€¦ · Web viewUnit Planning Organizer. Grade: 9. Unit: 3. Created By: Elise Cook, L & M High...

Unit Planning Organizer

Grade: 9

Unit: 3

Created By:Elise Cook, L & M High School

Amanda Key, L & M High SchoolEmily Manuel, Clinton High School

Kathleen Learn, MBAEA

1Updated: July 25, 2014

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Note: Teachers are strongly encouraged to look at the UPO for the context of assessments

Table of Contents

Step 1: Unit Standards …………………………………………………….……………………………………………………………………… p. 3Iowa Core Standards- Priority Standards ……………………………………………….………………………………………. p. 3Iowa Core Standards- Support Standards ……………………………………………………………………………..……….. p. 4Reading Standards Unwrapped and Depth of Knowledge ……………………………………………………………... p. 4Writing Standards Unwrapped and Depth of Knowledge ………………………………………………………………. p. 4Speaking/Listening Standards Unwrapped and Depth of Knowledge …………………………………………….. p. 5Language Standards Unwrapped and Depth of Knowledge …………………………………………………………… p. 6Unit Essential Questions and Big Ideas ………………………..………………………………………………………………... p. 6

Step 2: Standards-Based Unit Assessments ……………………………………………………………………………………………. p. 6Assessment and Performance Task Alignment of Unit Standards ………………………………………………….. p. 6Standards-Based Common Formative Post-Assessment (CFA)

Teacher Directions, Student Directions and Answers ..……………………………………………………. p. 7Standards-Based Common Formative Pre-Assessment (CFA)

Teacher Directions, Student Directions and Answers ……………………………………………………… p. 11

Step 3: Standards-Based Performance Tasks …………………………………………………………………………………………. p. 17Performance Task Synopses ……………………………………………………………………………………………………….... p. 17Performance Task 1- In Detail ………………………………………………………………………………………………………. p. 17Performance Task 2- In Detail ………………………………………………………………………………………………………. p. 19Performance Task 3- In Detail …………………………….………………………………………………………………………… p. 20Performance Task 4- In Detail ……………………………………………………………………………………………………… p. 23Performance Task 5-In Detail……………………………………………………………………………………………………….. p. 26

Student Materials …………………………………………………………………………………………………………………………………. p. 27

Notes: Supporting standards may be embedded in performance tasks. If they are not embedded, they must

be assessed through teacher-designed classroom measure. Supporting standards will not be embedded in common formative pre/post assessments.



Unit Planning OrganizerSubject(s) ELAGrade/Course 9Title of Standards-Based Unit Informational/Research & Technology SkillsEstimated Duration of Unit 6 weeks plus 1Unit Placement in Scope & Sequence 1 2 3 4 5 6

Step 1: Unit Standards

Iowa Core Standards- Priority Standards (to be instructed and assessed)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.

RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

W.9-10.2 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.a. Introduce a topic; organize complex ideas, concepts, and information to make important

connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and

conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or

explanation presented (e.g., articulating implications or the significance of the topic).W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-

generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

Iowa Core Standards- Support Standards (to be instructed and assessed)3

Updated: July 25, 2014Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Note: Not all supporting standards will be measured through Standards-Based CFA or Performance Task listed below.

RI.9-10.3, RI.9-10.7, RI.9-10.9, W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.8, W.9-10.9, SL.9-10.2, SL.9-10.3, SL.9-10.6, L.9-10.1, L.9-10.2, L.9-10.3, L.9-10.4

Reading StandardsPriority

Standard“Unwrapped” Skills

(students need to to do)(verbs and verb phrases)

“Unwrapped” Concepts(students need to know)

(noun/noun phrases)

Depth of Knowledge

RI.9-10.1 Cite Strong and thorough text evidence 2, 3, 4 Cite To support analysis of what the text says explicitly 2, 3, 4

Cite To support analysis of inferences from the text 3, 4RL.9-10.2 Determine A central idea of a text 3 ,4

Analyze Its development over the course of a text 3, 4 Analyze How it emerges and is shaped and refined by specific

details3, 4

Provide An objective summary of the text 2, 3RI.9-10.5 Analyze How an author’s ideas or claims are developed and

refined by particular sentences, paragraphs, or larger portions of text (e.g., a section or chapter).

1, 2, 3

RI.9-10.8 Delineate The argument and specific claims in a text 2, 3, 4 evaluate The argument and specific claims in a text 2, 3, 4 Assess Whether the reasoning is valid and the evidence is

relevant and sufficient2, 3, 4

Identify False statements and fallacious reasoning 2, 3, 4

Writing StandardsPriority


(students need to do)(verbs and verb phrases)


(noun/noun phrases)

Depth of Knowledge

W.9-10.2 Introduce A topic 3, 4 Organize Complex ideas, concepts and information 3, 4

Make Important connections 3, 4 Make Important distinctions 3, 4 Include Formatting (e.g., headings) 3, 4 Include Graphics (e.g., figures, tables, multimedia when useful to

aiding comprehension)3, 4

Develop The topic 3, 4



Use Well-chosen, relevant, and sufficient facts 3, 4 Use Extended definitions 3, 4 Use Concrete details 3, 4 Use Quotations 3, 4 Use Other information or examples appropriate to the

audience’s knowledge of the topic3, 4

Use Appropriate and varied transitions 3, 4 Create Cohesion 3, 4 Clarify Relationships among complex ideas and concepts 3, 4 Use Precise language 3, 4 Use Domain-specific vocabulary to manage the complexity of

the topic3, 4

Establish A formal style 3, 4 Establish Objective tone 3, 4 Maintain A formal style 3, 4 Maintain Objective tone 3, 4 Provide A concluding statement or section that follows from and

supports the information or explanation presented (e.g., articulating implications of the significance of the topic

3, 4

W.9-10.7 Conduct Short as well as more sustained research projects 2, 3, 4 Answer A question (including self-generated questions) 2, 3, 4 Solve A problem 2, 3, 4 Narrow or broaden The inquiry when appropriate 2, 3, 4 Synthesize Multiple sources 2, 3, 4 Demonstrate Understanding of the subject 2, 3, 4

Speaking/Listening StandardsPriority


(students need to do)(verbs and verb phrases)


(noun/noun phrases)

Depth of Knowledge

SL.9-10.4

Present Information, findings, and supporting evidence clearly, concisely, and logically

1, 2, 3

Present Such that listeners can follow the line of reasoning 1, 2, 3 Use Organization appropriate to purpose, audience and task 1, 2, 3 Develop Substance appropriate to purpose, audience, and task 1, 2, 3 Use Style appropriate to purpose, audience, and task 1, 2, 3

Language Standards



Priority Standard

“Unwrapped” Skills(students need to be able to do)

(verbs and verb phrases)


(noun/noun phrases)

Depth of Knowledge/

Bloom’s LevelsNA o o

Unit Essential Question and Big IdeasEssential Questions Big Ideas

How do we figure out answers to our questions so we understand and others can understand too?

