| Student Work 1 |
ELA
|
Performance Task |
12-3 final |
|
(Content Area) |
|
(Grade Level-Task Number) |
Standard(s):
E3c – The student
prepares and delivers an individual presentation, in which the student:
E3c.1 shapes information to achieve a particular purpose and to appeal to the
interests and background knowledge of audience members
E3c.2 shapes content and organization according to criteria for importance
and impact rather than according to availability of information in
resource materials
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.
recently issued the ruling that no
trip can be taken during school time if it is not related to the school
curriculum. Traditionally, the senior
class has taken a trip to tour museums and see plays. Because this is an annual event, the students
receive discounts for their lodging, play tickets, and museum entries. The initial preparations for the senior trip had been arranged prior to the public announcement of the
decision. In order to get permission for
the trip, you and your classmates have decided to link the purpose of the trip
to the school curriculum.
1. As
a member of the senior class, you will write and produce a multimedia
presentation that explains all the details of the trip and how it is related to the senior curriculum. Use two or more of the following: a PowerPoint Presentation, a slide show,
charts and graphs, photographs, music, and taped (live) interviews in your
presentation. Although this trip will allow you to celebrate this milestone in
your educational career with your friends, remember to include appropriate
facts and details in your presentation as emotions will not persuade the
District Superintendent to alter his/her decision.
2. The
senior class officers will make the final decision as to which presenter will
attempt to persuade the district superintendent to change his decision. Rehearse your presentation to individuals or
a group of individuals who would provide useful feedback.
3.
Present your multimedia project to the senior class officers.
The
student work is produced under the following
conditions:
|
X |
alone |
|
in
a group |
|
|
|
|
|
|
X |
in
class |
X |
as
homework |
|
|
|
|
|
|
X |
with
teacher feedback |
X |
with
peer feedback |
|
|
|
|
|
|
X |
timed |
X |
extended
project |
|
|
|
|
|
|
|
|
X |
opportunity
for revision |
q Creates an
organizing structure appropriate to a specific purpose, audience and context.
q Develops a
controlling idea that conveys a perspective on the subject.
q Enhances
presentation with the use of two or more technological tools.
q Includes
appropriate facts and details.
q Maintains focus on
persuasive purpose of presentation.
q Revises in
light of the purpose, audience, and context.
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.6 anticipates and addresses reader concerns and counter-arguments
E2e.9 provides a sense of closure to the writing.
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.
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.