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					                 Center for Performance Assessment
                   ”Unwrapped,” Standards-Based
                  Performance Assessment Template

Grade Level: High School

Targeted Content Area(s): Language Arts: English 11

Authors: Lisa Kendall

School, District, and State:

Elkhart Memorial High School

Elkhart Community Schools, Indiana

E-mail:

lkendall@elkhart.k12.in.us

Assessment Title: Response to Literature: The Great Gatsby

Overview of Performance Assessment: (Summary of the
assessment with a brief synopsis of each task)

Task 1
            In a complete and thorough double-sided journal,
             students will be asked to complete a T-chart, where on
             the right side they will pinpoint key ideas in the text.
             Then on the left side of the chart, students will need to
             make comments or ask questions in order to clarify their
             understanding of the key ideas that they found in the
             text.




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Task 2
               Students will complete a F. Scott Fitzgerald research
                project to become familiar with his writing, which
                includes his ambiguities, nuances, and complexities. This
                project will require time spent on researching how these
                elements of his writing may have impacted the theme of The Great
                Gatsby.

Task 3
               Students will first pinpoint the unique concepts of the text
                including imagery and language. Students will then view a clip of the
                movie Dick Tracy in order to create a compare and contrast chart
                of those in the novel The Great Gatsby. This comparison will allow
                the students to see how each author’s style influences the
                particulars in their piece of artistry.


Task 4
               Students will write a five-paragraph essay, where they will
                demonstrate their understanding of one theme within the novel
                using specific evidence from the text to prove their viewpoints and
                opinions.


Full Text of Standard(s) and Indicators(s) in Targeted
Content Area:

Standard 5 – WRITING: Writing Applications

11.5.2          Write responses to literature that:

               Demonstrate a comprehensive understanding of the significant
                ideas in works or passages.
               Analyze the use of imagery, language, universal themes, and unique
                aspects of the text.
               Support important ideas and viewpoints through accurate and
                detailed references to the text and to other works.



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               Demonstrate an understanding of the author’s style and an
                appreciation of the effects created.
               Identify and assess the impact of perceived ambiguities, nuances,
                and complexities within the text.

Related Interdisciplinary Standard(s) and Indicators(s):

                         “Unwrapping” Content Standard(s)
Grade Level and Content Area:

Language Arts – English 11



Standard(s) and Indicators by Number:

Standard 5 - Indicator 11.5.2


Concepts: Need to Know About Responding to Literature
                                      Grade 11, Indiana English/Language Arts
Responses to Literature:
       significant ideas in text
       imagery
       language
       universal themes
       unique aspects of text
       important ideas and viewpoints with references to text
       author’s style
       impact of ambiguities, nuances, and complexities of text



Skills: Be Able to Do
               demonstrate (understanding of significant ideas in text and
                author’s style)
               analyze (imagery, language, universal themes, and unique concepts
                of text)


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               support (important ideas and viewpoints with references to text)
               identify and assess (impact of ambiguities, nuances, and
                complexities of text)



Topics or Context: Through Which To Teach Content and Skills
           The Great Gatsby
                         o    reading strategies
                         o    mini-writing responses
                         o    The Black Gatsby
                         o    Dick Tracy – imagery and mood
                         o    Author research: F. Scott Fitzgerald
                         o    1920’s historical perspective
                         o    Choice and Consequence theme work
                         o    The Soap Opera
                         o    Response to Literature: five-paragraph essay

                                Identifying Big Ideas from
                             Unwrapped Standard and Indicators

1.         Within fictional literature there is an underlying universal
           theme.

2.         Fictional writing consists of main ideas that support the
           overall theme.

3.         After reading fictional literature, reader’s opinions and
           viewpoints of text must be supported with pieces of
           evidence from the text.

                 Essential Questions from Big Ideas to
                   Guide Instruction and Assessment
1.         Why is theme an important part of not only a story, but also
           our lives?


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2.         How is theme supported throughout a story?

3.         How do you support your opinions and viewpoints’ about a
           text? Explain why this is important.


                             “Engaging Scenario” Planning
Include elements of an effective Engaging Scenario:

             Presents students with a challenge
             Connects learning to real life – “Why do we need to learn
           this?”
             Conveys importance – “What does this mean to the
           student personally?”
             Acknowledges audience – “Can the student present the
           completed task to others?”