In order to answer a question, we read informational text strategically: collect information from multiple sources, determine what is relevant, and synthesize the best ideas and facts to create a thoughtful, original response that we can share with an audience.

Why do research? We conduct research in order to become thoughtful, knowledgeable people who create our own answers instead of accepting other people’s ideas as entirely correct or reliable.

Step 2: Standards-Based Unit Assessments

Assessment and Performance Task Alignment of Unit StandardsAssessment/Performance Task Assessed Standards

Pre CFA(s) RI.9-10.2, RI.9-10.1, RI.9-10.8, W.9-10.7Performance Task #1 RI.9-10.1, RI.9-10.2 (RI.9-10.3, RI.9-10.5, RI.9-10.9)Performance Task #2 W.9-10.7Performance Task #3 RI.9-10.1, RI.9-10.2, W.9-10.7 (W.9-10.8)Performance Task #4 W.9-10.2a, W.9-10.2f (W.9-10.7, W.9-10.8, W.9-10.10)Performance Task #5 SL.9-10.4Post CFA RI.9-10.2, RI.9-10.1, RI.9-10.6, RI. 9-10.8, W.9-10.7

Standards-Based Common Formative Post-Assessment (CFA)Standards: RI.9-10.2, RI.9-10.1, RI.9-10.8, W.9-10.7



Teacher Directions: Make available the post-assessment to students. See possible answers below.

Student Directions: Read the informational text below and answer questions 1-4.Lincoln, Abraham. “Gettysburg Address.” (1863)

Fourscore and seven years ago, our fathers brought forth upon this continent a new nation, conceivedin liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived andso dedicated, can long endure. We are met on a great battlefield of that war. We are met to dedicatea portion of it as the final resting-place of those who here gave their lives that that nation might live.It is altogether fitting and proper that we should do this.

But in a large sense we cannot dedicate,—we cannot consecrate,—we cannot hallow this ground.The brave men, living and dead, who struggled here, have consecrated it far above our power to addor detract. The world will little note, nor long remember, what we say here, but it can never forget whatthey did here. It is for us, the living, rather to be dedicated here to the unfinished work that they havethus far so nobly carried on. It is, rather for us to be here dedicated to the great task remaining beforeus, that from these honored dead we take increased devotion to that cause for which they here gavethe last full measure of devotion; that we here highly resolve that these dead shall not have died in vain;that this nation, under God, shall have a new birth of freedom, and that Government of the people,

by the people and for the people, shall not perish from the earth.

1. What is the central idea of this text? Support your claim with at least one piece of textual evidence. (RI.9-10.2)

The soldiers who died (at Gettysburg) dedicated and consecrated the ground by their efforts to preserve the United States; however, everyone else must keep this work alive to maintain the United States. Lincoln states: “…we cannot dedicate – we cannot consecrate – we cannot hallow this ground…and “…rather for us to be here dedicated to the great task remaining before us . . . that we here highly resolve that thee dead shall not have died in vain…” These words of Lincoln state the role that the soldiers played and the role that the rest of the nation must carry on.

2. What can you infer about Lincoln’s feelings towards the soldiers who fought in the Civil War? Support your answer with evidence from the text. (RI.9-10.1)

Lincoln respects them and values their contribution to the nation. He says, “The world will little note, or long remember, what we say here, but it cannot never forget what they did here….rather for us to be here dedicated to the great task remaining before us, that from these honored dead we take increased devotion to the great task remaining… highly resolve that these dead shall not have died in vain…” The fact that the soldiers have made an unforgettable contribution and that they are “honored dead” support this inference about Lincoln’s feelings for the soldiers who fought in the Civil War.

3. Write a research question that could utilize this text as an effective source in the research process. (W.9-10.7) What does Lincoln see as a reason the Civil War was fought? What is the importance of the Battle of Gettysburg?



4. Discuss the objectivity and/or bias that is exhibited in the text. Support your claims with evidence from the text. (RI.9-10.8)

There is both objectivity and bias in this text. There is objectivity in the fact that they are gathered to dedicate the site of this battle. “We are met to dedicate portion of it as the final resting-place of those who here gave their lives that that nation might live.” There is objectivity when Lincoln opens his remarks with “Fourscore and seven years ago, our fathers brought forth upon this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.” However, bias enters in when Lincoln asserts: “…that Government of the people, by the people, and for the people, shall not perish from the earth.” Others (Confederates) might disagree that this government would perish. They might believe that it will continue but that it will look differently than it did at that time. This is not directly stated in the text as the text reflects ONLY Lincoln’s point of view.

Scoring Guide for Question 1 (RI.9-10.2) PartialExemplary Proficient Close to Proficient Far from Proficient

NA o Determines a central idea of a text

o NA o NA

Comments:

Scoring Guide for Question 2 (RI.9-10.1)Exemplary Proficient Close to Proficient Far from Proficient

NA o Cites strong and thorough textual evidence to support inferences drawn from the text.

o NA o NA

Comments:

Scoring Guide for Question 3 (W.9-10.7)Exemplary Proficient Close to Proficient Far from Proficient

NA o Writes a question to narrow or broaden research focus

o NA o NA

Comments:


Includes all of the proficient criteria PLUS:

o Delineates the argument and specific claims in a

o Meets 2 of the proficient criteria

o Meets 1 or less of the proficient criteria



Identifies false statements and fallacious reasoning

texto Evaluates the argument

and specific claims in a text

o Assesses whether the reasoning is valid and the evidence is relevant and sufficient

Comments:

Standards-Based Common Formative Pre-Assessment (CFA)Standards: RI.9-10.2, RI.9-10.1, RI.9-10.8, W.9-10.7Teacher Directions: Make available the post-assessment to students. See possible answers below. Use an informational text and the exact same prompts and scoring guides as the post-assessment. In this way, data collection, progress monitoring, and re-teaching will be simplified and concrete. Here is an example text that will work well.

Student Directions: Read the informational text below and answer questions 1-4.

