Student Work 1

ELA	Performance Task	10-3-final
(Content Area)		(Grade Level-Task Number)

Standard(s):

Reading

Elc -- The student reads and comprehends informational materials to develop

understanding and expertise and produces written or oral work that:

E1c.1 restates and summarizes information

E1c.2 relates new information to prior knowledge or experience

E1c.3 extends ideas

E1c.4 makes connections to related topics or information.

Writing

E2a -- The student produces a report that:

E2a.2 develops a controlling idea that conveys a perspective on the subject

E2a.3 creates an organizing structure appropriate to purpose, audience, and

context

E2a.4 includes appropriate facts and details

E2a.5 excludes extraneous and inappropriate information

E2a.6 uses a range of appropriate strategies, such as providing facts and details,

describing or analyzing the subject, and narrating a relevant anecdote,

comparing and contrasting, naming, explaining benefits or limitations,

demonstrating claims or assertions, and providing a scenario to illustrate.

E2a.7 provides a sense of closure to the writing.

Speaking, Listening, and Viewing

E3b – The student participates in group meetings, in which the student:

E3b.1 displays appropriate turn-taking behaviors

E3b.3 offers own opinion forcefully without dominating

E3b.4 responds appropriately to comments and questions

E3b.6 gives reasons in support of opinions expressed.

Conventions, Grammar, and Usage of the English Language

E4a -- The student demonstrates a basic 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.

Performance Task:

There are defining events in each of our lives we would select as significant if we were to create a map of our entire life. Much can be learned about leaders when mapping the defining events in their lives.

1. You are a historian who selects and explains the defining events in the lives of important leaders. You have been selected by the literary club of your local base library to construct a lifeline map of events in the life of an important world leader, past or present. Your project will be displayed in the base library as part of a presentation on world leaders. Your map will define the significant events in the leader’s life. Include a written report to further explain this lifeline map.

2. You will conduct extensive research on the life of a world leader you have chosen. Your research must include detailed events and decisions that impacted the life and times of the leader. As you read, make a comprehensive list of significant events and decisions. In a small group discuss your findings with other individuals. Ideally, if several of your classmates have chosen the same leader, the discussion group would consist of those individual class members. Following your discussion you will develop a lifeline map that defines the events of the leader’s life. A lifeline map may include the impact of the significant events on the individual and on the country.

3. The following is one way to construct a lifeline map.

· Rate each event you list as significant on a scale of +5 to –5 according to the impact it had on the individual.

· Rate each event a second time on a scale of +5 to –5 according to the impact it had on the country.

· Construct the lifeline map with the lifeline on the horizontal plane and the rating scale on the vertical plane.

· Select events from the life of the leader you have chosen and place them on the map.

· Rate each event according to its effect on that person and connect these ratings with a solid line.

· Rate each event according to its effect on the country and connect these ratings

with a broken line.

A written report must accompany your lifeline map. This report will explain your choice of events. It will also explain how you arrived at your opinion regarding the effect each event had on the country and the leader. Return to your group and have at least one other member read and suggest refinements and revisions for you to consider to improve your report.

Circumstances of Performance:

The student work is produced under the following conditions:

X	alone	X	in a group
X	in class	X	as homework
	with teacher feedback	X	with peer feedback
	timed	X	extended project
______		__X__	opportunity for revision

Criteria for Success:

1. Maps five to ten events in the individual's life on the life-line.

2. Ensures use of the correct conventions of English and the work is neat and presentable.

3. Uses facts, details, analysis of information, relevant anecdotes, comparing and contrasting, naming and scenarios.

4. Restates and summarizes.

5. Extends ideas.

6. Creates appealing visuals.

7. Participates in group meetings.

Related Standard(s):

E1a – The student reads at least 25 books or book equivalents each year.