4)+Sample+Authentic+Performance+Tasks

===Now it is your turn to try your hand at writing an Authentic Performance Task. Write a task that will work with the unit you have been focusing on during this course or for a unit that you are currently planning. If you get stuck, the following site set up by Jay McTighe has some websites with examples to spark your creative energy. === []  To make sure that everyone can read each other's task, make sure to give your task a name, indicate which planning template (from CAP) it relates to, and then use the editor tool bar to insert a horizontal rule after your task. Remember to also list your name after your posting. **Note: This performance task should ALIGN to stage 1 of the Planning Template that you are working to complete for this course.**

= = Performance Task for 8th Grade Language Arts, Quarter 1 Genre Study of Biographical Sketches Submitted by Shawna H. This genre study is based on the work and recommendations of Katie Wood Ray, as outlined in //Study Driven: A Framework for Planning Units of Study in the Writing Workshop// (2006). The general steps leading up to the final performance task are outlined below. The material below is listed under Stage 2 of the CAP Planning Template and illustrates how “Other Evidence” leads into the “Performance Task” evaluation. · Students will work together to complete a Concept Map in small groups (the purpose is to codify “noticings“ about the biographical sketch genre) · An Independent Correction Sheet (described in //Teaching Adolescent Writers// by Kelly Gallagher, 2006, pg.184) will be completed twice during the genre study- mid-process and at the end of the Writing Performance Task · Students complete at least one “Write Like” in class- this is a multi-paragraph writing assignment in which students consciously mimic the style of writing used in a biographical sketch they enjoyed reading; option to revise for Writing Performance Task · Students participate in individual conferences with the teacher throughout the Write Like process (building up to the Writing Performance Task) · **Final Writing Performance Task **: Students will compose a biographical sketch on a person of their own choosing, bringing together the qualities of the genre and focusing on writing issues targeted by them to this point in the writing process. A class Co-created Rubric will be used to assess student progress in relation to standards (see below for a basic outline; final product will be developed with each group of students a week or two prior to the final due date). Headings listed under Scoring Criteria are defined by the teacher; the rest of the rubric criteria are open to class debate and discussion. **Co-created Biographical Sketch Rubric or Grading Quilt (sample) ** || Biographical sketch makes very effective use of limited text space, includes a clear hook at the beginning and a powerful clincher at the end || Sketch is contained within a reasonably short space and holds the attention of the reader from beginning to end || Sketch goes on too long or is too short; organization of information does not keep the interest of the reader //or// confuses the reader || || Sketch is clearly focused on one theme or idea across the subject’s life, includes engaging anecdotes that illustrate the important themes || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Sketch identifies one or two important themes or ideas and includes supporting evidence and quotes to illustrate these themes || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Sketch tries to cover too much of the subject’s life, does not tie information together in terms of theme, fails to provide support such as quotes or anecdotes || || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Writing style is very engaging and clearly differentiates the sketch from an encyclopedic entry or a mini-report; transitions and figurative language are appropriately incorporated throughout || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Writing provides a glimpse into the life of a fascinating person without relying on facts such as are found in an encyclopedia or mini-report; attempts to incorporate the writing techniques used in the genre are evident || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Reads more like an encyclopedic entry or mini-report than a sketch, does not use genre-specific language as identified in the genre study || sorry this is so huge! it wouldn't allow me to shrink it or unpaste it once I got it up SH
 * **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Scoring Criteria ** || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Conquers the Standards- //Awesome// ** || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Meets the Measure- //Proficient// ** || **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Does Not Yet Meet the Standard- //Lame// ** ||
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">__Organization__ **
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">__Organization__ **
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">__Content__ **
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">__Content__ **
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">__Craft__ **
 * <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">__Craft__ **
 * **<span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">Editing Issue: (defined individually by student) ** || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">(filled in by each student individually, might include problematic issues such as commas, grammar, word choice, verb tense, active voice, dead word use) Evidence of __advanced progress__ in the editing issue || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">(filled in by each student individually, might include problematic issues such as commas, grammar, word choice, verb tense, active voice, dead word use) Evidence of __appropriate progress__ in the editing issue || <span style="font-family: 'Century Gothic','sans-serif'; font-size: 12pt;">(filled in by each student individually, might include problematic issues such as commas, grammar, word choice, verb tense, active voice, dead word use) Evidence of __less-than-appropriate progress__ in the editing issue ||