Washington, George. “Farewell Address.” (1796)Against the insidious wiles of foreign influence (I conjure you to believe me, fellow-citizens) the jealousyof a free people ought to be constantly awake, since history and experience prove that foreign influence is one of the most baneful foes of republican government. But that jealousy to be useful must be impartial; else it becomes the instrument of the very influence to be avoided, instead of a defense against it. Excessive partiality for one foreign nation and excessive dislike of another cause those whom they actuate to see danger only on one side, and serve to veil and even second the arts of influence on the other. Real patriots who may resist the intrigues of the favorite are liable to become suspected and odious, while its tools and dupes usurp the applause and confidence of the people, to surrender their interests.

The great rule of conduct for us in regard to foreign nations is in extending our commercial relations, to have with them as little political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop. Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.

Our detached and distant situation invites and enables us to pursue a different course. If we remain one people under an efficient government. the period is not far off when we may defy material injury from external annoyance; when we may take such an attitude as will cause the neutrality we may at any time resolve upon to be scrupulously respected; when belligerent nations, under the impossibility of making acquisitions upon us, will not lightly hazard the giving us provocation; when we may choose peace or war, as our interest, guided by justice, shall counsel.



Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?

It is our true policy to steer clear of permanent alliances with any portion of the foreign world; so far,I mean, as we are now at liberty to do it; for let me not be understood as capable of patronizing infidelity to existing engagements. I hold the maxim no less applicable to public than to private affairs, that honesty is always the best policy. I repeat it, therefore, let those engagements be observed in their genuine sense. But, in my opinion, it is unnecessary and would be unwise to extend them.

1. What is the central idea of this text? Support your claim with strong and thorough textual evidence. (RI.9-10.1, RI.9.10.2)

The central idea of this text is that the colonies should not engage in any new alliances with any nation.Detail/Text evidence: The colonies already have made some engagements with others, and he is clarifying his position. Washington writes: “So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop.” (Paragraph 2, lines 2-3) This means keep the engagements (alliances) we have but don’t enter into any new ones.Detail/Text evidence: Perhaps Washington is referring to the unrest in France when he talks about European ambition. Washington writes: “Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice.”(Paragraph 4, lines 1-3) By “our own,” Washington means the land of the colonies. He is saying that the colonies should not get involved with Europe and its own issues or troubles.Detail/Text evidence: Washington says: “But, in my opinion, it is unnecessary and would be unwise to extend them.” (Paragraph 5, line 5) “Them” refers to alliances and engagements with others.

Note: Not all of the above are needed.

2. What can you determine about Washington’s feelings towards jealousy? Support your answer with strong and thorough textual evidence. (RI.9-10.1, RI.9-10.6)

Washington feels that jealousy must be handled carefully and impartially as he writes in line 4: “But that jealousy to be useful must be impartial…”Detail/text evidence: He believes that if jealousy is not impartial, it becomes blinded. “Excessive partiality for one nation and excessive dislike of another … serve to veil and even second the arts of influence on the other.” (lines 6-7)

3. Write a research question that could utilize this text as an effective source in the research process. (W.9-10.7) How did the colonies determine their position on foreign influence? How did Washington help share the colonies’ political agenda?




Washington tries to present an objective argument. However, he calls the wiles of foreign influence “insidious” in line 1. This is a negative term.

He also says, in line 7, “Real patriots who may resist the intrigues of the favorite…” This emphasis on “real” sounds like he believes there are “false” patriots who disagree with him.

In addition, he says in the first line of the last paragraph, “It is our true policy…” which indicates that there is another side to this issue. This would be a false one which he does not endorse.

This examples of preference for his position over other positions are evidence of Washington’s bias toward the subject of relationships with European nations.


o NA o Cites strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

o NA o NA

Comments:

Scoring Guide for Question 1 (RI.9-10.2) PartialExemplary Proficient Close to Proficient Far from Proficient

o NA o Determines a central idea of a text

o NA o NA

Comments:


o NA o Cites strong and thorough textual

o NA o NA



evidence to support analysis of what the text says explicitly as well as inferences drawn from the text

Comments:


o Analyzes how style and content contribute to the power, persuasiveness, or beauty of the text

o Determines an author’s point of view or purpose in a text

o Analyzes how an author uses rhetoric to advance that point of view or purpose

Meets 1 of the proficiency criteria.

o Meets zero of the proficiency criteria

Comments:

Scoring Guide for Question 3 (W.9-10.7)Exemplary Proficient Close to Proficient Far from Proficient

o NA o Writes a question to narrow or broaden research focus

o NA o NA

Comments:


Includes all of the proficient criteria PLUS: Identifies false

statements and fallacious reasoning

o Delineates the argument and specific claims in a text

o Evaluates the argument and specific claims in a text


o Includes 2 of the proficient criteria

o Includes 1 of fewer of the proficient criteria

Comments:

Step 3: Engaging Standards-based Learning Experiences

Performance Task Synopses



Ideas for Performance Tasks for 9th GradeFor Performance Tasks 2 through 5, it is suggested that the tasks each build on the previous task in order to be more authentic and meaningful to students. The idea for this unit is for students to explore the concept of family. What is family? What does it mean? There are many ways to explore the concept of family. Students could work to define family, trace the history of a family, or do a profile of another individual’s family…the possibilities are endless, and students are not limited to their own families in this situation. Here are teacher resources for ideas and background information:“The Changing Family.” Pearson Higher Ed. Pearson. nd. Web. 14 Oct. 2013.

http://www.pearsonhighered.com/assets/hip/us/hip_us_pearsonhighered/samplechapter/0205735363.pdf

http://www.boston.com/yourlife/health/special/042907_familyquiz/(An online quiz that asks students to survey their beliefs about contemporary families; it includes discussion of divorce, children, working parents, online dating, and more.)

Task 1: (RI.9-10.2) Informative Text analysis/mark-up evidence showing Central Idea developing.Task 2: (W.9-10.7) Research Question on a topic.Task 3: (W.9-10.7) Collection of sources and notes related to research question.Task 4: (W.9-10.2) Annotated Bibliography with reflective component answering the research questionTask 5: (SL.9-10.4) Present information in an oral format: For example: what about a Public Service Announcement? audience: local public radio stations, TV stations, Youth Broadcasts, school announcements, school websites, marriage and family classes, present to community groups such as PTA, school board, family advocacy organizations,

Performance Task 1- In DetailPriority Standards: RI.9-10.1, RI.9-10. 2Supporting Standards: RI.9-10.3, RI.9-10. 5, RI.9-10.9Big Ideas: In order to answer a question, we read informational text strategically: collect information from multiple sources, determine what is relevant, and synthesize the best ideas and facts to create a thoughtful, original response that we can share with an audience.Essential Questions: How do we figure out answers to our questions so we understand and others can understand too?DOK: 2, 3, 4Synopsis: Informative text analysis/mark-up evidence showing the central Idea developing (RI.9-10.1,2)

Teacher Directions:What does family mean? Most of us would agree that when we think of family, we think of a variety of structures. Families today can consist of one-parent, two-parent, grandparents, older siblings/cousins, etc. as a variety of caregivers. Whatever that family unit might consist of, what makes it a family? Some would say the values of family are still important. Consider whether or not you want to use this resource:http://www.boston.com/yourlife/health/special/042907_familyquiz/(An online quiz that asks students to survey their beliefs about contemporary families; it includes discussion of divorce, children, working parents, online dating, and more.)

