In this performance assessment, students will have an opportunity to work independently and with a peer. They will research the topic of global warming, determine a claim, and create a presentation defending their argument based on the articles they read. They will listen and respond to their partner’s presentation by writing a short paragraph.
Specifically, students will be asked to read an article about global warming in either Michigan or Switzerland (the teacher can choose any articles he/she wants, but I have provided one about Michigan and one about Switzerland). In addition, they will read articles regarding the topic of global warming. The students will determine a claim regarding whether they agree or disagree with the argument of global warming, based on the articles. Using textual evidence from the articles and citing their resources, students will create a presentation to show their partner. The students will listen to and identify the key points of their partner’s arguments and write a brief response to the presentation.
Students can create the final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool).
This assessment can be used at any time in grade 7 after students have been introduced to or reviewed the structure of an argument. They should have a clear understanding of how to use textual evidence to make a claim, defend a claim, and cite their resources.
In this performance assessment, students will have an opportunity to work independently and with a peer. They will research the topic of global warming, determine a claim, and create a presentation defending their argument based on the articles they read. They will listen and respond to their partner’s presentation by writing a short paragraph.
Specifically, students will be asked to read an article about global warming in either Michigan or Switzerland (the teacher can choose any articles he/she wants, but I have provided one about Michigan and one about Switzerland). In addition, they will read articles regarding the topic of global warming. The students will determine a claim regarding whether they agree or disagree with the argument of global warming, based on the articles. Using textual evidence from the articles and citing their resources, students will create a presentation to show their partner. The students will listen to and identify the key points of their partner’s arguments and write a brief response to the presentation.
Students can create the final presentation in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another slideshow tool).
This assessment can be used at any time in grade 7 after students have been introduced to or reviewed the structure of an argument. They should have a clear understanding of how to use textual evidence to make a claim, defend a claim, and cite their resources.
| Big Ideas | Competencies |
|---|---|
C. WritingStudents can effectively communicate purpose to an intended audience through written language, using a variety of media. |
C1Students can write arguments to support claims using clear and logical reasoning, relevant evidence, and counter arguments to demonstrate understanding of the topic. |
D. Speaking and ListeningStudents can listen effectively, present information appropriately to a variety of audiences, given the situation, and collaborate with peers. |
D1Students can present information in a focused, logical order using speaking techniques and visuals to highlight important points. |
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 of Presentation |
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 of Presentation |
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 of Response |
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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