__Mapping the Middle East as a Region__

Planning Template: 7th grade Social Studies-Middle East Unit 2.2a: Identify a region by it's distinguising characteristics 1.1c: Interpret and constuct maps, globes, models, charts, and databases

Purpose: Students will be able to define the Middle East as a region by using and analyzing distinguishing characteristics.

Task: Students will create a map of the Middle East using just one of the 6 criteria that are used in defining regions; physical geography, economics, religion, language, history, or politics. Students will write a descrotion of the map justifying their choice of criteria.

Explanation: Throughout our study of the Middle East we will focus on the criteria geographers use to define a region. We will define and explore the physical geography, economics, religion, language, history and politics of this region. Students should be able to use all of these terms and be able to apply them to the Middle East as well as other regions. In creating a map students will be demonstrating their mapping skills as well as their ability to analyze data (1.1c). They will choose just one of the criteria discussed and create a map of the Middle East based on only this critieria. In doing so students will see that regions change based on criteria used to define them. Students will also write a description of their map explaing the criteria used to create it and justifying the use of this critiera.

Patti Danford

.ANNA BRUEGMANN 7TH GRADE GEO PHYSICAL UNIT

STANDARDS: 1.2C IDENTITY AND LOCATE PHSICAL AND HUMAN FEATURES LOCAL AND U.S. AND WORLD 1.1. INTERPRET AND CONSTRUCT MAPS ETC.

UNDERSTANDINGS: VISUAL REPRESENTATION OF INFORMATION PROVIDES ORGANIZATION FOR UNDERSTANDING. LOCATIONS DESCRIBED WITH MAPS MUST BE BASED ON A SYSTEM OF DESCRIPTION TO BE ACCURATE (LIKE IMAGINERY LINES OF LAT AND LONG) LOCATIONS CAN BE DESCRIBED INFORMALLY (RELATIVE)

ESSENTIAL QUESTIONS: WHAT CAN MAPS TELL US ABOUT A PLACE? WHAT DIFFERENT TYPES OF INFORMATION CAN BE REPRESENTED? WHAT PROBLEMS ARE CREATED OR SOLVED? HOW DO MAPS PROVIDE INFORMATION ABOUT PLACES? , STUDENTS KNOW- HOW TO : CREATE A LEGEND, PLACE MEANINGFUL INFORMATI3.ON ON A MAP, DIFFERENT TYPES OF INFORMATION THAT CAN BE REPRESENTED, WHERE THINGS IN THEIR NEIGHBORHOOS ARE LOCATED, HOW THEIR NEIGHBORHOOD IS RELATED TO THE WORLD, WHAT IS SATALITE IMAGERY STUDENTS WILL BE ABLE TO: MAKE A MAP OF THEIR NEIGHBORHOOD, RECOGNIZE PROBLEMS WITH THEIR MAPS (SIZE AND SCALE) BY ANSWERING QUESITONS, RECOGNIZE SATALLITE IMAGERY,

PERFORMANCE TASKS: CREATE MAP OF NEIGHBORHOOD (PERSONAL DETAILS) CREATE MAP OF NEIGHBORHOOD LOCATION FROM SATILLITE DATA AND WORLD LAND MASSES (VERY SIMPLE)

