| Student Work 1 |
ELA
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Performance Task |
10-1 final |
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(Content Area) |
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(Grade Level-Task Number) |
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Standard(s):
Literature
E5a 1. makes thematic
connections among literary texts, public discourses, and
the media
E5a 6. makes inferences and draws conclusions about fictional and non-fictional
contexts,
events, characters, settings, themes, and styles.
Writing
E2c -- The student produces a narrative (fictional or
autobiographical) account that:
E2c 1. engages the reader by establishing the context, creating a point of view,
and
otherwise developing reader interest
E2c 2. establishes a situation, plot, point of view, setting, and conflict (for
autobiographical, the significance of events and of conclusions that can be
drawn from
the events).
E4b -- The student analyzes and
subsequently revises work to clarify it or make it more effective in
communicating the intended message or thought. The student’s revisions should be made in light of the purposes, audiences, and
contexts that apply to the work. Strategies for revising include:
E4b 1. adding or deleting details
E4b 2. adding or deleting explanations
E4b 3. clarifying difficult passages
E4b 4. rearranging words, sentences, and paragraphs to improve or clarify
meaning
E4b 5. sharpening the focus
E4b 6. reconsidering the organizational structure.
We
have recently read several selections about adults whose high expectations for
success have influenced students or children.
The expectations may have had positive or negative effects on the
children/students.
As part of the life skills course (insert
wording appropriate to local district), each of you has probably discussed an
adult who has made a lasting impression on your life.
Your final product will be an essay about
that influential person.
1.
First, work with a partner to prepare a graphic organizer which compares
and contrasts the narrator’s mother in
”Two Kinds,” Miss Hurd in the essay “A Teacher
Who Changed My Life,” and Mark Mathabane’s mother in Kaffir
Boy.
You should compare and contrast these
characters’ personalities, values, and their effects on others. You will consider these elements when you
write your essay about the adult you’ve selected.
2.
Write an essay of no more than 500 words about that influential person
in your life.
(The person you’ve selected may have helped
you when you were upset or discouraged; may have taught you a skill or hobby;
may have influenced your goals or beliefs; may have pushed you to what you
thought were unrealistic levels of performance.)
You should model your essay on the examples
of autobiographical writing we have read during this unit. When you write your essay, consider your
relationship with the adult, the event or circumstances you wish to relate, and
how the event influenced your life, either positively or negatively. You should refer to the graphic organizer you
created for other elements to include in your essay.
Your essay must employ appropriate structures
and features of the English language for autobiographical writing, as well as
conventions for writing. Be sure to
analyze and revise your work to make sure it clearly communicates the message
you want to share.
3. Work with your partner again to edit each
other’s work. Look for purpose,
audience, supportive details, ways to help clarify and strengthen the message,
as well as the conventions of writing (spelling, grammar, punctuation, etc.)
4. Revise your essay.
These essays will provide examples and/or
non-examples of character attributes necessary in providing positive modeling
for students/children. They will become
the focus for a presentation/display for a specific grade level or the entire
school.
5.
Turn in your graphic organizer, your rough draft, and your edited copy
of your essay.
The
student work is produced under the following
conditions:
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alone |
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in
a group |
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X |
in
class |
X |
as
homework |
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with
teacher feedback |
X |
with
peer feedback |
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timed |
X |
extended
project |
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X |
opportunity
for revision |
ü Prepares a graphic organizer
appropriate to a compare/contrast task (personality, values, effects
on others).
ü Identifies
a significant adult in life.
ü Analyzes
the personality, values, and effect of this adult.
ü Uses
effective organizational structure for a 500 word autobiographical essay.
ü Follows
the features, conventions of English (as appropriate) in writing.
ü Produces a
final, written essay that is complete, neatly presented, and engaging.
Conventions, Grammar and Usage of English Language
E4a -- The student independently
demonstrates an understanding of the rules of the English language in written
and oral work, and selects the structures and features of language appropriate
to the purpose, audience, and context of the work. The student demonstrates control of:
E4a 1. grammar
E4a 2. paragraph structure
E4a 3. punctuation
E4a 4. sentence construction
E4a 5. spelling
E4a 6. usage.
E2b The
student produces a response to literature.
E2f The student produces a reflective essay.
E1a The student reads at least twenty-five books or books equivalents each year.