In small groups or as individuals (you determine this), students will determine what some “experts” have to say 13


about family. Students will read teacher-selected informative texts. It is suggested that the articles concern the topic of family today. Students will annotate it in order to identify the central idea of the text and to show text evidence that contributes to the author’s central idea. After the annotation process, students will state the central idea of the text and use the textual evidence identified to support their ideas in a paragraph.

Suggested Text: Beam, Cris. "The Changing American Family." Parents Magazine. N.p., n.d. Web. 14 Oct. 2013. <http://www.parents.com/parenting/better-parenting/style/changing-american-family/>.Consider finding another article to have students read in addition to this one.

Student Directions:What does family mean? Most of us would agree that when we think of family, we think of a variety of structures. Families today consist of one-parent, two-parent, grandparents, older siblings/cousins, etc. as a variety of caregivers. Whatever that family unit might consist of, what makes it a family? Some would say the values of family are still important. That brings up the question: what are family values?

To answer these questions, you will read what some “experts” have to say about family. To better understand the articles, you will annotate them: read the text with a pen/pencil/highlighter.

First reading: look for the overall meaning of the text (what is the main point it is making about family?) Put that into a sentence as it captures the central idea of the article.

Second reading: Annotate (underline, highlight, write brief notes in the margins): Phrases/sentences that support the central idea (examples, facts, statistics, quotations, etc.)

Third reading: figure out how the annotations you marked help develop the central idea as it unfolds in the article. (Note: most writers plan to have the support of the central idea unfold as the article progresses.)

When you are finished marking (annotating) the text, write a paragraph: write a central idea statement and support why you have chosen it by citing strong and thorough textual evidence to show your understanding of what the text says explicitly and the inferences you have made about the text. Also, explain how the central idea unfolds as the article/s progress/es.

Scoring Guide for Performance Task #1 (RI.9-10.2)Exemplary Proficient Close to

ProficientFar from

ProficientAll proficient criteria plus any one of the following:o Identifies more than one central

ideao Analyze how those central ideas

interact and build on one another.

o Determines a central idea of a texto Analyze its development over the

course of the texto Analyze how it emergeso Analyze how it is shaped and

refined by specific details.

Meets __3__ of the proficient criteria.

Meets fewer than __3__of the proficient criteria.

Comments:

Scoring Guide for Performance Task #1 (RI.9-10.1)Exemplary Proficient Close to Proficient Far from Proficient




o NA o NA

Comments:

Performance Task 2- In detail

Priority Standards: W.9-10.7Supporting Standards:Big Ideas: In order to answer a question, we read informational text strategically: collect information from multiple sources, determine what is relevant, and synthesize the best ideas and facts to create a thoughtful, original response that we can share with an audience.Essential Questions: How do we figure out answers to our questions so we understand and others can understand too?DOK: 2, 3, 4

Synopsis: Students will develop a research question (to be researched in Performance Task 3).

Teacher Directions: It is suggested that a teacher engages students in whole class, small group or individual brainstorming and/or somegeneral reading of informational texts about the concept of family in order to help students generate a wide variety of personally relevant questions that will inspire students to engage in authentic and meaningful research. Students will benefit from this discussion and hearing others’ questions, and it may help them generate their own.

After students acquire some general background knowledge, they will develop a list of possible questions they have about some aspect of “family.” Then, they will narrow the list to one question that they will research in PT #3.

Student Directions:You are a graduate student at the University of Iowa (OK… you can make it any college/university you like). You work for the Dean of the School of Social Sciences as a graduate assistant, and it is considered a pretty cushy job. As the dean’s grad assistant, you get paid for 20 hours a week; and often the dean forgets to give you a task. Other times, you get a whopper of a task to complete. Today, the dean gives you this assignment: prepare an annotated bibliography on the subject of family. The dean lets you narrow the topic based on a question that YOU have about the topic of family. The dean will be using this annotated bibliography in the introductory course of Psychology 101 – a basic psychology course. Students in this course will use this annotated bibliography to help them develop a 10 page informational research paper based on YOUR question. Ah, what power you have.

The fate of these undergraduate students is in your hands! You take your job seriously as it provides a generous amount of spending money each month. You determine that this will involve a four-step process:

Step 1: determine a worthy research question Step 2: review the relevant articles available and skim them, jotting down important notes from each one Step 3: Compile your notes into an annotated bibliography Step 4: Present this to the professor in an interesting and engaging way!



Your immediate task is only Step 1: determining a worthy research question, and you remember a previous task the dean had you complete – reading some general articles about “family” and analyzing the central idea of them. You dig out that work as it may provide a shortcut to the upcoming work. You remember some of the family-related topics: such as single-parent families, nuclear families, latch-key kids, personal family history, stay-at-home parents, the evolution of family, polygamy, divorce, adoption, foster families, nontraditional families, multi-generational families living in one house, pets as family, sibling rivalry, step parents, birth order, parenting styles, family planning, same-sex marriage, and friends as family, etc.).

OK. Stop. What interests you about the broad topic of family? Take some time with this as this narrower focus will become your work for the next couple weeks.

Write a question that will direct you in your research of the topic. Strong research questions arebroad enough that they relate to more than one person and are difficult to answer without learning a lot about the subject.

The dean wants to see your research question the day after tomorrow.

Product: A well-written question on the general topic of “family” that is not too narrow or too broad.

Scoring Guide for Performance Task # 2 (W.9-10.7)Exemplary Proficient Close to Proficient Far from Proficient

o NA o Develops a research question that is neither too narrow nor too broad

o NA o NA

Performance Task 3- In Detail

Priority Standards: RI.9-10.1, RI.9-10.2; W.9-10.7Supporting Standards: W.9-10.8Big Ideas: We conduct research in order to become thoughtful, knowledgeable people who create our own answers instead of accepting other people’s ideas as entirely correct or reliable.Essential Questions: Why do research?DOK: 2, 3, 4Synopsis: Collection of sources and notes related to Task # 2’s research question

Teacher Directions: This performance task will likely take several days. This is the actual research process, thegathering and recording of information from a variety of sources to answer their research questions. Students will be required to gather a variety of text and non-text sources (including video clips, music, films, interviews, visual aids, etc.)

