Links to Student Work
Student Work 1      

ELA

Performance Task

8-2 final

(Content Area)

 

(Grade Level-Task Number)

 

Standard(s):

 

Reading

 

 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 connections to related topics or information.

                                     

Speaking/Listening

 

E3b - The student participates in group meetings, in which the student:

E3b.3  responds appropriately to comments and questions

E3b.6  gives reasons in support of opinions expressed

E3b.7  clarifies, illustrates, or expands on a response when asked to do so

E3b.8  employs a group decision making technique such as a brain storming or problem-solving

             sequence.

 

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.4  develops several main points relating to a single thesis;

E3c.5   engages the audience with appropriate verbal cues and eye contact.

 

Performance Task:

 

 

The study of history is important for two reasons: to gain insights to make decisions and to learn from past mistakes so as not to repeat them.   Your class is producing a television program that will highlight events from history.  The show, “You Are There,” will be televised weekly to be viewed by your fellow students. 

 

1.  Working in groups of five, you will write and perform one segment of “You Are There,” which takes an event from history and places it in a contemporary context.  All group members will be expected to be equally involved in both the writing and televising.  In order to be knowledgeable about the chosen event, you will need to give careful consideration to a minimum of five sources of information.   At least one source of information must be a primary source (e.g., interview of living witness to event, copy of the original document, expert, diary entry).   The script will include:

a.       a clear reporting of the event and its impact on the people involved. 

b.      an appeal to the interest and background of the audience.

c.       main points developed to give clear evidence of historical significance.

 

2.  A group of your peers will serve as television reviewers for the purpose of providing feedback and food for thought.  You will invite them to your dress rehearsal.  To facilitate their role as reviewers, you will provide them with a note-taking chart (see attachment 1). 

 

3.  Use the results of your peers’ review to revise or refine the script before the final performance in front of the camera. 

 

4.  After your television debut, individually write a review critiquing your performance.  Include your impressions about the impact of the presentation on the audience.  In addition, include a self-evaluation of your performance in front of the camera as well as your contribution as a member of the group.   

 

 

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:

 

·        Involves each member equally in group work and the performance.

·        Uses the style and language of TV news coverage.

·        Makes the event real and human

·        Speaks clearly and loudly.

·        Presents a poised speech (eye contact, gestures, voice).

·        Stays on topic.

·        Presents in an organized and clear way.

·        Performs within five to seven minute time frame.

·        Completes a honest and reflective self-evaluation.

 

 

 

 

Attachment 1 ELA 8-2

 

Student Name______________________________________

Date of Presentation_________________________________

Student Team Presenting_________________________

 

 

Audience Note Taking Chart

 

Element(s) Assessed

 
Comments

 

 

Appeals to audience/interest

 

 

 

 

 

Style and language reflect reporting of news/real events

 

 

 

 

 

Facts/details reported succinctly and clearly

 

 

 

 

 

Clear evidence of historical significance

 

 

 

 

 

Speakers poised and maintain appropriate eye contact, voice quality and gestures throughout the performance