ELA 9/10 SAMPLE Performance Task Quarter 1, SY 2013-14 Teacher Guide

Home , 2009 Nobel Peace Prize

Task Overview (maximum 2 block periods or 4 class periods)

Title: Writing about Informative/Explanatory Text: Two Nobel Peace Prize Acceptance Speeches

Part 1 (max. 1 block period or 2 class periods): Ultimately tasked with writing an informative/explanatory essay on the similarities and differences in purpose and rhetoric, students will read the texts of Nobel Peace Prize acceptance speeches delivered by Reverend Dr. Martin Luther King, Jr. (1964) and President Barack H. Obama (2009).

They will then respond to four constructed-response questions/tasks addressing the

reading and writings skills of (1) analyzing what a text explicitly and implicitly says, (2) selecting strong and thorough textual evidence to support the analysis, and (3) marshaling that evidence in an effective manner.

Part 2 (max. 1 block period or 2 class periods): Finally, students will work individually to compose full-length informative/explanatory essays on the purpose and rhetoric employed in both speeches referring to their notes as

needed. Pre-writing, drafting, and revising will be involved.

Scorable Products: Student responses to the constructed-response questions/task may be scored at the teacher/PLC discretion. The final essay will be scored according to Common Core/SBAC rubric and the score will be entered on Data Director.

Teacher preparation/Resource requirements

The teacher should assure sufficient that blank paper and writing utensils are available for student note taking and writing of the essay.

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

Teacher Directions: Students are given the texts, research, and any additional information about the essay.

Part 1 (max. 1 block period or 2 class periods):  Initiate the testing session.  Alert students when half the period has elapsed.  Alert students when there are 10 minutes remaining in part 1.

Part 2 (max. 1 block period or 2 class periods):  Initiate the testing session part 2. o Allow students to re-read and review their work from Part 1.  Once half the period has elapsed, suggest they begin writing their essays.  Alert students when there are 10 minutes remaining in the session.  Close the testing session.

MAJOR OBJECTIVE:

Students will write an informative/explanatory essay to a prompt that asks them to explain the purpose and use of rhetorical devices from two speeches.

STANDARD ID STANDARD DESCRIPTION: W.9‐10.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. RI.9‐10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI.9‐10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

DOK Level and SBAC Claims:

DOK Level: 4 This performance task provides evidence to support the following claims:

Primary claim Claim 2: Students can produce effective and well-grounded writing for a range of purposes and audiences

Secondary claims Claim 1: Students can read closely and analytically to comprehend a range of increasingly complex literary and informational texts. Claim 4: Students can engage in research and inquiry to investigate topics, and to analyze, integrate, and present information.

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

ELA 9/10 SAMPLE Performance Task Quarter 1, SY 2013-14 STUDENT EXAM

Part 1 (max. 1 block period or 2 class periods)

Your assignment: People give speeches to influence others. They craft their words carefully in order to elicit a particular response from their audience. They anticipate what will appeal to their listeners. The Nobel Prizes are the most famous prizes in the world. Every year, they go to people for their contributions in science, economics, and literature. Another prize goes to someone for contributions to peace. The prizes take their name from Alfred Nobel. He was a Swedish scientist who invented dynamite. However, he wanted the world to remember him for something more than his destructive invention. As a result, he created a way to honor people every year who make the world a better place. Mr. Nobel described in his will who should win the peace prize. He wanted it to go to a person who did “the most or best work” for “fraternity among nations.” He said further that it should be for work to reduce armies and promote peace. The committee that currently chooses the winner has expanded Nobel’s ideas. Now it includes humanitarians and spiritual leaders who fight for human rights and serve the sick, the poor, and victims of war. In 1964, The Reverend Martin Luther King, Jr. was awarded the Nobel Prize for Peace. In 2009, President Barack H. Obama received the same award. They both delivered significant acceptance speeches that address their views on violence in their time. Your job is to learn about the speeches so you can describe it to others. Your description will be used by people who want to give speeches of their own. They both delivered significant acceptance speeches that address their views on violence in their time. You will read two speeches then write an informative/explanatory essay to explain how they develop a common purpose using rhetorical devices.

