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Student Work 1      

ELA

Performance Task

11-2 final

(Content Area)

 

(Grade Level-Task Number)

 

Standard(s):

 

Writing

 

E2e - The student produces a persuasive essay that:

E2e.1 engages the reader by establishing a context, creating a persona, and otherwise

          developing reader interest

E2e.2 develops a controlling idea that makes a clear and knowledgeable judgment

E2e.3 creates and organizes a structure that is appropriate to the needs, values and

          interests of the audience, and arranges details, reasons, examples, and

          anecdotes effectively and persuasively

E2e.4 includes appropriate information and arguments

E2e.5 excludes information and arguments that are irrelevant

E2e.6 anticipates 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.

 

Performance Task:

 

The commander has decided to impose a curfew of 9 P.M. for all youth 18 years of age and younger because of several recent misconduct incidents on base.  This decision will severely affect the junior class’s planned events, as well as attendance at ball games, dances, evening clubs, and other high school activities.  Your class has already paid deposits on facilities and materials for planned events. To change the policy, the junior class wants to draft a proposal to the commander that addresses reasons why the curfew imposes a hardship and restrictions on the youth of the community.  Furthermore, they would like to make suggestions that would solve the problems of misconduct on the post /base.

 

Write a letter to the commander, explaining how your junior class can work together with him/her to solve the problem of youth misconduct. You will need to convince the commander that this problem is very important to your class and that as a class, you are willing to take action to get the no curfew policy reinstated.  Remember that the commander has grave concerns about the existing problems and is responsible for the community as a whole.  He is, however, sympathetic to the concerns of the youth of the community. 

 

1.  Meet in small groups to discuss ideas that should be included in the letter to the commander. 

 

2.  Share your ideas and collect ideas from others. 

 

3.  Prepare a written draft, which includes your argument in favor of removing the curfew.  Your arguments will be supported with examples of possible consequences if the curfew is continued.  Make sure the possible consequences are logical and realistic.  In addition, problem solutions for the misconduct situation must be addressed and include clear description, illustrations, and examples.

 

4.  Reconvene with your group and exchange papers for the purpose of getting feedback. 

 

5.  Edit your work in preparation for the final product.

 

6.  Turn your paper in to your teacher.

 

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.      Engages the reader by establishing a context.

2.      Establishes a persona.

3.      Develops a controlling idea.

4.      Creates a structure that is appropriate to the needs, values and interests of the audience.

5.      Arranges details, reasons, examples, and anecdotes persuasively.

6.      Includes appropriate information and arguments.

7.      Supports arguments with evidence and sources.

8.      Anticipates reader concerns and counter-arguments.

9.       Uses a range of strategies to elaborate and persuade.

10.   Provides a sense of closure to the writing.

 

Related Standard(s):

 

Listening, Speaking and Viewing

E3b – The student participates in group meetings.

 

Conventions, Grammar, and Usage of the English Language

E4a – The student independently demonstrates an understanding of the roles 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:

                E3b.1    grammar

                E3b.2    paragraph structure

                E3b,3    punctuation

                E3b.4    sentence construction

                E3b.5    spelling

                E3b.6    usage

                E3b.10 point of view.

               

E4b – The student analyzes and subsequently revises work.