| Student Work 1 |
ELA
|
Performance Task |
9-2 final |
|
(Content Area) |
|
(Grade Level-Task Number) |
Standard(s):
Speaking, Listening, and
Viewing
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.
E3e The student listens to and analyzes a public speaking performance; that is, the student:
E3e.1 takes notes on salient information
E3e.2 accurately summarizes the
essence of each speaker’s response
E3e.3 formulate a judgement about the issues under discussion.
Public Documents
E6a.4 appeal to audiences both friendly and hostile to the position presented
E6a.5 use of emotionally laden words and imagery.
E6b The student
creates public documents, in which the student:
E6b.1 exhibits an awareness of the importance of precise
word choice and the power of
imagery
and/or anecdote
E6b.2 utilizes and recognizes the power of logical arguments, arguments based on
appealing to a reader’s emotions, and arguments dependent upon the writer’s
persona
E6b.3 uses arguments that are appropriate in terms of the knowledge, values and degree of understanding
of the intended audience
E6b.4 uses a range of strategies to appeal to readers.
1. Read President John F. Kennedy’s Inaugural Address (http://www.bartleby.com/124/) and one or more of George W. Bush’s speeches
(http://www.whitehouse.gov/president/)
following
2. With several peers, discuss how
each of these speakers used argument, audience appeal, emotion, and imagery to
influence their audiences. Record on the
attached matrix (Attachment 1) the main points from your discussion concerning
the identified elements.
3. Use these elements to prepare
the text for a speech that you will deliver to students at your school. The subject of your speech is your choice. The content of your speech must address a
current issue that is relevant to you and your classmates. Self-assess the text of your speech for the
required elements, and record examples on the matrix in the appropriate column.
4. You will delivery your speech
within the classroom setting. Your
speech will be videotaped and placed in the school library
where it will become a public document.
5. Assess one of the public
documents that was created by a classmate. Complete an analysis focusing on the most
significant information presented.
6. Summarize in paragraph form, to
include your judgement about the issue presented in
the tape
7. To complete this project, turn
in your matrixes with notes, any advanced organizer materials you used to
prepare your speech, your videotape, and your analysis of a classmate’s
presentation.
The
student work is produced under the following
conditions:
|
X |
Alone |
X |
In
a group |
|
|
|
|
|
|
X |
In
class |
X |
As
homework |
|
|
|
|
|
|
|
With
teacher feedback |
|
With
peer feedback |
|
|
|
|
|
|
X |
Timed |
X |
Extended project |
|
|
|
|
|
|
|
|
X |
|
1. Identifies critical elements
using the matrix.
2. Uses critical elements in
text of speech.
3. Creates a public document that is relevant
and appealing.
4. Uses correct conventions of
English language.
5. Engages
audience during delivery of speech.
6. Limits
duration of speech to 4-7 minutes.
7. Summarizes significant
information presented in speech chosen.
8. Forms a judgement concerning the issue.
E4a The student
independently demonstrates an 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.2 paragraph structure
E4a.3 punctuation
E4a.4 sentence construction
E4a.5 spelling
E4a.6 usage.
Public Documents Critique
|
Elements |
President Kennedy |
President Bush |
Student |
Logical Argument |
|
|
|
|
Emotional Argument |
|
|
|
|
Appeals to All Audiences |
|
|
|
|
Emotional Words and Language |
|
|
|
|
Uses Imagery and Anecdotes |
|
|
|
|
|
|
|
|