Steps you will be following: In order to plan and compose your explanatory article, you will do all of the following: 1. Read the four texts. 2. Answer the four constructed-response questions/tasks. 3. Plan and write your informative/explanatory essay.

Directions for beginning: You will now examine several sources. You can re-examine any of the sources as often as you like. Text #1 “AP Rhetorical Devices” by APStudyNotes.org Text #2 “Nobel Peace Prize Acceptance Speech” by Rev. Dr. Martin Luther King, Jr. (1964) Text #3 “A Just and Lasting Peace” [Nobel Lecture] by President Barack H. Obama (2009) SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

Constructed-Response Questions/Task: Use the remaining time to answer the questions/tasks below. Your answers to these questions will be scored at the teacher’s discretion. Also, they will help you think about the sources you’ve read, which should help you write your essay. You may refer back to the sources when you think it would be helpful. You may also refer to your notes. Answer the constructed-response questions in the spaces provided below them.

1. Although there are differences in the speeches, they were generally written to achieve the same goal. Select two sentences (one from each speech) that illustrate the similarities of purpose of the Nobel Peace Prize acceptance speech by Reverend Dr. Martin Luther King, Jr in 1964 and the Nobel Peace Prize acceptance speech by President Barack Obama in 2009. Briefly explain how these sentences support their argument/ main claim/purpose.

2. Using Source #1: “AP Rhetorical Devices,” go back to the two speeches and annotate for rhetorical devices that the authors used.

3. Citing textual evidence, analyze (a) rhetorical device(s) used in Nobel Peace Prize acceptance speech by President Barack Obama in 2009 and explain how they would have influenced the intended audience.

4. Citing textual evidence, analyze (a) rhetorical device(s) used in the Nobel Peace Prize acceptance speech by Reverend Dr. Martin Luther King, Jr in 1964 and explain how they would have influenced the intended audience.

(Use additional paper as needed to help you prepare to write your essay.)

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

Part 1 Sources for the Performance Task:

Source#1 AP Rhetorical Devices List

Anecdote A brief story or tale told by a character in a piece of literature Perspective A character's view of the situation or events in the story Aphorism A concise statement designed to make a point or illustrate a commonly held belief. The writings of Benjamin Franklin contain many aphorisms, such as "Early to bed and early to rise/Make a man healthy, wealthy, and wise." Contradiction A direct opposition between things compared; inconsistency Apostrophe A figure of speech in which a person, thing, or abstract quality is addressed as if present; for example, the invocation to the muses usually found in epic poetry. Oxymoron A figure of speech that combines two apparently contradictory elements, as in "jumbo shrimp" or "deafening silence." Allusion —A figure of speech which makes brief, even casual reference to a historical or literary figure, event, or object to create a resonance in the reader or to apply a symbolic meaning to the character or object of which the allusion consists. For example, in John Steinbeck's Of Mice and Men, the surname of the protagonist, George Milton, is an allusion to John Milton, author of Paradise Lost, since by the end of the novel, George has lost the dream of having a little ranch of his own to share with his friend Lennie. Syllogism A form of deduction. An extremely subtle, sophisticated, or deceptive argument Satire A literary style used to make fun of or ridicule an idea or human vice or weakness Bildungsroman A novel or story whose theme is the moral or psychological growth of the main character. Devices A particular word pattern or combination of words used in a literary work to evoke a desired effect or arouse a desired reaction in the reader Foil A person or thing that makes another seem better by contrast Epistolary A piece of literature contained in or carried on by letters Epitaph A piece of writing in praise of a deceased person Parody A satirical imitation of a work of art for purpose of ridiculing its style or subject. Delayed sentence A sentence that withholds its main idea until the end. For example: Just as he bent to tie his shoe, a car hit him. Sarcasm A sharp caustic remark. A form of verbal irony in which apparent praise is actually bitterly or harshly critical. For example, a coach saying to a player who misses the ball, "Nice catch." Expletive A single word or short phrase intended to emphasize surrounding words. Commonly, expletives are set off by commas. Examples: in fact, of course, after all, certainly SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

