The Secret to Success

Overview

In this performance assessment, students will research and take notes from several sources of nonfiction writing to determine what “ingredients” a person needs to become influential and/or successful. Students will analyze text, fill out a graphic organizer, and use their writing skills to create a presentation.

Specifically, students will be asked to create a script for an advertisement, a poster, a brochure, or other visual display of the “ingredients” they determine one needs to be influential/ successful. They will use their writing to demonstrate their learning.

This assessment is best carried out after students have already addressed research skills, informational writing, and specifically reading standard CCSS.ELALITERACY.RI.7.3 - Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events). They should have some experience highlighting main ideas in text. In addition, the students should be familiar with how to do a Gallery Walk or similar activity.

Students can create the final writing product in any appropriate way, including, but not limited to, PowerPoint or Google Slides (or another presentation tool), Microsoft Word or Google Docs, paper and colored pens/pencils/ markers.

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Details

8th
Four 50 minute class period
Big Ideas & Competencies View Section Below

Big Ideas & Competencies

Big Ideas	Competencies
C. Writing Students can effectively communicate purpose to an intended audience through written language, using a variety of media.	C2 Students can write informational texts using facts, definitions, details, quotations, and examples to examine a topic.
E. Research and Inquiry Students can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings.	E1 Students can quote or paraphrase relevant data and conclusions of others while avoiding plagiarism and following a standard format for citation. E2 Students 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.

Big Ideas

Competencies

C. Writing

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

C2

Students can write informational texts using facts, definitions, details, quotations, and examples to examine a topic.

E. Research and Inquiry

Students can engage in research and inquiry to investigate topics, evaluate and analyze the validity of sources, and synthesize information to communicate findings.

E1

Students can quote or paraphrase relevant data and conclusions of others while avoiding plagiarism and following a standard format for citation.

E2

Students 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.

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
Focus/Organization	Partially addresses the expectations of the prompt. Introduces a claim, but the claim is unclear and/or doesn’t connect to the prompt. Uses a basic or ineffective body structure to organize or group the reasons, and/or evidence. No exemplars at this time.	Addresses the expectations of the prompt. Introduces a claim and maintains the claim coherently throughout the writing. The claim connects to the prompt. Uses a logical body structure to organize and group related reasons and evidence that support the claim. No exemplars at this time.	Fully and thoroughly addresses the expectations of the prompt. Clearly establishes a credible claim and maintains the claim in an insightful manner throughout the writing. Uses a coherent and sophisticated structure to organize and group related ideas. No exemplars at this time.
Development/Comprehension	Supports a claim with unfounded reasons and/or evidence that is from questionable sources. Provides a weak explanation of the evidence demonstrating minimal understanding of the topic or text(s).  No exemplars at this time.	Supports a claim with logical reasons and relevant evidence from credible and accurate sources. Provides an explanation of the evidence to demonstrate an understanding of the topic or texts.  No exemplars at this time.	Supports a claim with logical and insightful reasoning and relevant and precise evidence from at least two credible and accurate sources. The sources are introduced and cited using quotes, paraphrase, or summaries Provides a clear and insightful explanation of the evidence demonstrating a thorough understanding of the topic or texts. No exemplars at this time.
Style/Conventions	Uses generic vocabulary to identify and explain the topic and/or supporting information. Uses basic or ineffective transitions to clarify the relationship between the claim, reasons, and evidence. Uses inconsistent grammar and conventions which detract from the quality of the essay. Uses ineffective sentence structures. No exemplars at this time.	Uses precise language and domain-specific vocabulary to identify and explain the topic and supporting information. Uses transitional words, phrases, and clauses to create cohesion and clarify the relationships among the ideas, concepts, and evidence. Uses grade-appropriate conventions; errors are minor and do not interfere with meaning and readability. Uses correct and varied sentence structures. No exemplars at this time.	Uses precise language and domain-specific vocabulary to identify and explain the topic, ideas, and concepts, and supporting information. Uses sophisticated and varied transitional words, phrases, and clauses to create overall cohesion and clarify the relationship among the ideas, concepts, and evidence. Uses advanced grammar and convention; errors are minor and do not impact the clarity and quality of the essay. Uses advanced and varied sentence structures. No exemplars at this time.

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