                         S – situation: need money

                         C – challenge: find money

                         R – role of student: decide between self/others

                         A – audience: moral choice of the student

                         P – produce or perform: letter explaining your reasoning




                   Engaging Scenario (Full description):
S:         You desperately need a new cell phone (you dropped yours in a sink full
           of water) and Verizon is currently holding a sale on top cell phones for
           $49.99.



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C:         You are at McDonald’s for lunch when you find a $50.00 bill laying on
           the restroom floor. Do you turn the money into the manager (a) or
           keep it for yourself (b)?

R:         (a) You call McDonald’s corporate office and find that after a week no
           one has claimed the money you turned in last week. However, the
           corporate authorities explain that for you to be rewarded for your
           honesty, you must compose a letter explaining how the money will be
           put to good use. Do you put the money towards a cell phone or
           something less selfish?

           (b) If you have decided to keep the money found on the floor in the
           restroom, write a journal entry to yourself giving specific evidence as
           to why your choice was the best.

A:         Teenagers dealing with moral and ethical decisions.

P:         (a) If you turned in the money, write a letter with specific evidence
           proving how your choice on how to use the money will put it to good
           use.

           (b) If you have decided to keep the money found on the floor in the
           restroom, write a journal entry to yourself giving specific evidence as
           to why your choice was the best.



Task 1 Planning Guide (“SQUARE” – Key Elements to Include in
the Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?

               Standard 5 – 11.5.2

Which Essential QUESTION Will This Task Address?

               How is theme supported throughout a story?

Which UNWRAPPED Concepts and Skills Will This Task Develop?


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               Content - significant ideas in text

               Skills - demonstrate (understanding of significant ideas)



What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)

               Double-Sided Journal


What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?

               Students will need instruction on how to complete a DSJ.

               Students will need to be instructed on how to pinpoint key ideas in
                a text.

What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have
learned relative to this task?)

               Students will give evidence of learning by producing a detailed DSJ
                with both thorough ideas and related comments or questions.
                (RUBRIC)

Task 1 Complete Description (The Full Details of What Students
Will Do in This Task)

               In a complete and thorough double-sided journal, students will be
                asked to complete a T-chart, where on the right side they will
                pinpoint key ideas in the text. Then on the left side of the chart,
                students will need to make comments or ask questions in order to
                clarify their understanding of the key ideas that they found in the
                text.




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Task 1 – Scoring Guide

Exemplary:

           All Proficient Criteria Met PLUS:
           Additional complete and detailed significant ideas with page
           numbers.
           Location and discussion of complex and difficult concepts
           within text.


Proficient:

           5 complete and detailed significant ideas with page numbers.
          5 corresponding complete and detailed comments and
          questions to significant ideas.
          3-5 significant ideas demonstrates ability to locate
          significant ideas within the novel.
           3-5 corresponding comments and questions demonstrates
           ability to achieve higher order thinking.



Progressing:

           1-2 complete and detailed significant ideas with page
           numbers.
           1-2 corresponding complete and detailed comments and
           questions to significant ideas; demonstrates minimal higher
           level thinking.


Not Yet Meeting Standard(s) and Indicators(s):

           0 complete and detailed significant ideas with page numbers.


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           0 corresponding complete and detailed comments and
           questions to significant ideas; demonstrates minimal higher
           level thinking.


Peer Evaluation (Optional) _____

Self-Evaluation _____________

Teacher Evaluation __________

Comments__________________




Task 2 Planning Guide (“SQUARE” – Key Elements to Include in
the Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?

               Standard 5 – 11.5.2

Which Essential QUESTION Will This Task Address?

               Why is theme an important part of not only a story, but also our
                lives?


Which UNWRAPPED Concepts and Skills Will This Task Develop?

               Content - author’s style
                        - impact of ambiguities, nuances, and complexities of text
                        - unique aspects of text

               Skills   - identify and assess (impact of ambiguities, nuances, and
                         complexities of text)
                         - demonstrate (author’s style)




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What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)

            F. Scott Fitzgerald research project

What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?

               Students will need to complete an Internet and library tutorial, in
                order to become familiar with research techniques.

What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have
learned relative to this task?)

               Students’ projects will be complete and thorough, covering all of
                the required material. (RUBRIC)

Task 2 Complete Description (The Full Details of What Students
Will Do in This Task)

               Students will complete a F. Scott Fitzgerald research project to
                become familiar with his style of writing, which includes his
                ambiguities, nuances, and complexities. This project will require
                time spent on researching how these elements where affected by
                the events surrounding his life. Along with how his historical
                perspective might have been influenced his writing style and the
                themes within The Great Gatsby.