Irony A situation or statement characterized by significant difference between what is expected or understood and what actually happens or is meant. Irony is frequently humorous, and can be sarcastic when using words to imply the opposite of what they normally mean Eulogy A speech or writing in praise of a person or thing; an oration in honor of a deceased person Paradox A statement that seems contradictory, but is actually true. Epiphany A sudden or intuitive insight or perception into the reality or essential meaning of something usually brought on by a simple or common occurrence or experience Onomatopoeia A word capturing or approximating the sound of what it describes, such as buzz or hiss. Diction An author's choice of words to convey a tone or effect Utopia An imaginary place of ideal perfection. The opposite of a dystopia. —An imaginary place where people live dehumanized, often fearful lives. Hyperbole An overstatement characterized by exaggerated language Deus ex machina As in Greek theater, use of an artificial device or contrived solution to solve a difficult situation, usually introduced suddenly and unexpectedly Antagonist Character or force in a literary work that opposes the main character, or protagonist Analogy Comparison of two things that are alike in some respects. Metaphors and similes are both types of analogy Inductive Conclusion or type of reasoning whereby observation or information about a part of a class is applied to the class as a whole. Contrast with deductive. Nostalgia Desire to return in thought or fact to a former time Chiasmus Figure of speech by which the order of the terms in the first of parallel clauses is reversed in the second. “Has the Church failed mankind, or has mankind failed the Church?”-- T. S. Eliot, Thesis Focus statement of an essay; premise statement upon which the point of view or discussion in the essay is based. Antithesis—The juxtaposition of sharply contrasting ideas in balanced or parallel words or phrases. Litote Form of understatement in which the negative of the contrary is used to achieve emphasis and intensity. For example, "She is not a bad cook." Or "No man ever followed his genius until it misled him." Thoreau Doppelganger Ghostly counterpart of a living person or an alter ego Zeugma Grammatically correct linkage of one subject with two or more verbs or a verb with two or more direct objects. The linking shows a relationship between ideas more clearly. Ethos In dramatic literature, the moral element that determines a character's actions, rather than thought or emotion. Propaganda Information or rumor deliberately spread to help or harm a person, group, or institution Didactic Intended for teaching or to teach a moral lesson Formal Language Language that is lofty, dignified, or impersonal Allegory Narrative form in which characters and actions have meanings outside themselves; characters are usually personifications of abstract qualities Abstract Not related to the concrete properties of an object; SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

pertaining to ideas, concepts, or qualities, as opposed to physical attributes In medias res Opening a story in the middle of the action, requiring filling in past details by exposition or flashback. Colloquial Ordinary language; the vernacular. For example, depending on where in the United States you live, a sandwich is called a sub, a grinder, or a hero. Isocolon Parallel structure in which the parallel elements are similar not only in grammatical structure, but also in length. For example, "An envious heart makes a treacherous ear" (Their Eyes Were Watching God, Zora Neale Hurston). Aesthetic Pertaining to the value of art for its own sake or for form Juxtaposition Placing of two items side by side to create a certain effect, reveal an attitude, or accomplish some other purpose Elegy Poem or prose lamenting the death of a particular person. Perhaps the most famous elegy is Thomas Grey's poem, "Elegy Written in a Country Churchyard." Antihero Protagonist of a literary work who does not embody the traditional qualities of a hero (e.g., honor, bravery, kindness, intelligence); for example, the protagonists created by Byron in Don Juan and Childe Harold, and the characters of Rosencrantz and Guildenstern in Tom Stoppard's Rosencrantz and Guildenstern Are Dead Catharsis Purification or cleansing of the spirit through the emotions of pity and terror as a witness to a tragedy. Epigraph Quote set at the beginning of a literary work or at its divisions to set the tone or suggest a theme. Motif Recurrent device, formula, or situation that often serves as a signal for the appearance of a character or event Parallelism Recurrent syntactical similarity where several parts of a sentence or several sentences are expressed alike to show that the ideas in the parts or sentences equal in importance. It also adds balance, rhythm, and clarity to the sentence. For example, "I have always searched for, but never found the perfect painting for that wall." Anaphora regular repetition of the same word or phrase at the beginning of successive phrases or clauses. For example, "We shall fight in the trenches. We shall fight on the oceans. We shall fight in the sky." Anadiplosis Repetition of the last word of one clause at the beginning of the next clause. For example, "The crime was common, common be the pain." (Alexander Pope) Appeals to: authority, emotion, logic Rhetorical arguments in which the speaker: either claims to be an expert or relies on information provided by experts (appeal to authority), attempts to affect the listener's personal feelings (appeal to emotion), or attempts to persuade the listener through use of deductive reasoning (appeal to logic). Imagery Sensory details in a work; the use of figurative language to evoke a feeling, call to mind an idea, or describe an object. Imagery involves any or all of the five senses Euphemism Substitution of a milder or less direct expression for one that is harsh or blunt. For example, using "passed away" for "dead."

