Student Work 1

ELA	Performance Task	7-3 final
(Content Area)		(Grade Level-Task Number)

Standard(s):

Reading

Ele - The student demonstrates familiarity with a variety of functional documents (i.e., documents that exist in order to get things done) and produces written or oral work that does one or more of the following:

Ele.2 identifies the sequence of activities needed to carry out a procedure

Ele.3 analyzes or uses the formatting techniques used to make a document user-friendly

Ele.4 identifies any information that is either extraneous or missing in terms of audience and

purpose or makes effective use of relevant information.

Conventions, Grammar, and Usage of English Language

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 context 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.

Performance Task:

To complete this task, you and your classmates must first bring in instructions on how to assemble something. These instructions could be anything from a model plane to a computer desk to a bicycle.

1. Review the instructions and develop a list detailing what makes instructions easy to follow.

2. Determine which of the sets of instructions need to be rewritten before continuing with the rest of the task.

3. Review a variety of functional documents and decide what graphic displays to include in your rewritten instructions. The graphic supplement will:

a. be sequentially organized and include details necessary to ensure proper assembly.

b. clarify those parts of the original instructions that were confusing.

c. include text and labels with definition of technical terms as appropriate.

d. include a reflection paragraph explaining why changes were made to the original set of instructions.

4. Write your new instructions including the graphic displays. Make sure that your instructions make the assembly process as simple as possible.

5. Request a conference with your teacher to solicit his/her suggestions and feedback.

6. Revise your instructions.

7. Attach your revised instructions to the original set of instructions, submit copies to your classroom teacher and the manufacturer of the product.

Circumstances of Performance:

The student work is produced under the following conditions:

X	alone		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:

Performance Check List Criteria: Did you, the student…….

q Identify the weak spots in the original set of instructions?

q Analyze the language and make changes?

q Define all technical terms clearly and correctly?

q Make an accurate drawing with appropriate labels?

q Use language that was accurate in terms of grammar, sentence construction, paragraph construction, and punctuation?

q Check spelling, and usage?

q Select the structures and features of language appropriate to the purpose, audience, and context of the work?

q Number the steps in a logical, organized, and easy-to-follow sequence?

q Explain why you made changes in the original text?

Related Standard(s):

Convention, 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. 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.