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Formative Assessment: Writing Grade 8 CCSS Standard 1.C – History/SS Formative Assessment: Writing Grade 8 CCSS Standard 1.c – History/SS Title: Bill of Rights—Amendment 1 and the Occupy Portland Movement CCSS Standard: W.1.c* Write arguments focused on discipline-specific content. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. Focus: Write two paragraphs using words, phrases and clauses to clarify relationships between two perspectives, claims, or reasons. Supplies: Provided: Worksheet with all necessary information for students Optional: Step-Up-To-Writing, 3rd Edition, 4:23-30, pp. 184-191 Directions to Teacher: Show students the words of the first amendment stated below. Draw their attention to the section about the right to assemble. Distribute the practice sheet that includes necessary information to students. Tell students to write two well-developed paragraphs that use words, phrases, and clauses to clarify the relationships between Occupy Portland participants and local government officials. Bill of Rights Amendment 1 states: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. *Key = Writing, Common Core State Standard Number, sub-point (W.1.c – History/SS) Creator(s): Jina Denney – Colton School District Project development, facilitation and coordination, Linda Vanderford, Curriculum, Instruction and Evaluation (CIE) Services Clackamas Education Service District, Direct Access to Student Achievement Grant (D.A.T.A. Project), 2012. Formative Assessment: Writing Grade 8 CCSS Standard 1.c – History/SS Scoring Scale: Write well-developed paragraphs that use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence (grade 8) Score Category Performance Descriptors Above Score 3 performance; and the transitional phrases are smooth 4 Proficient and varied Paragraphs include clear topic sentences; words, phrases, or 3 Proficient clauses are used to clarify relationships between two perspectives Topic sentences may be missing; words, phrases or clauses are Not Yet 2 either repetitive or do not indicate the relationship between two Proficient perspectives Far From No topic sentences; two claims or viewpoints are not present; 1 Proficient words and phrases are imprecise 0 No skill demonstrated *Key = Writing, Common Core State Standard Number, sub-point (W.1.c – History/SS) Creator(s): Jina Denney – Colton School District Project development, facilitation and coordination, Linda Vanderford, Curriculum, Instruction and Evaluation (CIE) Services Clackamas Education Service District, Direct Access to Student Achievement Grant (D.A.T.A. Project), 2012. Formative Assessment: Writing Grade 8 CCSS Standard 1.c – History/SS Student Name _____________________________ Date ______________ Directions to Students: Situation: A group of local community activists and city council members are co-sponsoring a contest asking students to write an essay distinguishing the right of individuals to gather in public places versus the government’s right to enforce the local city codes. The grand prize winner will ride in a car during the Grand Floral Parade this June. You have decided to enter the contest and are crafting your essay. Use the information provided below including the First Amendment of the Bill of Rights. Write two well-developed paragraphs that use transitional phrases to clarify relationships between Occupy Portland participants and local government officials. 1. The Occupy Portland protest began on Thursday, October 6, 2011. The Occupy Portland protestors marched through downtown without seeking a permit or making the route available to police in advance. After the march, they began camping in a Portland city park indefinitely. 2. The bureau also warned that it's against city codes to stay in a park after it's closed. For most parks, that's between 12:01 a.m. and 5 a.m. 3. "Our main concerns are just security and safety," said Megan Doern, a district spokeswoman. "We just want to make sure it remains a peaceful protest, that people in and around the protest area or march are safe, and not vandalizing." 4. “I wanted to make sure that this wasn't a politically motivated, organized protest," Jordan LeDoux said. "I wanted to make sure it was a protest that wasn't about politics, it was about systemics." 5. Mayor Sam Adams, in his role as police commissioner, said the city would continue to work with organizers, with or without a permit. He declined to say whether the city would enforce or formally waive the park closure rules for the demonstration. Njus, Elliot. "Occupy Portland aims to send a message, but its goals aren't yet certain."The Oregonian 6 Oct. 2011: Web. 6 Feb. 2012. Bill of Rights Amendment 1: Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. *Key = Writing, Common Core State Standard Number, sub-point (W.1.c – History/SS) Creator(s): Jina Denney – Colton School District Project development, facilitation and coordination, Linda Vanderford, Curriculum, Instruction and Evaluation (CIE) Services Clackamas Education Service District, Direct Access to Student Achievement Grant (D.A.T.A. Project), 2012. Formative Assessment: Writing Grade 8 CCSS Standard 1.c – History/SS Scoring Scale: Write well-developed paragraphs that use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence (grade 8) Score Category Performance Descriptors Above Score 3 performance; and the transitional phrases are smooth 4 Proficient and varied Paragraphs include clear topic sentences; words, phrases, or 3 Proficient clauses are used to clarify relationships between two perspectives Topic sentences may be missing; words, phrases or clauses are Not Yet 2 either repetitive or do not indicate the relationship between two Proficient perspectives Far From No topic sentences; two claims or viewpoints are not present; 1 Proficient words and phrases are imprecise 0 No skill demonstrated *Key = Writing, Common Core State Standard Number, sub-point (W.1.c – History/SS) Creator(s): Jina Denney – Colton School District Project development, facilitation and coordination, Linda Vanderford, Curriculum, Instruction and Evaluation (CIE) Services Clackamas Education Service District, Direct Access to Student Achievement Grant (D.A.T.A. Project), 2012. .
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