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

Genre Term used to describe literary forms, such as tragedy, comedy, novel, or essay Voice The acknowledged or unacknowledged source of words of the story; the speaker, a "person" telling the story or poem. Tone The attitude a literary work takes towards its subject and theme. It reflects the narrator's attitude. Theme The central or dominant idea or concern of a work; the main idea or meaning Protagonist The chief character in a work of literature Denotation The dictionary definition of a word; the direct and specific meaning Mood The feeling or ambience resulting from the tone of a piece as well as the writer/narrator's attitude and point of view. The effect is created through descriptions of feelings or objects that establish a particular feeling such as gloom, fear, or hope Realism The literary practice of attempting to describe life and nature without idealization and with attention to detail Prose The ordinary of form of written language without metrical structure, as distinguished from poetry or verse Audience The person(s) reached by a piece of writing. Asyndeton The practice of omitting conjunctions between words, phrases, or clauses. In a list, it gives a more extemporaneous effect and suggests the list may be incomplete. For example, "He was brave, fearless, afraid of nothing." Deductive The reasoning process by which a conclusion is drawn from set of premises and contains no more facts than these premises Assonance The repetition of identical or similar vowel sounds, usually in successive or proximate words. Alliteration The repetition of initial consonant sounds or any vowel sounds within a formal grouping, such as a poetic line or stanza, or in close proximity in prose Consonance The repetition of two or more consonants with a change in the intervening vowels, such as pitter-patter, splish- splash, and click-clack. Invective The use of angry and insulting language in satirical writing Point of view The view the reader gets of the action and characters in a story Persona The voice or figure of the author who tells and structures the story and who may or may not share of the values of the actual author. Syntax The way words are put together to form phrases, clauses, and sentences. It is sentence structure and how it influences the way a reader perceives a piece of writing. Canon (canonical) The works of an author that have been accepted as authentic. Foreshadow To hint at or present things to come in a story or play Begging the question To sidestep or evade the real problem. Personification Treating an abstraction or nonhuman object as if it were a person by giving it human Anachronism Use of historically inaccurate details in a text; for example, depicting a 19th-century character using a

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

computer. Some authors employ anachronisms for humorous effect, and some genres, such as science fiction or fantasy, make extensive use of anachronism Ambiguity —Use of language in which multiple meanings are possible. Ambiguity can be unintentional through insufficient focus on the part of the writer; in good writing, ambiguity is frequently intentional in the form of multiple connotative meanings, or situations in which either the connotative or the denotative meaning can be valid in a reading. Connotation What is implied by a word. For example, the words sweet, gay, and awesome have connotations that are quite different from their actual definitions. Transition words Words and devices that bring unity and coherence to a piece of writing. Examples: however, in addition, and on the other hand.

