| Student Work 1 |
ELA
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Performance Task |
7-1 final |
(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 restates or summarizes information
E1c.2 relates new information to prior knowledge and experience
E1c.3 extends ideas
E1c.4 makes a connection to related
topics or information.
E2e - The student produces a
persuasive essay that:
E2e.3 creates and organizes a 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 appropriate information and arguments that are
irrelevant.
E2e.8: provides a sense of closure to the writing.
Performance Task:
|
Have
you ever thought about which environmental issues will affect your health,
safety, and quality of life by the time you are 25? 1. Conduct research into current and future
areas of the environmental concerns using the following primary resources for
your research: ü Print ü Internet ü Interview Record
your research notes on either a double entry journal or a concept map. Identify one area of environmental concern
that, in your opinion, is in need of immediate attention. In fact, lack of action on the issue could
result in detrimental consequences to society. 2. Write a persuasive letter to or construct a
presentation for an environmental agency or special interest group, such as: Environmental Protection Agency, Green Peace, Sierra
Club, The Secretary of the Interior, Your
letter or presentation should include: ü
An analysis of the research on this topic. ü
A reflection of your personal opinion/experiences
of the issue. ü
A projection of environmental consequences that
would occur without immediate intervention. ü
Connections to related environmental issues via
references, examples, or anecdotes. ü
Recommendations on how the issue can be resolved. As
part of this process, you will need to: 1. Conduct a peer review and
small group discussion to receive recommendations for revision. 2. Revise and refine your
work. 3. Send a copy of your letter
or presentation to the appropriate agency (agencies). |
The
student work is produced under the following
conditions:
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X |
alone |
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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 |
Criteria for Success:
The
letter must include the following elements:
1. An analysis of the research
from multiple and varied sources.
2. References
to prior knowledge and experiences of this environmental issue.
3. Extension of ideas (make
predictions of possible scenarios that have not happened) for
the purpose of persuading your audience.
4. Relationship
of the chosen environmental issue to other environmental issue(s).
5. Examples
or anecdotes or references strongly illustrate author’s perception of the
environmental issue.
6. A succinct
statement of your recommendations to the agency about this environmental issue.
7. Letter is 12-font type not
to exceed 2 pages; or a presentation to the class
using multimedia.
E3b: The student participates in
group meetings, in which the student:
E3b.4: responds
appropriately to comments and questions.
E3b.5: volunteers
contributions and responds when directly solicited by teacher or discussion leader.
E3b.6: gives reasons in support of opinions
expressed.
E3c: The student prepares and delivers an individual
presentation in which the student:
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.
Conventions, Grammar, and Usage of the English Language
E4a: The student 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.