PERFORMANCE WRITING TASK (PWT) 6 TH GRADE
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1 English Language Arts (ELA) Common Core State Standards (CCSS) Aligned PERFORMANCE WRITING TASK (PWT) 6 TH GRADE
2 Overview of the Performance Writing Task Title Assessment Type SBAC Assessment Claims Common Core Standards Graffiti: Art or Vandalism? Performance Task Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim 2: Students can produce effective and well-grounded writing for a range of purposes and audiences. W.6.1: Write arguments to support claims with clear reasons and relevant evidence. a. Introduce claim(s) and organize the reasons and evidence logically. b. Support claim(s) with clear reasoning and relevant evidence, using credible sources and demonstrating an understanding of the topic or text. c. Use words, phrases, and clauses to clarify the relationships among claim(s) and reasons. d. Establish and maintain a formal style. Provide a concluding statement or section that follows from and supports the argument presented. e. Provide a concluding statement or section that follows from the argument presented. RI 6.1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 6.2: Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments. RI 6.6: Determine an author s point of view or purpose in a text and explain how it is conveyed in the text. Task Description In Part One, the planning tasks involve reading, note taking, speaking, listening and answering constructed response questions. All of these activities are designed to prepare the student for writing a successful argumentative essay. Part one consists of three 50 minute sessions: Session One: Review of Definitions, Photos and Article. Complete My Notes Organizer. Session Two: Review of videos. Complete the My Notes Organizer. Session Three: Complete the My Thoughts Organizer. Answer the Constructed Response Questions. In Part Two, the prewriting and assessment tasks involve drafting an argumentative essay which will be scored. Part two consists of two 50 minute sessions: Session Four: Review the Formative Argumentative Writing Rubric. Orally rehearse student arguments. Complete the My Arguments Organizer. Session Five: Complete the Performance Writing Task. Oakland USD Page 2 of 8
3 LIST OF MATERIALS / TABLE OF CONTENTS Part One/Session 1 Teacher Version Student Version Definitions of graffiti and art p4 p2 Photographs of graffiti p4 p3-4 Article: Is Graffiti Art? by Steve Dolan P4 p5 DVD/Flash Drive/Google Document Part One/Session 2 Video1: Graffiti Art or Vandalism? p5 Video 2 Graffiti As an Art Form p5 My Notes Organizer P6 p6 DVD/Flash Drive/Google Document Part One/Session 3 My Thoughts Organizer p6 p7 Constructed Response Questions p6 p8-9 Part Two /Session 4: Formative Argumentative Writing Rubric p7 p10 My Arguments Organizer p7 p11 Part Two /Session 5: Performance Writing Task P7 p12 Lined Writing Paper Technology Help: Videos are available to you in the following ways: 1. DVDs with the videos copied on them will be provided by your teacher leader. 2. A Flash Drive with the videos will be provided by your teacher leader so you can download them onto your computer. 3. A Google Drive with the videos will be shared with you by your teacher leader. If you are projecting the video from your computer, be sure you have checked that your projector and speakers are properly setup before beginning the assessment. Please let your teacher leader know if you do NOT have access to the video. Oakland USD Page 3 of 8
4 Directions to Teacher This Common Core-aligned ELA Performance Task can be given over three to five 50 minute sessions depending on class schedules. The directions below outline the steps to follow for a five session administration; however this may be adjusted to fewer sessions to meet the different bell schedules at each site. Part One: Prewriting and Planning Activities (2 to 3 sessions for approximately 150 minutes total) SESSION 1 1. Definitions and Photos Materials Needed: Student Booklet, pages 2-4 Activity 1: In pairs, have students define two words: Graffiti and Art. Ask 3-5 students to share out their partners responses with the whole group. Have students turn to page 2 to read the two definitions. Guide a class conversation using the following question: According to the definitions, how are graffiti and art different? Activity 2: Ask students to cut out photos or have pre cut photos available in envelopes. Ask students to sort the photos, based on the definitions provided, into two categories: Graffiti and Art. In pairs, have 2 students compare their photo sorts. NOTE: Be sure to emphasize that any answer can be right as long as there is a reasonable justification. 2. Article: Is Graffiti Art? by Steve Dolan Materials Needed: Student Booklet, pages 5-6 Activity 1: Ask students to turn to page 5 and individually read and annotate the article. Have students use the letter A to code for arguments that support graffiti as an art form and the letter V to code for arguments that support graffiti as vandalism. In pairs, have students share annotations. Activity 2: Ask students to turn to page 6 and individually complete the first row of the My Notes Organizer using annotations from the article. Oakland USD Page 4 of 8