Source #2 Nobel Peace Prize Acceptance Speech by President Barack Obama (2009) Your Majesties, Your Royal Highnesses, distinguished members of the Norwegian Nobel Committee, citizens of America, and citizens of the world:

I receive this honor with deep gratitude and great humility. It is an award that speaks to our highest aspirations – that for all the cruelty and hardship of our world, we are not mere prisoners of fate. Our actions matter, and can bend history in the direction of justice.

And yet I would be remiss if I did not acknowledge the considerable controversy that your generous decision has generated. (Laughter.) In part, this is because I am at the beginning, and not the end, of my labors on the world stage. Compared to some of the giants of history who've received this prize – Schweitzer and King; Marshall and Mandela – my accomplishments are slight. And then there are the men and women around the world who have been jailed and beaten in the pursuit of justice; those who toil in humanitarian organizations to relieve suffering; the unrecognized millions whose quiet acts of courage and compassion inspire even the most hardened cynics. I cannot argue with those who find these men and women – some known, some obscure to all but those they help – to be far more deserving of this honor than I.

But perhaps the most profound issue surrounding my receipt of this prize is the fact that I am the Commander-in-Chief of the military of a nation in the midst of two wars. One of these wars is winding down. The other is a conflict that America did not seek; one in which we are joined by 42 other countries – including Norway – in an effort to defend ourselves and all nations from further attacks. SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

Still, we are at war, and I'm responsible for the deployment of thousands of young Americans to battle in a distant land. Some will kill, and some will be killed. And so I come here with an acute sense of the costs of armed conflict – filled with difficult questions about the relationship between war and peace, and our effort to replace one with the other.

Now these questions are not new. War, in one form or another, appeared with the first man. At the dawn of history, its morality was not questioned; it was simply a fact, like drought or disease – the manner in which tribes and then civilizations sought power and settled their differences.

And over time, as codes of law sought to control violence within groups, so did philosophers and clerics and statesmen seek to regulate the destructive power of war. The concept of a "just war" emerged, suggesting that war is justified only when certain conditions were met: if it is waged as a last resort or in self- defense; if the force used is proportional; and if, whenever possible, civilians are spared from violence.

Of course, we know that for most of history, this concept of "just war" was rarely observed. The capacity of human beings to think up new ways to kill one another proved inexhaustible, as did our capacity to exempt from mercy those who look different or pray to a different God. Wars between armies gave way to wars between nations – total wars in which the distinction between combatant and civilian became blurred. In the span of 30 years, such carnage would twice engulf this continent. And while it's hard to conceive of a cause more just than the defeat of the Third Reich and the Axis powers, World War II was a conflict in which the total number of civilians who died exceeded the number of soldiers who perished.

In the wake of such destruction, and with the advent of the nuclear age, it became clear to victor and vanquished alike that the world needed institutions to prevent another world war. And so, a quarter century after the United States Senate rejected the League of Nations – an idea for which Woodrow Wilson received this prize – America led the world in constructing an architecture to keep the peace: a Marshall Plan and a United Nations, mechanisms to govern the waging of war, treaties to protect human rights, prevent genocide, restrict the most dangerous weapons.

In many ways, these efforts succeeded. Yes, terrible wars have been fought, and atrocities committed. But there has been no Third World War. The Cold War ended with jubilant crowds dismantling a wall. Commerce has stitched much of the world together. Billions have been lifted from poverty. The ideals of liberty and self-determination, equality and the rule of law have haltingly

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

11 advanced. We are the heirs of the fortitude and foresight of generations past, and it is a legacy for which my own country is rightfully proud.

And yet, a decade into a new century, this old architecture is buckling under the weight of new threats. The world may no longer shudder at the prospect of war between two nuclear superpowers, but proliferation may increase the risk of catastrophe. Terrorism has long been a tactic, but modern technology allows a few small men with outsized rage to murder innocents on a horrific scale.

Moreover, wars between nations have increasingly given way to wars within nations. The resurgence of ethnic or sectarian conflicts; the growth of secessionist movements, insurgencies, and failed states – all these things have increasingly trapped civilians in unending chaos. In today's wars, many more civilians are killed than soldiers; the seeds of future conflict are sown, economies are wrecked, civil societies torn asunder, refugees amassed, children scarred.

