| Student Work 1 |
|
ELA |
Performance Task |
4 - 2 final |
|
|
|
|
Standard(s):
E3c
The student prepares and delivers an individual presentation in which
the student:
E3c.1-shapes information to achieve a particular purpose
E3c.4-engages the audience with appropriate verbal cues and eye contact.
E5a The student responds to non-fiction, fiction, poetry, and drama using interpretive, critical, and evaluative processes.
E5a.2–analyzes the impact of
authors’ decisions regarding word choice and content
Your neighbors are complaining
that your dog’s frequent barking is disturbing them. The neighborhood council has registered a
complaint with the police department.
Unless you can change their mind the police have threatened to take your
dog away.
The police have agreed to
let you try to persuade the neighborhood council to change their mind and
withdraw their complaint. Members of your
class have agreed to help you get ready for this meeting by listening to your
presentation. If you can convince them,
then you have a better chance of changing the neighborhood council’s decision
to have the police take your dog away.
·
From Charlotte’s Web by E. B.
White, make a list of the strategies
·
Pick a strategy from the list or think of one on your own on how to
keep your dog from being a public nuisance.
You need to convince the neighborhood council that keeping the dog is in
everyone’s best interest.
·
Use a graphic organizer to help you organize your thoughts. Use this to
help compose your draft presentation.
·
Ask a classmate to listen to your presentation and offer suggestions on
how to make your presentation more persuasive. Use your best speaking voice and
remember to maintain eye contact with your audience.
·
Present your final product to your class. Good Luck!
(Note: For submission to DoDEA
for commentaries on student work, include a copy of the list, the selection,
the graphic organizer and a video tape of the presentation.)
The
student work is produced under the following conditions:
|
X |
alone |
|
in
a group |
|
|
|
|
|
|
X |
in
class |
X |
as
homework (preparation) |
|
|
|
|
|
|
|
with
teacher feedback |
X |
With
peer feedback |
|
|
|
|
|
|
|
timed |
X |
Extended
project |
|
|
|
|
|
|
|
no
opportunity for revision |
X |
|
·
Identifies multiple strategies from text (show as list/selection
·
Includes revision based on peer input
·
Uses notes or other memory aids to structure the presentation
·
Projects a sense of individuality and personality in selecting and
organizing content and in delivery
·
Consider using a graphic organizer for persuasive writing