Guidelines on writing a paragraph about emotions after reading a four-word or five-word poem for grade 7 students in Vietnam

Guidelines on writing a paragraph about emotions after reading a four-word or five-word poem for grade 7 students in Vietnam

The method of writing a paragraph reflecting on emotions after reading a four-word or five-word poem will be taught on pages 50, 51, 52, 53 of grade 7 Literature - Kết nối tri thức curriculum.

Therefore, students, teachers, and parents can refer to the following guidelines on writing a paragraph about emotions after reading a four-word or five-word poem for grade 7 students to gather more information and prepare lessons:

Guidelines on writing a paragraph about emotions after reading a four-word or five-word poem for grade 7 students in Vietnam

Paragraph 1: Reflection on the poem "Quê hương" by Te Hanh (five-word form)

Paragraph 2: Reflection on the poem "Lượm" by To Huu (four-word form)

Paragraph 3: Reflection on the poem "Bạn đến chơi nhà" by Nguyen Khuyen (six-eight word form)

Paragraph 4: Reflection on the poem "Mùa xuân nho nhỏ" by Thanh Hai (five-word form)

Paragraph 5: Reflection on the poem "Đêm nay Bác không ngủ" by Minh Hue (free-form)

*Note: Information is for reference only./.

Guidelines on writing a paragraph about emotions after reading a four-word or five-word poem for grade 7 students in Vietnam (Image from the Internet)

What are methods for assessment of lower secondary school students in Vietnam?

Pursuant to the provisions of Article 5 of Circular 22/2021/TT-BGDDT on the forms of assessment for lower secondary school students:

Form 1. Assessment by Comments

- Teachers use spoken or written forms to comment on students' performance in training and learning tasks; comment on the students' progress, outstanding strengths, main limitations in the training and learning process; evaluate the results of students' training and learning.

- Students use spoken or written forms to self-comment on the performance of training and learning tasks, their own progress, outstanding strengths, and main limitations.

- Parents, organizations, and individuals involved in the process of educating students provide feedback on students' performance in training and learning tasks.

- Comment-based assessment of students' training and learning results is used in regular and periodic assessments through forms of examination, assessment of students' performance in training and learning tasks appropriate to the subject's characteristics.

Form 2. Assessment by Scores

- Teachers use scores to assess students' training and learning results.

- Score-based assessment is used in regular and periodic assessment through forms of examination, assessment of students' performance in training and learning tasks appropriate to the subject's characteristics.

Form 3. Assessment Forms for Subjects

- Comment-based assessment for subjects: Physical Education, Arts, Music, Fine Arts, Local Education Content, Experiential Activities, Career Orientation; subject learning results are assessed by comments in one of two levels: Pass, Not Pass.

- Comment-based assessment combined with score-based assessment for subjects in the general education program, except for subjects specified in point a of this section; subject learning results are assessed by scores on a 10-point scale, if using a different scale, it must be converted to a 10-point scale. Assessment points are whole numbers or decimals rounded to the nearest tenth.

Thus, according to the above provisions, lower secondary school students during the learning process will be assessed depending on the subject, but mostly by scores, and for special subjects like Physical Education, Arts, Music, Fine Arts, Local Education Content, Experiential Activities, Career Orientation, learning results are assessed by comments in one of two levels: Pass, Not Pass.

What are regulations on periodic evaluations for lower secondary school students in Vietnam?

Pursuant to the provisions of Article 7 of Circular 22/2021/TT-BGDDT on the forms of periodic assessment for lower secondary school students:

- Periodic assessments (excluding thematic clusters), include midterm and final assessments, are conducted through: tests (on paper or on the computer), practical exercises, learning projects.

+ The time for tests (on paper or on the computer) for subjects (excluding thematic clusters) with up to 70 lessons per school year is 45 minutes, for subjects (excluding thematic clusters) with over 70 lessons per school year ranging from 60 to 90 minutes; for specialized subjects, a maximum of 120 minutes.

+ For tests (on paper or on the computer) assessed by scores, the test is prepared based on a matrix, description, and specifications that meet the requirements set forth for the subject in the general education program.

+ For tests (on paper or on the computer) assessed by comments, practical exercises, learning projects, guidance and evaluation criteria according to the requirements set forth for the subject in the general education program must be provided before implementation.

- In each semester, each subject assessed by comments has one midterm assessment and one final assessment.

- In each semester, each subject assessed by comments combined with scores has one midterm assessment score (abbreviated as ĐĐGgk) and one final assessment score (abbreviated as ĐĐGck).

- Students who do not participate in the required number of evaluations for valid reasons will have makeup evaluations with equivalent requirements to the missing assessments. Make-up evaluations are conducted per semester.

- If students do not participate in make-up evaluations, they are assessed as Not Passed or receive 0 (zero) points for the missing evaluations.