Students need to keep track of where their information is coming from. Teachers need to provide students with a system (or system options) for organizing notes and sources. Teachers need to provide and model a standard citation format for the students to use.



Teachers will determine minimum numbers of notes, sources, etc., depending on a school’s access to technology, depth of the research project, etc.

Students show that they have gathered relevant information by organizing their notes into a graphic organizer, sorting note cards into piles, providing an outline, or another task determined by the teacher.

Students actively avoid plagiarism by attributing notes to a source and citing information in outlines or other pre-writing tools.

Student DirectionsOK. You have your research question. This is step 2 of your task from the dean: review the relevant articles available and skim them, jotting down important notes from each one.

You know the research process. That has been drilled in to you by many high school and college instructors. That’s one reason you got this job.

First, develop a list of possible sources that will help you learn more about different aspects of and perspectives on your research question. For example, whom can you interview? What keywords can you search for online? Are there relevant sources on TV? Which books might have helpful information? Are there government agencies that publish statistics related to your question (e.g., Department of Health and Human Services)? Remember that Wikipedia should not be used as one of your sources.

Second, go to each of your sources. Scan or skim to assess the usefulness of each source in answering the research question. For example, will the sources you are identifying actually answer your research question? Once you determine that a source is useful, format your citation according to the one selected by your college/university and then go on to the third step. If a source is not relevant, move on to the next possible source.

Third, using your relevant sources, take notes on important facts, ideas, details, opinions, and findings that will help you answer your research question. Use a note-taking system that works for you. Be sure that each note that you take is associated with the correct source and citation in order to avoid accidentally plagiarizing when you go to write your paper. If you have not encountered the information or idea before this and would like to include it in your research, you must properly cite the material to show that it is not your own idea--but rather something you found in your investigation.

NOTE: You know that even if you put this information into your own words, without proper citation this would also be considered plagiarism.

Scoring Guide for Performance Task #1 (RI.9-10.2)



Exemplary Proficient Close to Proficient

Far from Proficient

All proficient criteria plus any one of the following:o Identifies more than one central

ideao Analyze how those central ideas

interact and build on one another.


course of the texto Analyze how it emergeso Analyze how it is shaped and

refined by specific details.

Meets __3__ of the proficient criteria.

Meets fewer than __3__of the proficient criteria.

Comments:



o NA o NA

Comments:

Scoring Guide for Performance Task 3 (W.9-10.8)Exemplary Proficient Close to Proficient Far from Proficient

All proficient criteria plus any of the following:o NA

o Gathers multiple sources relevant to research question

o Uses multiple print sourceso Uses multiple digital or non-print sourceso Uses advanced searches effectivelyo Assesses the usefulness of sourceso Gathers relevant informationo Gathers sufficient informationo Actively avoids plagiarism by labeling

information according to sourceo Follows a standard format for citation

Meets ___6-7_ of the proficient criteria.

Meets fewer than ____6_of the proficient criteria.

Comments:

Performance Task #4- In Detail

Priority Standards: W.9-10.2a, W.9-10.2fSupporting Standards: W.9-10.7, 8, 10Big Ideas: In order to answer a question, we read informational text strategically: collect information from multiple sources, determine what is relevant, and synthesize the best ideas and facts to create a thoughtful, original response that we can share with an audience.Essential Questions: How do we figure out answers to our questions so we understand and others can understand too?DOK: 3, 4Synopsis: Develop an annotated bibliography with reflective component answering the research question



Teacher Directions: Students will explore the concept of family to deepen their understanding and, possibly, challenge their current perspective of this concept. Students will write three parts: (1) an introduction that lays out a research question and their prior knowledge of the subject and/or motivation for choosing the topic; (2) a list of sources, each using a standard citation format and a short paragraph that details what they have learned from each source that is related to the research question; and (3) a reflection/conclusion where students answer their research question after synthesizing their learning and include personal reactions, opinions and/or on-going questions.

Student Directions:Hold on! The dean returns with a few changes to the original assignment. The dean wants to make sure that the annotated bibliography will provide meaningful direction to the students in Psychology 101. Now you are told to include these components in the annotated bibliography:

An introduction that establishes the research question and provides context for it: how was it selected? Why was it interesting and relevant to you? What background knowledge did you bring to the research? Why would it be of interest to other students?

Annotated Bibliography with these specific directions for follow:o Second, gather all of your information and sources together.o Alphabetize your sources by the first word in the citation.o With the first source, type your citation in proper format including punctuation,

capitalization, etc. Then, under the citation, write a paragraph that details any relevant and important information and ideas that you learned from the source. If you are using a direct quote, be sure to use quotation marks. In this paragraph, you should be reporting what you learned, not adding personal reactions or opinions (that will come later).

When you are finished, skip a line and then type the second source’s full citation and a paragraph about what you learned from that source. Continue on until each source that you took notes from is represented in this section.

EXAMPLE of a student’s annotated bibliography entry using MLA citation format:Malm, Sarah. “Feral Girl.” Mail Online. The Daily Mail. 28 July 2012. Web. 30 September 2013. www.dailymail.co.uk.

Many cases of feral beings or children have been reported. This is not a new occurrenceor situation. The fact is that sometimes accidents happen and people are abandoned at ayoung age or even in some horrible cases, it happened on purpose because some peoplejust can’t handle the responsibility of raising another being besides themselves. When thishappens, one should not just abandon these people to the wilderness and let their mindtwist and bend in the vast loneliness of the wilderness, and have no one to talk to besidesa herd of cows or a pack of wolves. When a lone person is alone in the vast never endingwilderness for long amounts of time it can be hard to cope and some people just snap.If people choose to ignore this and just lock them away then these symptoms will only getworse.

Finally, write a conclusion where you combine information from multiple sources to answer your research question. Also, include your personal reactions, opinions, and ongoing questions about your research and



your sources. Some questions you could answer in this section include: How do these sources, when taken together, help you formulate an answer to your research question? How do the authors/sources have similar or different perspectives, opinions, or backgrounds? What trends or patterns did you find? What did you expect to find at the start of your research? What information confirmed your prior knowledge/thinking? What did you find surprising in your research that contradicted your prior knowledge/ thinking? What questions do you still have about the topic? What information would you still like to locate? What particular group, company, or individual might be receptive to learning more about your research? Who do you think should learn about your research? What is your overall reaction to your research? Has/have your opinion on or feelings about the topic changed at all? Explain.