Task 2 – Scoring Guide

Exemplary:

          All Proficient Criteria Met PLUS:
           Additional pieces of evidence that exhibit understanding of
           how historical perspective influences author’s writing style.

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           Additional pieces of evidence that exhibit understanding of
           how historical perspective influences the novel’s themes.


Proficient:

           3-5 pieces of evidence that exhibit understanding of how
           historical perspective influences author’s writing style.
           3-5 pieces of evidence that exhibit understanding of how
           historical perspective influences the novel’s themes.
           1-2 complete and detailed pieces of evidence that
           demonstrates understanding of author’s nuances.
           1-2 complete and detailed pieces of evidence that
           demonstrates understanding of author’s complexities.
           1-2 complete and detailed pieces of evidence that
           demonstrates understanding of author’s ambiguities.

Progressing:

            -2 pieces of evidence that exhibit understanding of how
           historical perspective influences author’s writing style.
            -2 pieces of evidence that exhibit understanding of how
           historical perspective influences the novel’s themes.


Not Yet Meeting Standard(s) and Indicators(s):

           0 pieces of evidence that exhibit understanding of how
           historical perspective influences author’s writing style.
           0 pieces of evidence that exhibit understanding of how
           historical perspective influences the novel’s themes.




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Peer Evaluation (Optional) _____

Self-Evaluation _____________

Teacher Evaluation __________

Comments__________________


Task 3 Planning Guide (“SQUARE” – Key Elements to Include in
the Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?

               Standard 5 - Indicator 11.5.2

Which Essential QUESTION Will This Task Address?

               How do you support your opinions and viewpoints’ about a text?
                Explain why this is important.


Which UNWRAPPED Concepts and Skills Will This Task Develop?

               Content - imagery
                        - language

               Skills   - analyze (imagery, language and unique concepts of text)



What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)

               Compare and contrast chart

What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?



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               Students will need to be instructed on how to identify imagery,
                language, and unique complexities of a text.
               Movie: Dick Tracy



What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have
learned relative to this task?)

               Students will complete a detailed compare and contrast chart
                detailing imagery, language and unique complexities from both the
                novel and movie. (RUBRIC)


Task 3 Complete Description (The Full Details of What Students
Will Do in This Task)

               Students will gather a list of opinions and viewpoints about F.
                Scott Fitzgerald’s writing style, including comments on visuals and
                feelings created by the text. Students will first pinpoint the
                unique concepts of the text including imagery and language.
                Students will then gather another list of opinions and viewpoints on
                visuals and feelings about the movie Dick Tracy based on a brief
                historical synopsis. Students will then view a clip of the movie Dick
                Tracy in order to create a compare and contrast chart of those
                concepts in the novel The Great Gatsby. This comparison will allow
                the students to see how each author’s style influences the
                particulars in their piece of artistry, such as language (imagery)
                and mood.



Task 3 – Scoring Guide

Exemplary:



           Additional complete and detailed viewpoints and opinions
           regarding the visuals and feelings created by F. Scott

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           Fitzgerald’s writing; pieces of evidence of imagery and
           unique/author specific language from the novel.
           Additional complete and detailed viewpoints and opinions
           regarding visuals created by Dick Tracy; along with 3-5
           pieces of evidence of imagery and unique/author specific
           language from the movie.



Proficient:

           5-7 complete and detailed viewpoints and opinions regarding
           the visuals created by F. Scott Fitzgerald’s writing.
           5-7 complete and detailed viewpoints and opinions regarding
           the feelings created by F. Scott Fitzgerald’s writing.
           3-5 complete and detailed viewpoints and opinions regarding
           visuals created by Dick Tracy.
           3-5 complete and detailed viewpoints and opinions regarding
           feelings created by Dick Tracy.
           3-5 pieces of evidence of imagery in The Great Gatsby.
           (CHART)
           3-5 pieces of evidence of unique/author specific language
           from Dick Tracy. (CHART)


Progressing:

           5-7 complete and detailed viewpoints and opinions regarding
           the visuals and feelings created by F. Scott Fitzgerald’s
           writing; along with 3-5 pieces of evidence of imagery and
           unique/author specific language from the novel.
           3-5 complete and detailed viewpoints and opinions regarding
           visuals created by Dick Tracy; along with 3-5 pieces of

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           evidence of imagery and unique/author specific language
           from the movie.
Not Yet Meeting Standard(s) and Indicators(s):

           0 complete and detailed viewpoints and opinions regarding
           the visuals and feelings created by F. Scott Fitzgerald’s
           writing; pieces of evidence of imagery and unique/author
           specific language from the novel.
           0 complete and detailed viewpoints and opinions regarding
           visuals created by Dick Tracy; pieces of evidence of imagery
           and unique/author specific language from the movie.


