| Student Work 1 |
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ELA |
Performance Task |
11-5 final |
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(Content Area) |
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(Grade Level-Task Number) |
Standard(s):
E1c – The
student reads and comprehends informational materials to develop understanding
and expertise and produces written or oral work that:
E1c.1 interprets and analyzes information
E1c.2 relates new information to prior knowledge or experience
E1c.3 extends ideas
E1c.4 makes a connection to related topics or information.
E2a – The student produces a report that:
E2a.2 develops a controlling idea that conveys a perspective on the subject
E2a.4 includes appropriate facts and details
E2a.6 uses a range of appropriate strategies, such as providing facts and details describing or analyzing
the subject, narrating a relevant anecdote, comparing and contrasting, naming, explaining
benefits or limitations, demonstrating claims or assertions, and providing a scenario to illustrate.
E7b - The
student creates functional documents appropriate to audience and purpose, in
which the student:
E7b.3
anticipates readers (audience) problems, mistakes, and misunderstandings
E7b.4 uses a variety of formatting techniques, such as headings, subordinate terms,
foregrounding of main ideas, hierarchical structures, graphics, and color
E7b.5 employs word choices that are consistent with the persona and appropriate for
the intended audience.
Speaking, Listening, and Viewing
E3c – The student prepares and delivers an individual presentations in which the student:
E3c.1 shapes information to achieve a particular purpose and to appeal to the interest and background
knowledge of audience members
E3c.3 uses notes or other memory aids to structure the presentation
E3c.4 develops several main points relating to a single thesis
E3c.5 engages the audience with appropriate verbal cues and eye contact
E3c.6 projects a sense of individuality and personality in selecting and organizing content and in
delivery.
Safety concerns at the school have led to the development of a process notebook. The notebook will be used as a reference for students. The intent is to decrease the possibility of accidents occurring in areas where safety is of utmost concern, i.e., explosions in science labs, accidents associated with the use of heavy machinery, injuries in physical education classes. Each member of your class will choose a different process to be included in a notebook that will become a functional document for use school-wide.
1.
Choose a process.
2.
Read, research (e.g., lab manuals, machinery instructions, safety
guides), and observe this process taking note of specific steps in the
process.
3.
Meet in like groups (e.g., all students working on science processes)
and share your findings.
4.
Add, revise, or delete information based upon group discussion that is
not necessary to the process.
5.
Create a functional document that is appropriate to fellow students and
includes:
q
an explanation of the steps in the process and how to use those steps
q
graphics to enhance understanding
q
definitions and examples
q
frequently asked questions and answers.
6.
Meet again with your group to share and revise your document. Demonstrate the process for your group using
visual aids as appropriate. Have your
group replicate the process and provide feedback to them on the skills
involved.
7.
Submit all versions of your document to your teacher, showing all
revisions you have made.
The
student work is produced under the following
conditions:
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X |
alone |
X |
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 |
3. Uses more
than one research or reference source.
4. Uses
visual aids within the functional document as well as in the demonstration.
6. Revisions are clearly marked and self-explanatory.
7. Produces a final document that is
complete and engaging.
8. Demonstrates specific skills and asks the audience
to practice.
9. Asks and answers questions correctly and politely.
10. Uses appropriate speaking stance and eye
contact. Projects a
clear sense of individuality and expertise.
11. Follows the conventions of English
in both speaking and writing.
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.
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 of 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.
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E6b – The
student creates public documents. |
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