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

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ELA 9/10 SAMPLE Performance Task Quarter 1, SY 2013-14 Teacher Guide 1 ELA 9/10 SAMPLE Performance Task Quarter 1, SY 2013-14 Teacher Guide 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) 2 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) 3 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) 4 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) 5 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.
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