The dean apologizes for adding these two additional pieces but is confident you can make this work!

Scoring Guide for Task #4 (W.9-10.2a)Exemplary Proficient Close to Proficient Far from Proficient

Includes all of the Proficient criteria plus one of the following:

o NA

Introduces the topic Organizes complex ideas,

concepts, and information to make important connections and distinctions

Meets _1 of the proficient criteria.

Meets less than 1 ofthe proficient criteria.

Comments:

Scoring Guide for Task #4 (W.9-10.2f)Exemplary Proficient Close to Proficient Far from Proficient

Includes all of the Proficient criteria plus one of the following:

o NA

Provides a concluding statement or section that follows from and supports the information or explanation presented

NA NA

Comments:

Performance Task 5- In DetailPriority Standards: SL.9-10.4Big Ideas: In order to answer a question, we read informational text strategically: collect information from multiple sources, determine what is relevant, and synthesize the best ideas and facts to create a thoughtful, original response that we can share with an audience.Essential Questions: How do we figure out answers to our questions so we understand and others can understand too?DOK: 3, 4Synopsis: Present information in an oral format

Teacher Directions: Ideally, this presentation would be given to an authentic audience, such as a community 20


organization, panel of experts/advocates, parents/guardians, family/consumer science students, etc.The focused presentation should be limited in some way to keep students from reading their annotated bibliography aloud.

Student Directions:It’s “due day.” The dean is ready to review your work prior to accepting it and paying you. You have 3-5 minutes to convince the dean that this work will be relevant and informative for the students in Psychology 101.You are ready!You have the introduction, the annotated bibliography, and the conclusion prepared and ready to hand to the dean. Your oral presentation (as requested by the dean) includes:

o your research question and the context for its selection and refinement;o your answer to the research question;o two pieces of evidence that support your answer to the research question;o one thing that surprised you in your research, challenged your thinking, or was particularly

interesting;o A handout of highlights of the presentation.

It almost goes without saying that this presentation should be respectful in tone and appropriate and within the 3-5 minute time frame allocated.

Scoring Guide for Performance Task # 5 (SL.9-10.4):Exemplary Proficient Close to

ProficientFar from

ProficientIncludes all of the proficient criteria PLUS one of the following: NA

Presents findings clearly, concisely and logically so that listeners can follow the line of reasoning

Presents organization, substance and style appropriate to purpose, audience, and task

Meets 1 of the proficient criteria.

Meets zero of the proficient criteria.

Comments:



STUDENT MATERIALS



Name ________________________________

Post Assessment – Grade 9, Unit 3

by the people and for the people, shall not perish from the earth.

1. What is the central idea of this text? Support your claim with at least one piece of textual evidence. (RI.9-10.2)

2. What can you infer about Lincoln’s feelings towards the soldiers who fought in the Civil War? Support your answer with evidence from the text. (RI.9-10.1)

3. Write a research question that could utilize this text as an effective source in the research process. (W.9-10.7)




Read Lincoln’s “Gettysburg Address” and answer the questions below.

Lincoln, Abraham. “Gettysburg Address.” (1863)

Fourscore and seven years ago, our fathers brought forth upon this continent a new nation, conceived in liberty, and dedicated to the proposition that all men are created equal.

Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We are met to dedicate a portion of it as the final resting-place of those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.

But in a large sense we cannot dedicate,—we cannot consecrate,—we cannot hallow this ground. The brave men, living and dead, who struggled here, have consecrated it far above our power to add or detract. The world will little note, nor long remember, what we say here, but it can never forget whatthey did here. It is for us, the living, rather to be dedicated here to the unfinished work that they havethus far so nobly carried on. It is, rather for us to be here dedicated to the great task remaining before us, that from these honored dead we take increased devotion to that cause for which they here gave the last full measure of devotion; that we here highly resolve that these dead shall not have died in vain; that this nation, under God, shall have a new birth of freedom, and that Government of the people,

Scoring Guide for Question 1 Post Assessment (RI.9-10.2) PartialExemplary Proficient Close to Proficient Far from Proficient

NA o Determines a central idea of a text

o NA o NA

Comments:

Scoring Guide for Question 2 Post Assessment (RI.9-10.1)Exemplary Proficient Close to Proficient Far from Proficient

NA o Cites strong and thorough textual evidence to support inferences drawn from the text

o NA o NA

Comments:

Scoring Guide for Question 3 Post Assessment (W.9-10.7)Exemplary Proficient Close to Proficient Far from Proficient

NA o Writes a question to narrow or broaden research focus

o NA o NA

Comments:

Scoring Guide for Question 4 Post Assessment (RI.9-10.8)Exemplary Proficient Close to Proficient Far from Proficient






o Meets 2 of the proficient criteria

o Meets 1 or less of the proficient criteria

Comments:



Name_________________________

Unit 3, Grade 9 Pre-Assessment

Read Washington’s “Farewell Address” and answer the questions below.

Washington, George. “Farewell Address.” (1796)

Against the insidious wiles of foreign influence (I conjure you to believe me, fellow-citizens) the jealousyof a free people ought to be constantly awake, since history and experience prove that foreign influence is one of the most baneful foes of republican government. But that jealousy to be useful must be impartial; else it becomes the instrument of the very influence to be avoided, instead of a defense against it. Excessive partiality for one foreign nation and excessive dislike of another cause those whom they actuate to see danger only on one side, and serve to veil and even second the arts of influence on the other. Real patriots who may resist the intrigues of the favorite are liable to become suspected and odious, while its tools and dupes usurp the applause and confidence of the people, to surrender their interests.

The great rule of conduct for us in regard to foreign nations is in extending our commercial relations, to have with them as little political connection as possible. So far as we have already formed engagements, let them be fulfilled with perfect good faith. Here let us stop. Europe has a set of primary interests which to us have none; or a very remote relation. Hence she must be engaged in frequent controversies, the causes of which are essentially foreign to our concerns. Hence, therefore, it must be unwise in us to implicate ourselves by artificial ties in the ordinary vicissitudes of her politics, or the ordinary combinations and collisions of her friendships or enmities.

Our detached and distant situation invites and enables us to pursue a different course. If we remain one people under an efficient government. the period is not far off when we may defy material injury from external annoyance; when we may take such an attitude as will cause the neutrality we may at any time resolve upon to be scrupulously respected; when belligerent nations, under the impossibility of making acquisitions upon us, will not lightly hazard the giving us provocation; when we may choose peace or war, as our interest, guided by justice, shall counsel.