LEARNING PLAN: 1. DEMONSTRATE MAP USES/HISTORY IN PRESENTATION 2. STUDENTS LEARN VOCABULARY WHAT PARTS ARE, TYPES MAPS (NOT LATTITUDE OR LONG YET) 3. AS A CLASS CREATE MAP OF SCHOOL (DIRECT INSTRUCT WHAT THEY WILL DO WITH NEIGHBORHOOD) 4. CREATE MAP OF NEIGHBORHOOD 5. CREATE QUESTIONS SOMEONE MUST ANSWER USING THEIR MAP (ANSWERED IN DESCRITION OF HOW TO GET THEIR) 5. SHARE/EXCHANGE MAPS AND ANSWER QS IN PAIRS ABOUT MAPS 6. STUDENTS USES COMPUTER OR CELL PHONES TO GIVE RELATIVE DIRECTIONS BY TEXTING HOW TO GET SOMEWHERE IN THEIR NEIGHBORHOOD USING THE MAP AND FROM MEMORY(COMPARE THE TWO)

Jenna Barclay:** Planning Template: 4th Grade English Language Arts **
 * Writing: Teacher Choice **
 * January- February **
 * // Select from the following purposes: To inform or explain, to investigate or analyze, and to reflect //**
 * // Forms: Interview, 5 paragraph expository essay //**

__ STANDARD 2 __ : Students write and speak for a variety of purposes and audiences. In order to meet this standard, students will: 2b—use vocabulary that communicates clearly; 2c—plan, draft, revise, and proofread for a legible final copy; 2d—incorporate source material into their writing (interview of elderly person)
 * Established Goals **

· Writers select forms for a variety of subjects, purposes, and audiences in order to effectively convey messages. · The purpose of the writing is established through clear ideas, organization, and word choice.
 * Students will understand **// **that**… //

· How do the characteristics and structures of writing to inform or explain, to investigate or analyze, and to reflect compare/contrast? · What makes writing flow? · Why am I writing? For whom? · How are interview questions best organized into paragraphs?
 * Essential Questions: **

· The concepts: plan, draft, revise, edit, final copy. · Characteristics of writing purposes**: to inform or explain**, to entertain or inspire, and to reflect. · Structure and crafts of various forms of writing. · Subject, audience, and purpose.
 * Students will know… **

· Write for a variety of purposes to address a variety of subjects and audiences- to inform or explain, to entertain or inspire, and to reflect. · Establish a purpose for writing. · Use details in writing to display evidence of experience or knowledge. · Begin to construct clear focus statements.
 * Students will be able to… **


 * Performance Tasks: **
 * Students will interview a person 65 years or older using the interview questions provided in class and any devised on their own.
 * Students will take the completed interview and plan how the responses to the interview questions will fit into a five paragraph essay (A guide/rubric will be given to each child to help with this task.).
 * Students will write their rough draft.
 * Students will peer and self edit their papers.
 * After proofreading, students will begin to make revisions on their papers.
 * A final copy will be produced either by using a student’s own handwriting or electronically by using a computer.
 * Submitted by Wendy Sullivan **

