Launching the Performance Task | EL Education Curriculum

You are here

ELA 2012 G8:M3B:U3:L2

Launching the Performance Task

You are here:

Long Term Learning Targets

  • I can analyze figurative language, word relationships, and nuances in word meanings. (L.8.5)
  • I can cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. (RI.8.1)
  • I can present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound reasoning, and well-chosen details; use appropriate eye contacts, adequate volume, and clear pronunciation. (SL.8.4)
  • I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.8.1)

Supporting Targets

  • I can analyze nuances in word meanings and the word choice an author selects, which both contribute to the meaning and tone of the text.
  • I can select three photographs to highlight key events experienced by The Little Rock Nine as they tried to go to school at Central as a basis for a film plot.
  • I can cite evidence from A Mighty Long Way when describing the photograph and to support the reasons for my choices.

Ongoing Assessment

  • Photograph and Song Choice note-catcher

Agenda

AgendaTeaching Notes

1.   Opening
     A. Engaging the Writer: Language Techniques (10 minutes)

2.   Work Time

     A. Launching the Performance Task and Generating Criteria from the Model (10 minutes)
     B. Analyzing and Selecting Photographs (20 minutes)

3.   Closing and Assessment
     A. Sharing a Photograph Selection (5 minutes)

4.   Homework

     A. Finish selecting the three photographs you are going to use in the Performance Task and filling out the Photograph and Song Choice note-catcher with your choice of photographs. You will not work on song choice until Lesson 4.
 

  • In this lesson, students continue to work with language standard L.8.5 as they build toward the Mid-Unit 3 Assessment in the next lesson.
  • In this lesson, students are introduced to the Performance Task Prompt and hear a model presentation. It is important they understand that although the Performance Task is a presentation, they will be preparing the material they need for a presentation by writing.
  • In this lesson, you will be performing a model presentation for students. Please see Performance Task Model: Guidelines (in supporting materials) to prepare for this presentation. It is recommended that you use the End of Unit Assessment 3 Model Response (see supporting materials) to make prompt cards, as students will be required to do so in preparation for their presentations, and your prompt cards can be used as a model for them.
  • It is important that you model only one photograph and the song choice, since modeling more than one photograph will not give students the chance to think for themselves about the photographs.
  • Students will write the descriptions and arguments of their photographs and songs for the End of Unit 3 Assessment (W.8.1/W.8.2), which will then provide them with the material they need to generate a presentation. This lesson is the preliminary thinking for photograph selection. The writing model provided in this lesson is the model for the End of Unit 3 assessment, which takes place in Lesson 5.
  • During this lesson, students focus on photograph selection. They will select a song in Lesson 4 (Lesson 3 is the Mid-Unit 3 Assessment.)
  • It is important to point out to students that although the photographs in Little Rock Girl 1957 focus primarily on Elizabeth Eckford, most of the events captured in the photographs are also described in the memoir A Mighty Long Way by Carlotta Walls Lanier.
  • As students may not have time to complete their note-catchers in the lesson, they finish it for homework.
  • In advance:

-   Review: Performance Task Model: Guidelines (see supporting materials)

-   Prepare: Performance Task Model (see guidelines in supporting materials)

-   Prepare: Performance Task Criteria anchor chart (see Work Time A)

-   Post: Learning targets. 

Materials

  • Word Connotation score sheet (one per student and one to display)
  • A Mighty Long Way (book; one per student)
  • Performance Task Prompt (one per student and one for display)
  • Little Rock Girl 1957 (book; one per student)
  • Performance Task Model: Guidelines (for teacher reference)
  • Performance Task Criteria anchor chart (new; see Work Time A)
  • Photograph and Song Choice note-catcher (one per student and one for display)
  • Photograph and Song Choice note-catcher (example, for teacher reference)

Opening

OpeningMeeting Students' Needs

A. Engaging the Writer: Language Techniques (10 minutes)

  • Display and distribute the Word Connotation score sheet.
  • Ask students to pair up with their discussion partners.
  • Invite students to sort the words by rating them on the Word Connotation score sheet, choosing a number between 1 and 5 for each word, depending on how negative or positive they perceive the connotation of the word to be. Explain that connotation means a feeling or association one has with a word.
  • Ask:

*   "For example, in the word pair 'defiance' and 'resistance,' what would you rate 'defiance'? What would you rate 'resistance'? Why?"

  • Invite students to respond with their reasoning.
  • Give students several minutes to score the words with their partners.
  • Cold call pairs to share out.
  • Draw students' attention to the first learning target and read it aloud:

*   "I can analyze nuances in word meanings and the word choice an author selects, which both contribute to the meaning and tone of the text."

