In this performance assessment, students will identify an issue revealed in the dystopian literature read in class and draw parallels between this issue and how it exists in the world today. Students will research the extent to which the problem exists, including the causes, effects, and future outlook of the issue. Using evidence from the literature and research, students will demonstrate the expectations of comprehension of text, research, and synthesizing the information to create an argumentative/persuasive text.
This performance assessment would come at the end of a unit focusing on dystopian literature. Prior to the administration of this performance assessment students should have opportunities to learn and practice argumentation and persuasive techniques, including those that constitute an effective argument (claim, evidence, reasoning), and persuasive rhetorical techniques grounded in ethos, pathos, and logos. Additionally, instruction should have been previously provided on the inquiry process for research, and selecting reliable and credible sources.
Throughout the unit, students should engage in reading dystopian literature such as Fahrenheit 451 by Ray Bradbury, 1984 by George Orwell, or Lord of the Flies by William Golding and/or dystopian short stories such as The Pedestrian by Ray Bradbury, Minority Report by Phillip K. Dick, or The Lottery by Shirley Jackson. Specific issues identified in the literature should be discussed such as censorship, totalitarian government, population control, anarchy, or class struggles. Inquiry questions related to these themes/issues can be generated throughout the unit. For example, Are there sufficient safeguards in place to prevent the government from maintaining total control over society, including all aspects of the public and private lives of its citizens?
In this performance assessment, students will identify an issue revealed in the dystopian literature read in class and draw parallels between this issue and how it exists in the world today. Students will research the extent to which the problem exists, including the causes, effects, and future outlook of the issue. Using evidence from the literature and research, students will demonstrate the expectations of comprehension of text, research, and synthesizing the information to create an argumentative/persuasive text.
This performance assessment would come at the end of a unit focusing on dystopian literature. Prior to the administration of this performance assessment students should have opportunities to learn and practice argumentation and persuasive techniques, including those that constitute an effective argument (claim, evidence, reasoning), and persuasive rhetorical techniques grounded in ethos, pathos, and logos. Additionally, instruction should have been previously provided on the inquiry process for research, and selecting reliable and credible sources.
Throughout the unit, students should engage in reading dystopian literature such as Fahrenheit 451 by Ray Bradbury, 1984 by George Orwell, or Lord of the Flies by William Golding and/or dystopian short stories such as The Pedestrian by Ray Bradbury, Minority Report by Phillip K. Dick, or The Lottery by Shirley Jackson. Specific issues identified in the literature should be discussed such as censorship, totalitarian government, population control, anarchy, or class struggles. Inquiry questions related to these themes/issues can be generated throughout the unit. For example, Are there sufficient safeguards in place to prevent the government from maintaining total control over society, including all aspects of the public and private lives of its citizens?
| Big Ideas | Competencies |
|---|---|
B. Reading Informational TextStudents can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts. |
B1Students can cite textual evidence to analyze how an author’s central idea is developed throughout the text, including: order of points made, how points are introduced, how points are connected.textual evidence. |
C. WritingStudents can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts. |
C1Students can create an organized written piece, developing support strategies to connect the task, purpose and audience. C2Students can write arguments to support multiple claims using logical reasoning, relevant evidence, and counter arguments that demonstrate understanding of the complexity of an issue. |
E. Research and InquiryStudents can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings. |
E1Students can conduct research by effectively gathering information from credible sources. E2Students can generate search terms and questions to initiate inquiry of a topic. |
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.
| Dimensions | Not Yet Meeting Expectations | Meeting Expectations | Exceeding Expectations |
|---|---|---|---|
Focus and Organization |
No exemplars at this time.
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Development/Comprehension |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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Style and Conventions |
No exemplars at this time.
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No exemplars at this time.
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No exemplars at this time.
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