I do not bring with me today a definitive solution to the problems of war. What I do know is that meeting these challenges will require the same vision, hard work, and persistence of those men and women who acted so boldly decades ago. And it will require us to think in new ways about the notions of just war and the imperatives of a just peace.

We must begin by acknowledging the hard truth: We will not eradicate violent conflict in our lifetimes. There will be times when nations – acting individually or in concert – will find the use of force not only necessary but morally justified.

I make this statement mindful of what Martin Luther King Jr. said in this same ceremony years ago: "Violence never brings permanent peace. It solves no social problem: it merely creates new and more complicated ones." As someone who stands here as a direct consequence of Dr. King's life work, I am living testimony to the moral force of non-violence. I know there's nothing weak – nothing passive – nothing naïve – in the creed and lives of Gandhi and King…

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

Source #3

Nobel Peace Prize Acceptance Speech by Rev. Martin Luther King (1964)

Your Majesty, Your Royal Highness, Mr. President, Excellencies, Ladies and Gentlemen:

I accept the Nobel Prize for Peace at a moment when 22 million Negroes of the United States of America are engaged in a creative battle to end the long night of racial injustice. I accept this award on behalf of a civil rights movement which is moving with determination and a majestic scorn for risk and danger to establish a reign of freedom and a rule of justice. I am mindful that only yesterday in Birmingham, Alabama, our children, crying out for brotherhood, were answered with fire hoses, snarling dogs and even death. I am mindful that only yesterday in Philadelphia, Mississippi, young people seeking to secure the right to vote were brutalized and murdered. And only yesterday more than 40 houses of worship in the State of Mississippi alone were bombed or burned because they offered a sanctuary to those who would not accept segregation. I am mindful that debilitating and grinding poverty afflicts my people and chains them to the lowest rung of the economic ladder.

Therefore, I must ask why this prize is awarded to a movement which is beleaguered and committed to unrelenting struggle; to a movement which has not won the very peace and brotherhood which is the essence of the Nobel Prize.

After contemplation, I conclude that this award which I receive on behalf of that movement is a profound recognition that nonviolence is the answer to the crucial political and moral question of our time - the need for man to overcome oppression and violence without resorting to violence and oppression. Civilization and violence are antithetical concepts. Negroes of the United States, following the people of India, have demonstrated that nonviolence is not sterile passivity, but a powerful moral force which makes for social transformation. Sooner or later all the people of the world will have to discover a way to live together in peace, and thereby transform this pending cosmic elegy into a creative psalm of brotherhood. If this is to be achieved, man must evolve for all human conflict a method which rejects revenge, aggression and retaliation. The foundation of such a method is love.

The tortuous road which has led from Montgomery, Alabama to Oslo bears witness to this truth. This is a road over which millions of Negroes are travelling to find a new sense of dignity. This same road has opened for all Americans a new era of progress and hope. It has led to a new Civil Rights

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Bill, and it will, I am convinced, be widened and lengthened into a super highway of justice as Negro and white men in increasing numbers create alliances to overcome their common problems.

I accept this award today with an abiding faith in America and an audacious faith in the future of mankind. I refuse to accept despair as the final response to the ambiguities of history. I refuse to accept the idea that the "isness" of man's present nature makes him morally incapable of reaching up for the eternal "oughtness" that forever confronts him. I refuse to accept the idea that man is mere flotsom and jetsom in the river of life, unable to influence the unfolding events which surround him. I refuse to accept the view that mankind is so tragically bound to the starless midnight of racism and war that the bright daybreak of peace and brotherhood can never become a reality.