  • Explain that Carlotta Walls Lanier chose to use specific words in her writing to capture her story and convey her emotions and reactions to the chaos around her.
  • Have students take out their text: A Mighty Long Way
  • Tell students that you would like them to reread a passage with you from the paragraph beginning at the bottom of page 69. In this passage, Carlotta writes about the moment she and her classmates begin to walk toward Central High School on the first day of school.
  • Explain that the words marked with an asterisk on the Word Connotation score sheet are words Carlotta Walls Lanier chose to use in this passage. The words without an asterisk are words with similar meanings, but different connotations are not used in the passage. 
  • Explain that after they reread this passage to refamiliarize themselves with it, students will read the words on the chart and give a score to each word between the range of 1-5, with 1 being a negative connotation or feeling and 5 being a positive connotation or feeling from the word.
  • Turn and talk:

*   "How would the meaning of this passage have changed if Walls had used the other words listed on the sheet? Use specific examples from your Word Connotation score sheet to guide your conversations."

  • Cold call one or two pairs to share out.
  • Emphasize that Walls' choices were deliberate and capture the chaos and fear she must have felt during this defining moment of her journey. Note that there is a correlation between the positive and negative nature of the connotation of the words with asterisks versus the words without asterisks. This means Walls chose her words wisely, making sure the words reflected the feeling she wished to convey.
  • Tell students that in the next lesson they will be analyzing language techniques for their mid-unit assessment.
  • Draw students' attention to the final two learning targets:

*   "I can select three photographs to highlight key events experienced by The Little Rock Nine as they tried to go to school at Central as a basis for a film plot."

*   "I can cite evidence from A Mighty Long Way when describing the photograph and to support the reasons for my choices."

  • Explain that students will be introduced to the Performance Task next, so these learning targets will make more sense once they have read the prompt. 
  • Since connotation work is especially challenging for ELL students, consider pairing them with non-ELL students for this activity or providing simpler word pairs from the text.

Work Time

Work Time

A. Launching the Performance Task and Generating Criteria from the Model (10 minutes)

  • Display and distribute the Performance Task Prompt.
  • Ask students to read the document silently and write the gist of the task and any questions they have about it in the margins.
  • Ask students to explain the standards on which they will be assessed.
  • Listen for: "presenting ideas."
  • Call on students with questions about the performance task.
  • Have students take out Little Rock Girl 1957. Students will need to refer to this during the model presentation.
  • Use the Performance Task Model: Guidelines to model a presentation for the group. See Teaching Notes. Explain that you are only going to model presenting one photograph and the song for the sake of time. This should be plenty of material for students to generate criteria.
  • Ask students to discuss with an elbow partner:

*   "What did you notice?"

*   "What did I include in my presentation?"

*   "Think about the Performance Task Prompt--why do you think I included that? Why is it relevant?"

  • Select volunteers to share their ideas with the whole group. Record as criteria on Performance Task Criteria anchor chart. Suggestions could include:

-   Tell the audience which page the photograph is on.

-   Describe the photograph. Use evidence from A Mighty Long Way in your description of the photograph.

-   Explain why you have chosen that photograph. Use evidence from the text to support your reasons.

-   Repeat with each photograph.

-   Introduce the song you have chosen.

-   Describe what the song is about. Cite lyrics from the song in your description.

-   Explain why you have chosen that song. Use evidence from the text to support your reasons.

B. Analyzing and Selecting Photographs (20 minutes)

  • Remind students that for the Performance Task they must choose three photographs to lift up as key events to drive the plot and theme of their film.
  • Distribute the Photograph and Song Choice note-catcher. Model how to fill it in using the example on the Photograph and Song Choice note-catcher (example, for teacher reference).
  • Remind students of the Performance Task model presentation they just experienced and the reasons given for the choice of the three photographs selected to lift up as key events. Tell students to follow that modeled thinking as they begin to look through Little Rock Girl 1957 and think about which photographs to choose.
  • Invite students to begin looking through the photographs to choose the three they would like to lift up as key events.
  • Circulate to support students as they work. Ask guiding questions to guide them:

*    "Why have you chosen that photograph?"

*   "What key event for The Little Rock Nine does it lift up? How?"

*   "Why is this an important event to include in a film about The Little Rock Nine as they tried to go to Central?"

  • If students haven't finished selecting their photographs by the end of this allocated time, explain that they will finish selecting photographs and filling out their note-catcher for homework.

Closing & Assessments

Closing

A. Sharing a Photograph Selection (5 minutes)

  • Invite students to choose one of the photographs they have selected to share in a mix and mingle.
  • Mix and Mingle:

     1. Students move around the room with their books and note-catchers.

     2. When you say stop, students share a photograph they have selected and their reasons for selecting it with the person closest to them.

     3. Repeat until students have shared three times. 

Homework

Homework
  • Finish selecting the three photographs you are going to use in the Performance Task and filling out the Photograph and Song Choice note-catcher with your choice of photographs. You will not work on song choice until Lesson 4.

Note: Remind students to complete their independent reading in preparation for writing a book review in Lesson 3.

Get updates about our new K-5 curriculum as new materials and tools debut.

Sign Up