Links to Student Work
Student Work 1      

ELA

Performance Task

12-2 final

(Content Area)

 

(Grade Level-Task Number)

 

Standard(s):

 

Speaking, Listening and Viewing

 

E3c – The student prepares and delivers an individual presentation in which the student:

                E3c.1 shapes information to achieve a particular purpose and appeal to the background of

                         audience members

                E3c.2 shapes content and organization according to criteria for importance and impact rather

                         according to availability of information and resource materials

                E3c.3 uses notes or other memory aids to structure 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.

 

Performance Task:

 

 

Your senior year is an ending, but also a time for new beginnings.  It is a time to reflect on the experiences you have had and the people who have influenced your high school years.  In order to commemorate your “swan song”, you and your classmates have decided to produce a video account of significant happenings during the past four years.

 

1.  The video will consist of a series of dramatic soliloquies.   Class members will recall a time when someone helped them accomplish something they believed they could not do or overcome.  It may have involved a problem at school or home, learning an athletic skill, or overcoming a fear or anxiety.  How did this person give you the support that you needed?  How did he or she help you achieve your goal?

 

2.  In small groups, share your reflections and how you might structure your experience in the form of a dramatic soliloquy.  Include in this discussion the definition of a soliloquy and the attributes that are critical.   

 

3.  As a result of this group discussion, you will create a soliloquy about of your reflections regarding this experience.   Describe what support looked liked, how you felt when you achieved your goal, and its significance to you.  Return to your group and have at least one group member give you feedback on your draft presentation.  Revise and record your soliloquy.

 

4.  Turn in your video and revisions 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

 

 

 

 

   X

Timed

   X

Extended project

 

 

 

 

 

 

   X

Opportunity for revision

 

Criteria for Success: 

 

  • Engages the listener through detail and description of feelings and thoughts.
  • Support the main focus of the soliloquy by projecting personality and individuality.
  • Uses verbal cues and facial expressions.
  • Speaks loudly and clearly.
  • Limits duration of video presentation to five to seven minutes.

 

Related Standard(s):

 

Writing

 

E2f – The student produces a reflective essay that:

                E2f.2 analyzes a condition or situation of significance

                E2f.3 develops a commonplace, concrete occasion as the basis for the reflection, e.g., personal

                         observation or experience

                E2f.4 creates an organizing structure appropriate to purpose and audience.

                 

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.

 

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.