reflections that are irrelevant or off-topic. Shows little to no evidence of critical thinking or personal connection.
  Organization & Clarity	The ePortfolio is exceptionally well-organized and easy to navigate. Sections are clearly labeled and logically sequenced. Information is presented in a clear, concise, and engaging manner. Uses headings, subheadings, and formatting effectively.	The ePortfolio is well-organized and easy to navigate. Sections are clearly labeled and follow a logical sequence. Information is generally presented clearly and concisely.	The ePortfolio shows some organization, but navigation may be confusing at times. Sections may be poorly labeled or lack a clear logical flow. Information may be presented in a disorganized or unclear manner.	The ePortfolio is poorly organized and difficult to navigate. Sections are missing, unlabeled, or illogical. Information is presented in a confusing and disorganized manner.
  ePortfolio Design & Use of Media	The ePortfolio is visually appealing and uses multimedia elements (images, videos, audio, links) effectively to enhance the content and engage the audience. Demonstrates excellent use of the chosen ePortfolio platform.	The ePortfolio is visually presentable and uses some multimedia elements appropriately. Shows good use of the chosen ePortfolio platform.	The ePortfolio uses limited or inappropriate multimedia elements. Design may be basic or distracting. Shows some understanding of the ePortfolio platform, but with limitations.	The ePortfolio is visually unappealing or lacks multimedia elements. Demonstrates little to no understanding of the chosen ePortfolio platform.

  Scoring:

  • Total Points Possible: 20 points

  • Grading Scale (Suggestions):

    • 18-20 points: A (Excellent)

    • 15-17 points: B (Good)

    • 12-14 points: C (Satisfactory)

    • 9-11 points: D (Needs Improvement)

    • Below 9 points: F (Unsatisfactory)

• Each team member submits assignment to Teams.