Links to Student Work
Student Work 1      

ELA

Performance Task

12-4 final

(Content Area)

 

(Grade Level-Task Number)

 

Standard(s):

 

Public Documents

 

E6a  -  The student identifies strategies common to public documents and public discourse, including:

E6a.1 effective use of argument

                E6a.2 use of the power of anecdote

                E6a.3 anticipation of counter claims

                E6a.4 appeals to audiences both friendly and hostile to the position presented

                E6a.5 use of emotionally laden words and imagery

                E6a.6 citing of appropriate references or authorities.

 

 

Performance Task:

 

 

The freedoms we enjoy as Americans are guaranteed by the United States Constitution (Bill of Rights).  Good citizenship demands we take an active role in defending these freedoms when threatened.  As you reach adulthood, you will assume more of the responsibilities of citizenship. 

 

1.  Read the Bill of Rights and historical accounts of how it became a part of the United States Constitution (http://www.law.cornell.edu/constitution/constitution.billofrights.html,

http://www.nara.gov/exhall/charters/constitution/conhist.html, and http://www.usconstitution.net/consttop_bor.html).   After reviewing the Bill of Rights, discuss with a partner possible answers to these questions.

ü       What do you know about the United States Constitution and more specifically, the Bill of Rights?

ü      What freedoms are guaranteed under The Bill of Rights?

ü      What accounts are available that document the defense of our freedoms as guaranteed by the Bill of Rights?

ü      As a condition of citizenship, how can you be an advocate for the Bill of Rights?

 

2.  Research court cases (http://www.ala.org/alaorg/oif/1stcases.html

http://supct.law.cornell.edu:8080/supct/cases/name.htm) that give accounts of incidents when the Bill of Rights was challenged.  You and your partner will choose one case to research in depth. 

 

3.  Prepare a closing argument assuming either the role of the defense or the prosecuting attorney based upon the case selected.  Your partner will assume the opposing role.  

 

  1. Following the completion of the first draft of your closing argument, schedule a conference with your classroom teacher.  Review your draft with your teacher.  Be prepared to ask and answer questions and to make note of possible revisions.

 

  1. Deliver your closing argument to a panel of judges i.e., your peers.   This closing argument will include a summary of the case, rationale for your defense or prosecution, and your opinions supporting the judgement desired. 

 

 

Circumstances of Performance:

 

The student work is produced under the following conditions:

   X

alone

   X

in a group

 

 

 

 

   X

in class

 

as homework

 

 

 

 

   X

with teacher feedback

 

with peer feedback

 

 

 

 

 

timed

   X

extended project

 

 

 

 

 

 

   X

opportunity for revision

 

Criteria for Success:

 

1.      Analyzes the appeal and logic of the arguments in the case.

2.      Participates in productive conference with classroom teacher.

3.      Presents persuasive arguments.

4.      Appeals to and engages the audience.

5.      Speaks clearly and loudly with ample eye contact.

6.      Establishes clear and logical relationship to First Amendment rights.

7.      Appeals to the listener by using examples, figurative language, and details.

8.        Follows correct conventions of English Language.

 

Related Standard(s):

 

Reading

 

E1c – The student reads and comprehends informational materials to develop understanding and expertise and produces written or oral work.

 

Writing

 

E2e –  The student produces a persuasive essay that:

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

 

Speaking, Listening and Viewing

 

E3a – The student participates in one-to-one conferences with a teacher, paraprofessional, or adult volunteer, in which the student:

                E3a.2 asks relevant questions

                E3a.3 responds to questions with appropriate elaboration

                E3a.4 uses language cues to indicate different levels of certainty or hypothesizing, e.g., “what if…,”

                      “very likely…,” “I’m unsure whether.”

                E3a.5 confirms understanding by paraphrasing the adult’s directions or suggestions.

 

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.

 

 

Conventions, Grammar, and Usage of the English Language

 

E4a -- The student independently and habitually demonstrates and understanding of the rules of English language in written and oral work, and selects the structures and features of language appropriate to the purpose, audience, and the context of the work.  The student demonstrates control of:

    E4a.1 grammar

    E4a.3 punctuation

    E4a.4 sentence construction

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.