Student Work 1

ELA	Performance Tasks	9-3 final
(Content Area)		(Grade Level-Task Number)

Standard(s):

Functional Documents

E7b - The student creates functional documents appropriate to audience and purpose, in which the student:

E7b.1 reports, organizes, and conveys information and ideas accurately

E7b.2 includes relevant narrative details, such as scenarios, definitions, and

examples

E7b.3 uses a variety of formatting techniques, such as headings, subordinate terms,

foregrounding of main ideas, hierarchical structures, graphics and color

E7b.4 establishes a persona that is consistent with the document’s purpose

E7b.5 employs word choices that are consistent with the persona and appropriate for

the intended audience.

Writing

E2b - The student produces a response to literature that:

E2b.2 advances a judgment that is interpretive, analytic, evaluative, or reflective

E2b.4 demonstrates understanding of the literary work through suggesting an interpretation.

E2e.7 supports arguments with detailed evidence, citing surces of information as appropriate

Conventions, Grammar, and Usage of the English Language

E4a - The student independently 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.

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. Strategies for revising include:

E4b.1 adding or deleting details

E4b.2 adding or deleting explanations

E4b.4 rearranging words, sentences, and paragraphs to improve or clarify meaning

E4b.6 reconsidering the organizational structure.

Performance Task:

You have joined the stage crew for a production of Romeo and Juliet and have been asked to produce a brief technical manual for one of the following aspects of stagecraft: lighting, costumes, set design, or music (for a movie version).

1. In small groups, review various technical manuals, comparing and contrasting the components of each, noting organization, content, format, graphics, etc. Select one of the aspects of stagecraft and create a manual that includes:

q An overall description of the stagecraft aspect (lighting, costumes, set design, or music) and how it reflects the purpose, tone, mood, and view of the play.

q A detailed description of this aspect in either the balcony scene or the tomb scene to include a narrative description and a drawing. Indicate any changes in lighting, costumes, or set design that would occur during that scene. For music, include either a composition or a listing of the music that would be played at different points throughout the scene and how it would be played (volume, instrumentation, etc.).

q An explanation of how the design for this scene contributes to the understanding of the entire play.

q Include relevant details, explanation, definition, and supporting examples.

2. You will meet regularly (minimum of five times) with other classmates who have chosen the same aspect of stagecraft. After each group meeting, you will revise your manual based upon feedback from other members of the group.

3. Your original manual, subsequent revisions, and the final product will be evaluated by your English teacher, as well as either the drama teacher, the art teacher, the music teacher or the technology teacher, based on your chosen aspect of stagecraft. Manuals should include a variety of formatting techniques, i.e., heading, text, graphics.

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
	timed	X	extended project
		X	opportunity for revision

Criteria for Success:

Includes information in the manual that is well organized and accurate.

Includes in the manual relevant details, such as scenarios, definition, and examples.

Includes in the manual a variety of formatting techniques.

Establishes a role or identity consistent with the chosen aspect of stagecraft.

Reflects word choices and language consistent with the chosen aspect of stagecraft.

Reflects interpretative judgement and understanding of the literary work.

Solicits feedback from peers, a minimum of five group meetings.

Edits and reorganizes details, explanations and organization structure of the manual.

Adheres to the conventions of the English language.

Related Standard(s):

E1a – The student reads at least 25 books or book equivalents each year. The quality and complexity of the materials to be read are illustrated in the sample reading list. The materials should include traditional and contemporary literature (both fiction and non-fiction) as well as magazines, newspapers, textbooks, and on-line materials. Such reading should represent a diverse collection of material from at least three different literary forms and from at least five different writers.