In this performance assessment, students will review multiple texts to analyze how each author’s argument, point of view, and central idea are developed. Students will also make connections between the text structures, determining which features and language are unique to each.
Specifically, students will be asked to research stories from Holocaust survivors in different mediums (speech, interview, memoir, podcast, etc.) and create a product that highlights how the author’s argument, point of view, and central idea were developed. The student will also identify and compare key features and language used in each medium of the survivor stories.
Students can create the final product in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, paper and colored pens/pencils/markers.
This assessment should be administered after reviewing how to identify the author’s argument, point of view, and central idea. It would be best to review examples of text features and domain-specific language prior to starting this assessment. This assessment should be given during or after a unit that involves some historical context around WWII and the Holocaust. It is also important to remind students what “medium” means in the context of this assessment (the material or form used by an artist, composer, or writer).
In this performance assessment, students will review multiple texts to analyze how each author’s argument, point of view, and central idea are developed. Students will also make connections between the text structures, determining which features and language are unique to each.
Specifically, students will be asked to research stories from Holocaust survivors in different mediums (speech, interview, memoir, podcast, etc.) and create a product that highlights how the author’s argument, point of view, and central idea were developed. The student will also identify and compare key features and language used in each medium of the survivor stories.
Students can create the final product in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool), Microsoft Word or Google Docs, paper and colored pens/pencils/markers.
This assessment should be administered after reviewing how to identify the author’s argument, point of view, and central idea. It would be best to review examples of text features and domain-specific language prior to starting this assessment. This assessment should be given during or after a unit that involves some historical context around WWII and the Holocaust. It is also important to remind students what “medium” means in the context of this assessment (the material or form used by an artist, composer, or writer).
| 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 use multiple texts to cite evidence to analyze how an author’s argument, point of view, and central idea is developed. B3Students can explain the connections between text structures, features, and domain specific language in multiple different mediums. |
F. Style and LanguageStudents can build vocabulary knowledge and apply conventions of grammar and usage specific to the context. |
F1Students can use grade-level appropriate writing conventions of grammar and usage when writing and speaking. |
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 |
|---|---|---|---|
Development of Ideas |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
Style |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
Standard Conventions of English |
No exemplars at this time.
|
No exemplars at this time.
|
No exemplars at this time.
|
What did you like? Did you need to revise anything? How could we make this assessment better? Our Assessments are written by teachers for you, so your feedback is important to us!
Comments about items may be moderated and/or reposted to aid item improvement and teacher learning. By leaving a comment, you agree that we can use your comment without attributing it to you.