I refuse to accept the cynical notion that nation after nation must spiral down a militaristic stairway into the hell of thermonuclear destruction. I believe that unarmed truth and unconditional love will have the final word in reality. This is why right temporarily defeated is stronger than evil triumphant. I believe that even amid today's mortar bursts and whining bullets, there is still hope for a brighter tomorrow. I believe that wounded justice, lying prostrate on the blood-flowing streets of our nations, can be lifted from this dust of shame to reign supreme among the children of men. I have the audacity to believe that peoples everywhere can have three meals a day for their bodies, education and culture for their minds, and dignity, equality and freedom for their spirits. I believe that what self-centered men have torn down men other-centered can build up. I still believe that one day mankind will bow before the altars of God and be crowned triumphant over war and bloodshed, and nonviolent redemptive good will proclaim the rule of the land. "And the lion and the lamb shall lie down together and every man shall sit under his own vine and fig tree and none shall be afraid." I still believe that We Shall overcome!

This faith can give us courage to face the uncertainties of the future. It will give our tired feet new strength as we continue our forward stride toward the city of freedom. When our days become dreary with low-hovering clouds and our nights become darker than a thousand midnights, we will know that we are living in the creative turmoil of a genuine civilization struggling to be born.

Today I come to Oslo as a trustee, inspired and with renewed dedication to humanity. I accept this prize on behalf of all men who love peace and brotherhood. I say I come as a trustee, for in the depths of my heart I am aware that this prize is much more than an honor to me personally.

Every time I take a flight, I am always mindful of the many people who make a

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

14 successful journey possible - the known pilots and the unknown ground crew.

So you honor the dedicated pilots of our struggle who have sat at the controls as the freedom movement soared into orbit. You honor, once again, Chief Lutuli of South Africa, whose struggles with and for his people, are still met with the most brutal expression of man's inhumanity to man. You honor the ground crew without whose labor and sacrifices the jet flights to freedom could never have left the earth. Most of these people will never make the headline and their names will not appear in Who's Who. Yet when years have rolled past and when the blazing light of truth is focused on this marvellous age in which we live - men and women will know and children will be taught that we have a finer land, a better people, a more noble civilization - because these humble children of God were willing to suffer for righteousness' sake.

I think Alfred Nobel would know what I mean when I say that I accept this award in the spirit of a curator of some precious heirloom which he holds in trust for its true owners - all those to whom beauty is truth and truth beauty - and in whose eyes the beauty of genuine brotherhood and peace is more precious than diamonds or silver or gold.

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Part 2 (max. 1 block period or 2 class periods):

You will now have time to review your notes and sources, plan, draft, and revise your essay. You may also refer to the answers you wrote to the questions in part 1. Now read your assignment and the information about how your writing will be scored, then begin your work.

Your Assignment

You are an assistant to speech writers who are working with the newest Nobel Peace Prize winner. She strongly admires both Dr. King’s 1964 and President Obama’s 2009 Nobel Peace Prize Acceptance Speeches and has asked for assistance with writing a speech with similar impact and you have been assigned to help her. Examine the purpose and use of rhetoric of Dr. King’s and President Obama’s speeches. Explain the similarities and differences between them for the new Nobel Peace Prize winner to consider when she and the team write her acceptance speech.

How your writing will be scored: The people scoring your writing will be assigning scores for

1. Statement of purpose/focus – how well you clearly state your controlling idea or topic and maintain your focus throughout the writing 2. Organization – how well your ideas logically flow from the introduction to conclusion using effective transitions and connections among ideas 3. Elaboration of evidence – how well you provide and integrate evidence from sources and elaborate with specific information 4. Language and vocabulary – how well you effectively express ideas using precise language that is appropriate for your audience and purpose 5. Conventions - how well you follow the rules of usage, punctuation, capitalization, and spelling

Now begin work on your essay. Manage your time carefully so that you can:  plan your essay  write your essay  revise and edit for a final draft

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

4-point Informational/Explanatory Writing Rubric (Grades 6–11)