Peer Evaluation (Optional) _____

Self-Evaluation _____________

Teacher Evaluation __________

Comments__________________



Task 4 Planning Guide (“SQUARE” – Key Elements to Include in
the Design of a Standards-Based Performance Task)

Which STANDARD(s) and Indicators Will This Task Target?

               Standard 5 - Indicator 11.5.2


Which Essential QUESTION Will This Task Address?

               How do you support your opinions and viewpoints’ about a text?
                Explain why this is important.


Which UNWRAPPED Concepts and Skills Will This Task Develop?


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               Content - universal themes
                        - important ideas and viewpoints with references to text



               Skills   - support (important ideas and viewpoints with
                         references to text)
                         - analyze (imagery, language, universal themes, and unique
                         concepts of text)



What APPLICATION of Learning Will This Task Require? (What
will the students actually do or produce in this task?)

               Five-paragraph essay


What Instruction, Information, and RESOURCES (including
Technology Connections and Related URLs) Will Students Need
First?

               Students will need to be instructed on the steps to be taken in
                order to construct a well-developed piece of writing.

What Individual EVIDENCE of Learning Will This Task Provide?
(How will you know by the work students produce what they have
learned relative to this task?)

               Students will produce a well-developed essay that meet all rubric
                requirements. (RUBRIC)

Task 4 Complete Description (The Full Details of What Students
Will Do in This Task)

               Students will write a five-paragraph essay, where they will
                demonstrate their understanding of one theme within the novel
                using specific evidence from the text to prove their viewpoints and
                opinions.




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Task 4 – Scoring Guide

Exemplary:

                                     t PLUS:
           Additional body paragraphs with at least one piece of
           textual evidence and explanation proving the thesis
           statement in relation to the theme in the novel.
           Additional pieces of textual evidence and explanations
           proving the thesis statement in relation to the theme in the
           novel.
Proficient:

           One concrete and thorough thesis statement, proving the
           relevance of a theme in the novel.
           Body paragraph #1 – with at least one piece of textual
           evidence and explanation proving the thesis statement in
           relation to the theme in the novel.
           Body paragraph #2 – with at least one piece of textual
           evidence and explanation proving the thesis statement in
           relation to the theme in the novel.
           Body paragraph #3 – with at least one piece of textual
           evidence and explanation proving the thesis statement in
           relation to the theme in the novel.
           Introduction including: leading, background information, and
           thesis statement in relation to a theme in the novel.
           Conclusion including: restatement of thesis, review of main
           points, and deep thought in relation to theme.




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Progressing:

           1-2 body paragraphs with a least one piece of textual
           evidence and explanation proving the thesis statement in
           relation to the theme in the novel.
           Composition of the start of an introduction and conclusion.


Not Yet Meeting Standard(s) and Indicators(s):

           Body paragraphs with no textual evidence and explanation.
           Introduction and conclusion with no structure or relevant
           content.


Peer Evaluation (Optional) _____

Self-Evaluation _____________

Teacher Evaluation __________

Comments__________________




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Teacher Reflections at Conclusion of Performance Assessment:

          1. What Worked? What Didn’t?

               This entire process was very helpful and I do believe that
               unwrapping the standards will allow me to better meet the
               standards that my students are to be taught. However, I
               will say that the template was extremely lengthy and
               possibly too detailed.


          2. What Will I Do Differently Next Time?

               Next year when I use this process in my lesson planning, I
               will use the short version published on the ECS website.
               This way I will be able to unwrap the standards, while not
               spending too much time on details, so that I am able to
               produce quality lesson plans.


          3. What Student Work Samples Do I Have for Each Task?
             What Scoring Guide Examples of Proficiency Do I Have
             for Each Task?

               I will need to collect student samples, along with
               examples of proficiency, so that my students have anchor
               papers to guide their work.


          4. What Field Notes Can I Provide for Other Teachers Who
             May Use This Performance Assessment?


          Teachers should understand that I am not aware of the
          timeline that this performance assessment involves, and that
          after experimentation I will have a better idea of what to
          plan for in this process

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