Why forego the advantages of so peculiar a situation? Why quit our own to stand upon foreign ground? Why, by interweaving our destiny with that of any part of Europe, entangle our peace and prosperity in the toils of European ambition, rivalship, interest, humor or caprice?

It is our true policy to steer clear of permanent alliances with any portion of the foreign world; so far, I mean, as we are now at liberty to do it; for let me not be understood as capable of patronizing infidelity to existing engagements. I hold the maxim no less applicable to public than to private affairs, that honesty is always the best policy. I repeat it, therefore, let those engagements be observed in their genuine sense. But, in my opinion, it is unnecessary and would be unwise to extend them.



1. What is the central idea of this text? Support your claim with strong and thorough textual evidence. (RI.9-10.1, RI.9.10.2)

2. What can you determine about Washington’s feelings towards jealousy? Support your answer with strong and thorough textual evidence. (RI.9-10.1, RI.9-10.6)

3. Write a research question that could utilize this text as an effective source in the research process. (W.9-10.7)


Scoring Guide for Question 1 Pre-Assessment(RI.9-10.1)Exemplary Proficient Close to Proficient Far from Proficient


o NA o NA

Comments:

Scoring Guide for Question 1 Pre-Assessment (RI.9-10.2) PartialExemplary Proficient Close to Proficient Far from Proficient

o NA o Determines a central idea of a text

o NA o NA

Comments:

Scoring Guide for Question 2 Pre-Assessment (RI.9-10.1)Exemplary Proficient Close to Proficient Far from Proficient

o NA o Cites strong and thorough textual evidence to support analysis of what the text says explicitly as well as

o NA o NA

Comments:



inferences drawn from the text


o Analyzes how style and content contribute to the power, persuasiveness, or beauty of the text

o Determines an author’s point of view or purpose in a text

o Analyzes how an author uses rhetoric to advance that point of view or purpose

Meets 1 of the proficiency criteria.

o Meets zero of the proficiency criteria

Comments:

Scoring Guide for Question 3 Pre-Assessment (W.9-10.7)Exemplary Proficient Close to Proficient Far from Proficient

o NA o Writes a question to narrow or broaden research focus

o NA o NA

Comments:







o Includes 2 of the proficient criteria

o Includes 1 of fewer of the proficient criteria

Comments:



Name _____________________________________

Performance Task # 1

What does family mean? Most of us would agree that when we think of family, we think of a variety of structures. Families today consist of one-parent, two-parent, grandparents, older siblings/cousins, etc. as a variety of caregivers. Whatever that family unit might consist of, what makes it a family? Some would say the values of family are still important. That brings up the question: what are family values?

To answer these questions, you will read what some “experts” have to say about family. To better understand the articles, you will annotate them: read the text with a pen/pencil/highlighter.

First reading: look for the overall meaning of the text (what is the main point it is making about family?) Put that into a sentence as it captures the central idea of the article.

Second reading: Annotate (underline, highlight, write brief notes in the margins): Phrases/sentences that support the central idea (examples, facts, statistics, quotations, etc.)

Third reading: figure out how the annotations you marked help develop the central idea as it unfolds in the article. (Note: most writers plan to have the support of the central idea unfold as the article progresses.)

When you are finished marking (annotating) the text, write a paragraph: write a central idea statement and support why you have chosen it by citing strong and thorough textual evidence and explain your understanding of what the text says explicitly and the inferences you have made about the text. Also, explain how the central idea unfolds as the article/s progress/es.


All proficient criteria plus any one of the following:o Identifies more

than one central idea

o


course of the texto Analyze how it emergeso Analyze how it is shaped and refined

by specific details

o Meets __3__ of the proficient criteria.

o Meets fewer than __3__of the proficient criteria.

Comments:


o NA o Cites strong and thorough textual evidence to support analysis of what the text says explicitly as well as

o NA o NA



inferences drawn from the text

Name ____________________________________


You are a graduate student at the University of Iowa (OK… you can make it any college/university you like). You work for the Dean of the School of Social Sciences as a graduate assistant, and it is considered a pretty cushy job. As the dean’s grad assistant, you get paid for 20 hours a week; and often the dean forgets to give you a task. Other times, you get a whopper of a task to complete. Today, the dean gives you this assignment: prepare an annotated bibliography on the subject of family. The dean lets you narrow the topic based on a question that YOU have about the topic of family. The dean will be using this annotated bibliography in the introductory course of Psychology 101 – a basic psychology course. Students in this course will use this annotated bibliography to help them develop a 10 page informational research paper based on YOUR question. Ah, what power you have.

The fate of these undergraduate students is in your hands! You take your job seriously as it provides a generous amount of spending money each month. You determine that this will involve a four-step process:

Step 1: determine a worthy research question Step 2: review the relevant articles available and skim them, jotting down important notes

from each one Step 3: Compile your notes into an annotated bibliography Step 4: Present this to the professor in an interesting and engaging way!

Your immediate task is only Step 1: determining a worthy research question, and you remember a previous task the dean had you complete – reading some general articles about “family” and analyzing the central idea of them. You dig out that work as it may provide a shortcut to the upcoming work. You remember some of the family-related topics: such as single-parent families, nuclear families, latch-key kids, personal family history, stay-at-home parents, the evolution of family, polygamy, divorce, adoption, foster families, nontraditional families, multi-generational families living in one house, pets as family, sibling rivalry, step parents, birth order, parenting styles, family planning, same-sex marriage, and friends as family, etc.).

OK. Stop. What interests you about the broad topic of family? Take some time with this as this narrower focus will become your work for the next couple weeks.

Write a question that will direct you in your research of the topic. Strong research questions arebroad enough that they relate to more than one person and are difficult to answer without learning a lot about the subject.

The dean wants to see your research question the day after tomorrow.



Product: A well-written question on the general topic of “family” that is not too narrow or too broad.

Scoring Guide for Performance Task # 2 (W.9-10.7)Exemplary Proficient Close to Proficient Far from Proficient

o NA o Develops a research question that is neither too narrow nor too broad

o NA o NA



Name _________________________________


OK. You have your research question. This is step 2 of your task from the dean: review the relevant articles available and skim them, jotting down important notes from each one.

You know the research process. That has been drilled in to you by many high school and college instructors. That’s one reason you got this job.

First, develop a list of possible sources that will help you learn more about different aspects of and perspectives on your research question. For example, whom can you interview? What keywords can you search for online? Are there relevant sources on TV? Which books might have helpful information? Are there government agencies that publish statistics related to your question (e.g., Department of Health and Human Services)? Remember that Wikipedia should not be used as one of your sources.

