**Links to Student Work**
Student Work 1

ELA	Performance Task	12-1 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 an organizing structure that is appropriate to the needs, values, and interests of a

specified audience, and arranging 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 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.

E2b: The student produces a response to literature that:

E2b.2 advances a judgment that is interpretive, analytic, evaluative, or reflective

E2b.3 supports a judgment through references to the text, references to other works, authors, or non-

print media; or references to personal knowledge.

Performance Task:

The issue of censorship of the printed word has been debated numerous times throughout history. You are concerned about the issue of censorship as it affects you and feel you should respond to the proposed removal of books from the school Information Center. The local school board or School Advisory Committee (SAC) have received a list of books that a group of parents have recommended for removal from the school Information Center. Many of the books on the list have been challenged.

1. With a partner, discuss and respond to the following questions about this quote:

“[I]t’s not just the books under fire now that worry me. It is the books that

will never be written. The books that will never be read. And all due to the fear of

censorship. As always, young readers will be the real losers.” — Judy Blume

q Who is Judy Blume?

q What prompted her to make this observation?

q What does this quote mean?

q What comment would you have for Ms. Blume in response to this quote?

2. Locate on the Internet The 100 Most Frequently Challenged Books of 1990–1999,

http://www.ala.org/bbooks/top100bannedbooks.html . You and your partner will select a book that neither of you has read. As you read the book, you will meet with your partner to discuss the content and objections that caused this book to be challenged. Your list of objections should be as extensive as possible.

3. Use this information to write a rationale that is clearly designed to persuade the school board or SAC to allow the book to remain on the shelves. In your essay you should anticipate the issues your audience may raise, include any information you can find about other challenges of your selected book, and logically defend your argument. Provide a copy of your first draft to your partner for his/her suggestions. You will use these suggestions to add or delete, clarify, rearrange, sharpen the focus, and reconsider the organizational structure of your essay. Submit your first draft as well as your revisions with your final copy.

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. Meets regularly with partner to discuss content and objections.

2. Creates a list of possible challenges to the book.

3. Makes decisions about which objections to address.

4. Organizes an effective argument for defense of the book.

5. Includes appropriate information and arguments.

6. Anticipates audience concerns and counter-arguments.

7. Uses a range of strategies, such as definition, description, examples, and anecdotes.

8. Produces a final, written product that is engaging.

9. Edits draft prior to submitting final copy.

Related Standard(s):

Reading

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

Speaking, Listening 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 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 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.

Literature

ELA