Planning Template: Pouring Out Stories 8th Grade Language Arts/ Memoir Established Goals: //Standards/Benchmarks// Writing Purpose/Genre Study 2 (RED) Write and speak for a variety of purposes and audiences. 2.a (RED) Write in a variety of genres such as editorials, personal narratives, essays, stories, and letters for specific purposes TO ENTERTAIN. Craft 2.b (YELLOW) Organize writing so that it has an INVITING INTRODUCTION, A LOGICAL PROGRESSION OF IDEAS, and a purposeful conclusion. 2.c (YELLOW) Use vivid and precise LANGUAGE APPROPRIATE TO PURPOSE AND AUDIENCE. 2.f (BLUE) Use a variety of SENTENCE STRUCTURES WITH VARIED LENGTH. 2.g (YELLOW) Develop ideas and content with SIGNIFICANT DETAILS, EXAMPLES, AND/OR REASONS TO ADDRESS A PROMPT. 3.b (RED) Use standard English in writing INCLUDING PRONOUN/ANTECEDENT AGREEMENT, SUBJECT/VERB AGREEMENT, REGULAR/IRREGULAR VERBS, and modifiers. 3.c (YELLOW) Write in COMPLETE SENTENCES Students will understand //that…// Reflective writing can be used as a tool for learning (constructing knowledge) and for demonstrating knowledge. People have stories to tell, and even a seemingly insignificant incident can become a powerful story for the reader and/or the writer. Imagery and figurative language are powerful tools in both expository and creative writing. All writing is “prompted” by something. Language usage is dependent upon culture, context, geography, purpose, and other factors. Inferences are a means to deeper understanding about texts, ourselves, and the world. Essential Questions: What is memoir? How does power or conflict pour out in my life stories? How do the structures/organizations of texts I create support or hinder my writing? How do they promote the response I’m seeking from my audience? What structures and conventions of a genre are most likely to help me control the presentation and reception of my ideas? How does my choice of words color and project my voice and strengthen my life stories? When and why do correct grammar and punctuation hold power over my intended messages? Performance Tasks: Whole class reads mentor texts and fill out “Noticing and Wonderings” chart with a partner Independently read mentor texts and complete exit slips Write a Claim, Evidence, So What? paragraph (Writing to Learn) to explain how you will use mentor texts to craft your memoir. Write 1st Draft memoir Write 2nd Draft memoir Write Final Draft memoir Memoir reflection

Students will identify, define and practice the elements of art ( line is the first element of Art) Authentic Performance Task : Students will use cutout strips ( the strips represent lines) of grey, black and white paper to create a geometrical design collage similar to the style of artist Piet Mondrian. This task will start with preliminary sketches in their sketchbooks for praticing and envisioning their ideas. Students will use appropriate supplies and tools to construct their design. Students will be asked to use a ruler and further decorate their geometric line collage with an art tool of their choice. The second component of this lesson will focus on crvey, organic lines, which are opposite of geometric. Upon completion of this study, students will also create a colorful paper cut out using flowing organic type lines as did artist Henri Matisse. Students will display their artwork when complete and have a class discussion about what they did in their artwork, and what they see in the artwork of other students.**
 * __Chris P. Authentic Assessment Task for Art grade 1 line unit__

Using visual literacy to examine the Lewis and Clark Expedition **<span style="font-family: 'Comic Sans MS',cursive;"> Planning Template: 8th grade The United States Expands <span style="font-family: 'Comic Sans MS',cursive;">**// History Standard 1 - //**** Students understand the chronological organization of history and know how to organize events and people into major eras to identify and explain historical relationships. ** <span style="font-family: 'Comic Sans MS',cursive;"> · 1.1 Students know the general chronological order of events and people in history. <span style="font-family: 'Comic Sans MS',cursive;"> · 1.2 Students use chronology to organize historical events and people. <span style="font-family: 'Comic Sans MS',cursive;"> · 1.3 Students use chronology to examine and explain historical relationships. <span style="font-family: 'Comic Sans MS',cursive;"> Purpose: Students will know the chronological events, explain causes and effects of the expedition, and interpret how Americans today perceive the expedition's journey over 100 yrs later.

Task: Students will work in groups and select a dozen images of the Lewis and Clark trip to create a concept for the creation of a wall mural. This mural should depict the important people and events of the expedition and reflect the chronological order. After reading and interpreting primary and secondary documents, students will interpret complex questions in the unit (i.e.:how an individual influences a society; the economic/political opportunities created or denied; and, problems the U.S. had with the expansion of our country). Student groups will then pitch their concepts and images to the class so that the class as whole can choose which of the groups' concepts should be used to create a mural for the classroom. After the choice is made, the entire class will work together to make the mural.

Explanation: This culminating activity for our Lewis and Clark unit will use visual literacy to explain complex questions of the expansion of America.

Submitted by Brian R. Van Voorhees