| Student Work 1 |
ELA
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Performance Task |
10 – 2 final |
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(Content Area) |
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(Grade Level-Task Number) |
Standard(s):
Public Documents:
E6a.4 appeal to audiences both friendly and hostile to the position presented
E6a.5 use of emotionally laden words and imagery.
E6b The student produces public documents, in which the student:
E6b.1 exhibits an awareness of the importance of precise word choice and the
power of
imagery
and/or anecdote
E6b.2 utilizes and recognizes the power of logical arguments, arguments based on
appealing to a reader’s emotions, and arguments dependent upon the writer’s
persona
of understanding of the intended audience
E6b.4 uses a range of strategies to appeal to readers.
E2e – The student
produces a persuasive essay that:
E2e.2 develops a controlling idea that makes a clear and knowledgeable judgment
E2e.3 creates an organizing structure that is appropriate to the needs, values, and
interests of a specified audience, and arranges details, reasons, examples, and
anecdotes effectively and persuasively
E2e.4 includes appropriate information and arguments
E3e.5 excludes information and arguments that are irrelevant
E2e.6 anticipates and addresses reader concerns and counter arguments
E2e.7 supports arguments with detailed evidence citing sources of information as
appropriate
E2e.8 uses a range of strategies to elaborate and persuade, such as definitions
descriptions, illustrations, examples from evidence, and anecdotes
E2e.9
provides a sense of closure to the writing.
E4a The student independently and habitually
demonstrates an understanding of the rules of English language in written and
oral work, and selects the structures and features of language appropriate to
the purpose, audience, and the context of the work. The student demonstrates control of:
E4a 2 paragraph structure
E4a 3 punctuation
E4a 4 sentence construction
E4a 5 spelling
E4a.6
usage.
You have become a real advocate for change in
a specific area of concern at your school, in your community or in our
nation/world today.
You are determined to make some changes in
relation to this issue: first, increase the knowledge level of others, then
change the feelings and thinking of others, and/or arouse others to
action. You will do this via a letter to
the editor of the local newspaper, a letter to an elected town official, or a
letter to a member of congress. You
will:
1. Select an area of concern to
you.
2. Gather information about
your concern from multiple sources: newspaper editorial, television news,
videos, speeches, interviews (at least three sources).
3. Critique at least one of your
sources in terms of effective presentation of argument, persuasive language
used.
4. Determine what your goal is
in writing the letter: change thinking, initiate a specific action.
5. Organize information in a
meaningful way to lead toward your goal (outline, mind map, arrangement of note
cards, graphic organizer, etc.).
6. Search for a rich vocabulary
to support your position (emotion-laden words, metaphors, anecdotes, imagery).
7. Write a persuasive letter of
up to 500 words to your chosen recipient.
8. Assure that all elements of
a persuasive essay, as well as conventions of the English language, are used
appropriately
9. Participate in peer editing
with a partner; ask for honest and helpful feedback and recommendations;
rewrite letter.
10. Turn in a copy of your
letter to your teacher. Also, turn in
your critique of your source and how you organized your
information.
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X |
alone |
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in
a group |
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X |
in
class |
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as
homework |
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X |
with
teacher feedback |
X |
with
peer feedback |
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timed |
X |
extended
project |
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X |
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opportunity
for revision |
6. Student completed critique of at least one
public document.