^{These are performance tasks developed in collaboration with Jennifer Eddy, Queens College for a Performance Assessment Workshop.}

^{Novice Range}

^{žInterpretive: In small groups students receive an envelope with flashcards and while viewing they put words in order as they see them (shoes, clock, bench, boy, newspaper, alley, river, etc.). They write on cards one adjective for each noun paying attention to agreement (small-big, colorful, narrow-large, light-dark, etc.).}

^{žInterpersonal: In pairs, each partner has 3 different stills and the envelope with the nouns and adjectives. S/he describes each still while the partner matches the right word to the appropriate situation on the cards. They reverse roles.}

^{žPresentational: Students choose/make stills to design the film story-board with simple sentence captions.}

^{Intermediate Range}

^{žInterpretive: Students view segments of the film (without the end) and in pairs form questions. They develop a story graphic organizer (who, what, where, why, how and what if) and add their ending.}

^{žInterpersonal: Jigsaw — students ask their questions and show partner their graphic organizer and end; they look for what the differences are and come to consensus on a common end which combines one idea from each endings.}

^{žPresentational: Students create the script and an audiofile with the narrative of the film.}

^{Advanced Range}

^{žInterpretive: Students view the movie without the ending in role-based groups (a friend, a teacher, an NGO worker, a government official, or a film scriptwriter) and take notes in a table/chart about the main character’s (a) life/reality, (b) needs and (c) wishes while thinking about how they can help him.}

^{žInterpersonal: Students discuss and agree on 5 reasons and 5 strategies/solutions for this child’s situation (for lower proficiency level) or child labor (for higher proficiency level). Then, students re-group (jigsaw) and report on their ideas in the previous group in their role, share their ideas and come to consensus on the 5 most efficient strategies.}

^{žPresentational: Students view the end of the film and discuss what it means (a dream or reality). Students create the narration (script and audio) for a documentary according to roles (NGO worker, government official or a film script writer).}

Student (HLL) product (the film narrative):