Score Statement of Purpose/Focus and Development: Language and Elaboration of Organization Evidence Conventions Statement of Statement of Organization Elaboration of Evidence Language and Purpose/Focus Purpose/Focus Vocabulary The response is fully The response has a The response provides The response clearly The response sustained and clear and effective thorough and convincing and effectively demonstrates a

consistently and organizational support/evidence for the expresses ideas, strong command of purposefully focused: structure creating controlling idea or main using precise conventions: unity and idea that includes the language: • controlling idea or completeness: effective use of sources, • few, if any, errors

main idea of a topic facts, and details. The • use of academic are present in usage is focused, clearly • use of a variety of response achieves and domain-specific and sentence 4 stated, and strongly transitional strategies substantial depth that is vocabulary is clearly formation maintained specific and relevant: appropriate for the * logical progression audience and • effective and • controlling idea or of ideas from • use of evidence from purpose consistent use of main idea of a topic beginning to end sources is smoothly punctuation, is introduced and integrated, capitalization, and communicated clearly • effective comprehensive, and spelling within the context introduction and concrete conclusion for audience and purpose * effective use of a variety of elaborative • strong connections techniques among ideas, with syntactic variety

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

Version 1.0 Score Statement of Purpose/Focus and Development: Language and Elaboration of Organization Evidence Conventions Statement of Statement of Organization Elaboration of Language and Purpose/Focus Purpose/Focus Evidence Vocabulary The response is The response has an The response provides The response The response adequately sustained evident adequate adequately expresses demonstrates an

and generally organizational support/evidence for the ideas, employing a adequate command focused: structure and a sense controlling idea or main mix of precise with of conventions: of completeness, idea that includes the use more general • focus is clear and though there may be of sources, facts, and language: • some errors in

for the most part minor flaws and details: usage and sentence maintained, though some ideas may be • use of domain- formation are some loosely related loosely connected: • some evidence from specific vocabulary is present, but no 3 material may be sources is integrated, generally appropriate systematic pattern of present * adequate use of though citations may be for the audience and errors is displayed transitional strategies general or imprecise purpose • some context for with some variety • adequate use of the controlling idea * adequate use of some punctuation, or main idea of the • adequate elaborative techniques capitalization, and topic is adequate progression of ideas spelling from beginning to end

• adequate introduction and conclusion

• adequate, if slightly inconsistent, connection among ideas

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

Score Statement of Purpose/Focus and Development: Language and Elaboration of Organization Evidence Conventions Statement of Statement of Organization Elaboration of Language and Purpose/Focus Purpose/Focus Evidence Vocabulary The response is The response has an The response provides The response The response somewhat sustained inconsistent uneven, cursory support/ expresses ideas demonstrates a and may have a organizational evidence for the unevenly, using partial command of minor drift in focus: structure, and flaws controlling idea or main simplistic language: conventions: are evident: idea that includes partial • may be clearly or uneven use of • use of domain- • frequent errors in focused on the * inconsistent use of sources, facts, and specific vocabulary usage may obscure 2 controlling or main transitional strategies details: that may at times be meaning idea, but is with little variety inappropriate for the insufficiently • evidence from sources audience and • inconsistent use of sustained • uneven progression is weakly integrated, and purpose punctuation, of ideas from citations, if present, are capitalization, and • controlling idea or beginning to end uneven spelling main idea may be unclear and • introductory and * weak or uneven use of somewhat unfocused concluding ideas, if elaborative techniques present, are weak

• weak connection among ideas The response may be The response has The response provides The response The response related to the topic little or no discernible minimal expression of ideas is demonstrates a but may provide little organizational support/evidence vague, lacks lack of command of or no focus: structure: for the controlling idea or clarity, or is conventions: main idea that includes confusing: 1 • may be very brief * few or no little or no use of • errors are frequent • may have a major transitional strategies sources, • uses limited and severe and drift are evident facts, and details: language meaning is often • focus may be • frequent or domain-specific obscure confusing or extraneous • use of evidence from vocabulary ambiguous ideas may intrude Source material is • may have little

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)

minimal, sense absent, in error, or of audience and irrelevant purpose

0 A response gets no credit if it provides no evidence of the ability write full informational/explanatory texts on a topic, attending to purpose and audience.

SUHSD ELA 9/10 SAMPLE Quarter 1 Performance Task (SY 2013‐14)