5 SESSION 2 1. Video 1: Graffiti Art or Vandalism? Materials Needed: DVD/Flash Drive/Google Drive, Student Booklet, page 6 Activity 1: Explain to students that they will see the video, Graffiti Art or Vandalism?, twice so they can watch it once for pleasure and once to take notes. Ask the students to notice what people are saying about graffiti in the video and be prepared to share their observations with a partner. Show the class the video. In pairs, have students discuss 2-3 observations. Activity 2: Ask students to turn to page 6 and individually complete the second row of the My Notes Organizer while watching the video for a second time. 2. Video 2: Graffiti as an Art Form Materials Needed: DVD/Flash Drive/Google Drive, Student Booklet, page 6 Activity 1: Explain to students that they will see the video, Graffiti as an Art Form, twice so they can watch it once for pleasure and once to take notes. Ask the students to notice what people are saying about graffiti in the video and be prepared to share their observations with a partner. Show the class the video. In pairs, have students discuss 2-3 observations. Activity 2: Ask students to turn to page 6 and individually complete the third row of the My Notes Organizer while watching the video for a second time. Oakland USD Page 5 of 8
6 SESSION 3 1. My Thoughts Organizer Materials Needed: Student Booklet, page 7 Activity 1: Ask students to turn to page 7 and individually complete the My Thoughts and Source Evidence columns as directed in the My Thoughts Organizer. Encourage students to re-visit their annotations on page 5 and their notes on page 6 to help them cite the source of the evidence. Activity 2: In pairs, have students discuss the questions listed in the first column of the My Thoughts Organizer. Ask each question aloud and select students to report out the answer their partner shared earlier. 2. Constructed Response Questions Materials Needed: Student Booklet, pages 2, 5-9 Activity 1: Ask students to turn to pages 8-9 and individually write their responses to the three questions listed using 2-5 complete sentences. Encourage students to refer to their student booklet materials to help them answer the questions. Explain to students that they have approximately 15 minutes to answer all the questions, about 5 minutes per question. Activity 2: After 15 minutes, collect all student booklets. Have students divide into two groups based on their position/claim. Ask students to share, in pairs or in groups of 3-4 students, the evidence they found to be the most convincing and why. NOTE: While students discuss the evidence, review a few students answers to uncover possible misconceptions. Plan to address any misconceptions during Session Key Details: In the article Is Graffiti Art?, what does the author say are some of the problems with graffiti? What evidence does the author provide to explain the problems associated with graffiti? 2. Central Idea: Compare and contrast the two videos. What is the purpose of the video Graffiti as an Art Form? What is the purpose of the video Graffiti Art of Vandalism? Give examples from each video to support your answer. 3. Reasoning / Evaluation: From all of the sources given, what are at least two pieces of evidence that you think are most convincing? In other words, which examples, quotes, or images convince you that graffiti is either art or vandalism? Explain why the evidence is convincing. Oakland USD Page 6 of 8
7 SESSION 4 Part Two: Pre-Writing and Performance Writing Tasks (2 sessions for approximately 100 minutes total) 1. Pre-Writing Tasks (Approximately 50 minutes) Materials Needed: Student Booklet, page Activity 1: Return all student booklets. Ask students to turn to page 12 and review the writing prompt in pairs. Have students turn to page 11 to review levels 3 and 4 of the Formative Argumentative Writing Rubric. Ask students to highlight/underline one or two phrases from each row to indicate the writing skills they want to focus on in this writing task. Have students share these writing goals/skill areas with a classmate. Activity 2: Ask students to turn to page 10. Have students take time to organize their thoughts using the My Arguments Organizer to outline their claims and the major reasons/evidence they will use to support their claim. Ask students to divide into two groups based on their position/claim. Then, in pairs, have students orally rehearse the arguments outlined in their My Arguments Organizer. SESSION 5 1. Performance Writing Task (Approximately 50 minutes) Materials Needed: Student Booklet, pages 2-12, and lined writing paper Activity 1: Read the writing prompt to the students. Have students write an essay with a minimum of 4 paragraphs. Let them know the amount of time they have to complete the task. Encourage students to use their organizers and answers to the constructed response questions to inform their writing. Writing Prompt The City of Oakland is preparing a position statement on whether graffiti is an art form, or whether it is vandalism. The mayor has invited the public to join in the debate before they write the statement. Is graffiti art or vandalism? After reading the provided texts and viewing the videos on the topic, write an argumentative essay (at least 4 paragraphs) that addresses the question and support your position with evidence from the texts and videos. After 50 minutes, collect all student booklets and essays. Oakland USD Page 7 of 8
8 ASSESSMENT DOCUMENTS COVER SHEET Directions: Please collect all student booklets, essays, and Scantron answer sheets by class/period. Put the class set of assessment documents in a file folder, place a copy of this cover sheet on top of the folder and secure it with a large rubber band or giant clip. Turn in the folder to your site s ELA teacher leader. Thank you. School Name: Teacher Name: Room #: Class Period Date: PERFORMANCE WRITING TASK (PWT) 6 TH GRADE Oakland USD Page 8 of 8
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