Overview

In this performance assessment, students will analyze a video short, discuss effective writing techniques, and write a well-developed narrative of their own.

Specifically, students will be asked to analyze a short film created by Pixar (or other short film chosen by the teacher) using a See, Think, Wonder activity. An example of such an activity that has been completed for the benefit of the teacher can be found in the Teacher’s Booklet. The teacher can also use another more familiar graphic organizer if he/she chooses.

Students will answer analysis questions about what techniques the creators of the video used to develop the story line with a well-developed character, conflict, and theme. 
Finally, students will write their own short narrative about a real or imagined event, using effective writing techniques such as descriptive details, dialogue, and a well-structured sequence of events. Their narrative will have an identifiable main character as well as a clear conflict and theme.  

Students should have had instruction on the story elements and techniques used in narrative writing, such as descriptive dialogue and plot development before this assessment is used. It is also recommended that the teacher and students are familiar with the “See, Think, Wonder” activity (or other organizer), although that is not necessary prior to this assessment. 

Students can create the final writing product in any appropriate way, including, but not limited to the Student Booklet, Microsoft Word, or Google Docs.

Download Teacher Booklet Download Student Booklet

Details

Big Ideas & Competencies

Big Ideas Competencies

A. Reading Literature

Students can read with purpose, understand and analyze evidence in literature to construct meaning in increasingly complex texts.

A1

Students can independently use evidence to support an analysis of how details of a text (stories, dramas, and poems) impact each other, as well as a theme of a text.

C. Writing

Students can effectively communicate purpose to an intended audience through written language, using a variety of media.

C3

Students can write well-structured narratives using to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences (e.g., dialogue; pacing; reflection; and a variety of transition words, phrases and clauses).

NOTE ABOUT ASSESSMENT RUBRICS

Below are analytic teacher rubrics. The column on the left shows the dimension that is being measured in the student’s performance. The levels across the top row indicate the performance level in the dimensions. Occasionally all dimensions and performance levels are exemplified by multiple students in a single recording.

Teacher Rubric

Dimensions Not Yet Meeting Expectations Meeting Expectations Exceeding Expectations

Analysis of Literary Technique
  • Provides a weak explanation of the evidence demonstrating minimal understanding of literary technique and story development. Uses generic vocabulary to identify and explain the topic and/or supporting information. 
No exemplars at this time.
  • Provides an explanation of the evidence to demonstrate an understanding of literary techniques and story development.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic and supporting information. 
No exemplars at this time.
  • Provides a clear and insightful explanation of the evidence demonstrating a thorough understanding of literary techniques and story development.
  • Uses precise language and domain-specific vocabulary to identify and explain the topic, ideas, and concepts, and supporting information. 
No exemplars at this time.

Narrative: Focus/Organization
  • Creates a situation or sequence of events that lacks a clear story focus or has a shifting story focus.  
  • Includes a series of disconnected or loosely linked events that do not clearly flow together. and/or it is unclear who is telling the story or which characters are involved in the situation.  
  • Uses limited or basic transitional words, phrases, or clauses to sequence events and/or to connect experiences and events. 
No exemplars at this time.
  • Establishes a real or imagined situation and sequence of events creating story focus.  
  • Establishes a progression of clearly linked events that unfold naturally and introduces the characters and/or narrator.
  • Uses a variety of transitional words, phrases, and clauses to sequence events and to connect experiences and events. 
No exemplars at this time.
  • Establishes a vivid, real or imagined situation and sequence of events, creating a distinctive story focus.  
  • Establishing a smooth progression of events that unfold naturally and introduce dynamic character(s) and/or believable narrator.
  • Uses a variety of sophisticated transitional words, phrases, and clauses to sequence events, signal shifts in time and place, and to connect experiences and events. 
No exemplars at this time.

Development/Comprehension
  • Uses basic narrative techniques (description, dialogue) and choppy pacing to show character responses to situations or other characters.
  • Uses basic vocabulary and sensory details to describe the experiences and/or events, settings, and/or characters.
  • Uses simplistic figurative language, word relationships, and/or word nuances to develop the plot.
No exemplars at this time.
  • Uses narrative techniques such as description and realistic dialogue to show characters’ responses to situations and to other characters and uses a steady pace to move the story forward.
  • Use precise descriptions and sensory language to describe the experiences, events, settings, and characters.
  • Uses figurative language, word relationships, and word nuances to develop the experiences and events. 
No exemplars at this time.
  • Uses sophisticated narrative techniques, such as description and realistic dialogue, showing internal thoughts to move the story forward.  
  • Uses precise description and vivid descriptions and sensory language to make characters, settings, and action come to life.  
  • Uses sophisticated figurative language, word relationships (analogies, synonyms, homonyms), and word nuances (shades of meaning), to develop experiences and events.
No exemplars at this time.

Style/Conventions
  • Uses inconsistent grammar and conventions which detract from the quality of the narrative.  
  • Uses repetitive or ineffective sentence structures. 
No exemplars at this time.
  • Demonstrates grade-level appropriate conventions; errors are minor and do not interfere with meaning and readability. 
  • Uses correct and varied sentence structures. 
No exemplars at this time.
  • Demonstrates creativity and flexibility when using conventions (i.e., grammar, punctuation, capitalization, spelling).  
  • Uses sophisticated and varied sentence structures. 
No exemplars at this time.

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