Student Work 1

ELA	Performance Task	9-5 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 relates or summarizes information

E1c.2 relates new information to prior knowledge and experience;

E1c.3 extends ideas

E1c.4 makes connections to related knowledge and experience.

Writing

E2a. The student produces a report that:

E2a.2 develops a controlling idea that conveys a perspective on the subject

E2a.3 creates an organizing structure appropriate to purpose, audience, and context

E2a.4 includes appropriate facts and details

E2a.5 excludes extraneous and inappropriate information

E2a.6 uses a range of appropriate strategies, such as providing facts and details, describing

or analyzing the subject, and narrating a relevant anecdote

E2a.7 provides a sense of closure to the writing.

Performance Task:

You and your group of friends are concerned as to whether you are spending your money wisely. You have heard that consumer advocates conduct research and provide information to consumers on how to get the most for your money. After discussing the concern with your friends, your group decides to establish a consumer advocacy team for your school.

1. As part of the consumer advocacy team, you will publish a series of three articles on how to be a wise consumer. You will select topics that will be of interest to your age group. Some examples are:

q best buys for pizza, hamburgers, soft drinks

q getting the most for your money when purchasing a stereo system or other electronic equipment

q budgeting for clothing and shoes

q getting a good deal on sports equipment such as baseball gloves, bicycles, or roller blades.

2. As part of the team, your job is to select a consumer product(s), conduct research, and write about your findings. Keep in mind the intent of your article, which is to assist classmates in making wise decisions on how to spend their money. Use catalogues, Internet sites, local exchange, or merchandisers to gather information to compare consumer product(s). You are to consider cost, quality of food/merchandise, and unique features of product(s).

3. Your consumer advocacy team will meet to discuss research and provide feedback. All group members will have an opportunity for the notes and draft to be reviewed on several occasions. Use the feedback to consider revisions and the adding or deleting of details.
4. You will provide your list of products reviewed with the results of your research. Be sure to cite your sources for the research.
5. From this organized set of notes, you will write a paragraph with your analysis of the best buy for three products. Be sure to support your judgment with details from your research.
6. With your team, revise your work.
7. Submit your search notes and your revisions, as well as your final drafts of these articles.

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:

1. Selects product appropriate to audience.

2. Lists appropriate set of criteria by which product will be judged.

3. Presents results in a clear, organized manner

4. Makes final judgment about consumer product.

5. Participates in a minimum of five team meetings.

6. Revises articles based on feedback.

Related Standard(s):

E4a The student demonstrates a basic 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.