Second, go to each of your sources. Scan or skim to assess the usefulness of each source in answering the research question. For example, will the sources you are identifying actually answer your research question? Once you determine that a source is useful, format your citation according to the one selected by your college/university and then go on to the third step. If a source is not relevant, move on to the next possible source.

Third, using your relevant sources, take notes on important facts, ideas, details, opinions, and findings that will help you answer your research question. Use a note-taking system that works for you. Be sure that each note that you take is associated with the correct source and citation in order to avoid accidentally plagiarizing when you go to write your paper. If you have not encountered the information or idea before this and would like to include it in your research, you must properly cite the material to show that it is not your own idea--but rather something you found in your investigation. NOTE: You know that even if you put this information into your own words, without proper citation this would also be considered plagiarism.



Scoring Guide for Performance Task 3 (W.9-10.7)Exemplary Proficient Close to Proficient Far from Proficient

All proficient criteria plus any of the following:

NA

o Synthesizes multiple sources on the subject, demonstrating understanding of the subject under investigation


o Synthesizes multiple sources on the subject

o Demonstrates understanding of the subject under investigation

Meets ___3_ of the proficient criteria.

Meets fewer than ____3_of the proficient criteria.

Comments:

Scoring Guide for Performance Task 3 (W.9-10.8)Exemplary Proficient Close to Proficient Far from

ProficientAll proficient criteria plus any of the following:o NA


o Uses multiple print sourceso Uses multiple digital or non-print

sourceso Uses advanced searches effectivelyo Assesses the usefulness of sourceso Gathers relevant informationo Gathers sufficient informationo Actively avoids plagiarism by

labeling information according to source

o Follows a standard format for citation

Meets 6-7 of the proficient criteria.

Meets fewer than 6 of the proficient criteria.

Comments:



Name ______________________________


Hold on! The dean returns with a few changes to the original assignment. The dean wants to make sure that the annotated bibliography will provide meaningful direction to the students in Psychology 101. Now you are told to include these components in the annotated bibliography:

An introduction that establishes the research question and provides context for it: how was it selected? Why was it interesting and relevant to you? What background knowledge did you bring to the research? Why would it be of interest to other students?

Annotated Bibliography with these specific directions for follow:o Second, gather all of your information and sources together. o Alphabetize your sources by the first word in the citation. o With the first source, type your citation in proper format including punctuation,

capitalization, etc. Then, under the citation, write a paragraph that details any relevant and important information and ideas that you learned from the source. If you are using a direct quote, be sure to use quotation marks. In this paragraph, you should be reporting what you learned, not adding personal reactions or opinions (that will come later).

When you are finished, skip a line and then type the second source’s full citation and a paragraph about what you learned from that source. Continue on until each source that you took notes from is represented in this section.

EXAMPLE of a student’s annotated bibliography entry using MLA citation format: Malm, Sarah. “Feral Girl.” Mail Online. The Daily Mail. 28 July 2012. Web. 30 September 2013. www.dailymail.co.uk.

Many cases of feral beings or children have been reported. This is not a new occurrenceor situation. The fact is that sometimes accidents happen and people are abandoned at ayoung age or even in some horrible cases, it happened on purpose because some people just can’t handle the responsibility of raising another being besides themselves. When this happens, one should not just abandon these people to the wilderness and let their mind twist and bend in the vast loneliness of the wilderness, and have no one to talk to besidesa herd of cows or a pack of wolves. When a lone person is alone in the vast never ending wilderness for long amounts of time it can be hard to cope and some people just snap.If people choose to ignore this and just lock them away then these symptoms will only get worse.

Finally, write a conclusion where you combine information from multiple sources to answer your research question. Also, include your personal reactions, opinions, and ongoing questions about your research and your sources. Some questions you could answer in this section include: How do these sources, when taken together, help you formulate an answer to your research question? How do the



authors/sources have similar or different perspectives, opinions, or backgrounds? What trends or patterns did you find? What did you expect to find at the start of your research? What information confirmed your prior knowledge/thinking? What did you find surprising in your research that contradicted your prior knowledge/ thinking? What questions do you still have about the topic? What information would you still like to locate? What particular group, company, or individual might be receptive to learning more about your research? Who do you think should learn about your research? What is your overall reaction to your research? Has/have your opinion on or feelings about the topic changed at all? Explain.

The dean apologizes for adding these two additional pieces but is confident you can make this work!

Scoring Guide for Task #4 (W.9-10.2a)Exemplary Proficient Close to

ProficientFar from

ProficientIncludes all of the Proficient criteria plus one of the following:

o NA

Introduces the topic Organizes complex ideas, concepts,

and information to make important connections and distinctions

Meets _1 of the proficient criteria.

Meets less than 1 ofthe proficient criteria.

Scoring Guide for Task #4 (W.9-10.2f)Exemplary Proficient Close to

ProficientFar from

ProficientIncludes all of the Proficient criteria plus one of the following: NA

Provides a concluding statement or section that follows from and supports the information or explanation presented

NA NA

Scoring Guide for Task #4 (W.9-10.8)Exemplary Proficient Close to

ProficientFar from

ProficientIncludes all of the Proficient criteria plus one of the following:

o NA

Gathers relevant information Includes authoritative print sources Includes authoritative digital and non-

print sources

Meets 5 of the proficient criteria

Meets fewer than 5 of the proficient category



Accurately cites sources using standard format

Assesses the usefulness of each source in answering the research question

Follows a standard format for typing and publishing writing (font, margins, header, etc.)

Comments:

Name ____________________________________


It’s “due day.” The dean is ready to review your work prior to accepting it and paying you. You have 3-5 minutes to convince the dean that this work will be relevant and informative for the students in Psychology 101.You are ready!You have the introduction, the annotated bibliography, and the conclusion prepared and ready to hand to the dean. Your oral presentation (as requested by the dean) includes:

o your research question and the context for its selection and refinement; o your answer to the research question; o two pieces of evidence that support your answer to the research question;o one thing that surprised you in your research, challenged your thinking, or was particularly

interesting;o a handout of highlights of the presentation.

It almost goes without saying that this presentation should be respectful in tone and appropriate and within the 3-5 minute time frame allocated.

Scoring Guide for Performance Task # 5 (SL.9-10.4):Exemplary Proficient Close to

ProficientFar from

ProficientIncludes all of the proficient criteria PLUS one of the following: NA

Presents findings clearly, concisely and logically so that listeners can follow the line of reasoning

Presents organization, substance and style appropriate to purpose, audience, and task

Meets 1 of the proficient criteria.

Meets zero of the proficient criteria.

Comments:



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