In this performance assessment, students will draw from texts read in class and informational text read independently, as well as from research about how a specific group gained and lost power throughout history. Specifically, students will be asked to create a text mirroring a mentor text that emphasizes various argumentative techniques to illustrate how a specific group/community experienced an imbalance of power throughout history.
Students will synthesize the information to be included in their text to indicate various parts of the group’s identity, how privilege played out in society, and how we got to this moment in time, helping to answer the larger question: How has a historical imbalance of power impacted modern society? The students will demonstrate the expectations of comprehension of text and writing an argumentative essay.
This performance assessment might come at the end of an instructional unit focusing on reading a variety of texts that focused on answering the larger question (How has a historical imbalance of power impacted modern society?) Students should engage in reading texts such as Stamped: Racism, Antiracism, and You by Jason Reynolds and Ibram X. Kendi, among other teacher- and student-selected texts.
Additionally, students should explore this theme, develop close reading skills using nonfiction text, understand how to critically examine texts and not take them at face value, and work on cultivating research skills.
In this performance assessment, students will draw from texts read in class and informational text read independently, as well as from research about how a specific group gained and lost power throughout history. Specifically, students will be asked to create a text mirroring a mentor text that emphasizes various argumentative techniques to illustrate how a specific group/community experienced an imbalance of power throughout history.
Students will synthesize the information to be included in their text to indicate various parts of the group’s identity, how privilege played out in society, and how we got to this moment in time, helping to answer the larger question: How has a historical imbalance of power impacted modern society? The students will demonstrate the expectations of comprehension of text and writing an argumentative essay.
This performance assessment might come at the end of an instructional unit focusing on reading a variety of texts that focused on answering the larger question (How has a historical imbalance of power impacted modern society?) Students should engage in reading texts such as Stamped: Racism, Antiracism, and You by Jason Reynolds and Ibram X. Kendi, among other teacher- and student-selected texts.
Additionally, students should explore this theme, develop close reading skills using nonfiction text, understand how to critically examine texts and not take them at face value, and work on cultivating research skills.
| Big Ideas | Competencies |
|---|---|
B. Reading Informational TextStudents can read with purpose, understand and analyze information and evidence to construct meaning in increasingly complex texts. |
B3Students can precisely describe the argument and evaluate the relevance of evidence in the text. B4Students can analyze how an author responds to conflicting viewpoints. |
C. WritingStudents can effectively communicate purpose to an intended audience through written language, using a variety of media. |
C2Students can write informational texts using facts, definitions, details, quotations, and examples to examine a topic. C6Students can write conclusions that follows from and supports the argument, information, explanation, or narrative presented, and reflect on the topic. |
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. |
E2Students can gather relevant research from multiple print and digital sources, using search terms effectively, and assessing the credibility and accuracy of sources, to answer a self-generated question and generate new questions that allow multiple avenues of exploration. |
F. Style and LanguageStudents can apply conventions of grammar and use academic and domain-specific vocabulary. |
F1Students will maintain a consistent style and tone of writing that fits purpose. |
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/Organization |
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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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/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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