West Haven Performance Task Planner

West Haven Performance Task Planner

Subject / ELA
Grade/Course / 5th Grade
Unit of Study / Unit II Understanding Informational Text & Expressing Ourselves Aloud
Writing to Inform
Duration of Unit / 25 days + 5 days reteach/enrichment
Essential Questions / Corresponding Big Ideas
1.  How do readers use specific information from the text?
1.  How do writers inform about or explain a topic?
2.  How do writers develop and strengthen their writing skills? / 1.  Readers explain relationships or interactions using specific information
2.  Writers use precise language and domain specific vocabulary to explain a topic.
3.  With guidance and support from peers and adults, writers develop and strengthen their writing by planning, revising, editing, rewriting or trying a new approach.
Priority Standards
Reading – Informational
CC.5.R.I.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.
CC.5.R.I.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
CC.5.R.I.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
Speaking and Listening
CC.5.SL.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly.
CC.5.SL.1.c Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others.
CC.5.SL.4 Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CC.5.SL.5 Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
Writing
CC.5.W.2.a Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations and multimedia when useful to aiding comprehension.
CC.5.W.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CC.5.W.2.c Link ideas within and across categories of information using words, phrases and clauses (e.g., in contrast, especially).
CC.5.W.2.d Use precise language and domain-specific vocabulary to inform about or explain the topic.
CC.5.W.2.e Provide a concluding statement or section related to the information or explanation presented.
CC.5.W.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. (Editing for conventions should demonstrate command of Language standards 1–3up to and including Grade 5 on page 29.)
CC.5.W.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.
Language
CC.5.L.1.c Use verb tense to convey various times, sequences, states, and conditions.
CC.5.L.2.d Use underlining, quotation marks, or italics to indicate titles of works.
CC.5.L.2.e Spell grade-appropriate words correctly, consulting references as needed.
CC.5.L.4.a Use context (e.g., cause/effect relationships and comparisons in text) as a clue to the meaning of a word or phrase.
Supporting Standards
Reading – Informational Text
CC.5.R.I.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more text.
Language
CC.5.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 5 reading and content, choosing flexibly from a range of strategies.
Writing
CC.5.W.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CC.5.W.2.b Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CC.5.W.9.b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”)
Interdisciplinary Connections / 21st Century Learning Skills
Science
“The History of Tsunamis” and “Waves” /

• Teamwork and Collaboration

• Initiative and Leadership
• Curiosity and Imagination

• Innovation and Creativity
• Critical thinking and Problem Solving

• Flexibility and Adaptability

• Effective Oral and Written Communication

• Accessing and Analyzing Information

Engaging Scenario
Your best friend just sent you an exciting text message inviting your family to go on a trip to Japan. You are overjoyed, but nervous because you have heard terrifying stories about tsunamis. You want to research tsunamis and find out the following: what causes a tsunami, how is it different from a normal wave, and what damage has been caused by a tsunami? Your final goal is to prepare a survival kit with everything you need should a tsunami occur while you are in Japan. You will then present your kit to your best friend, and explain why you feel you need to bring each of the items in it.
Performance Task Synopses
Students will
ü  Task 1- Work in Groups to read and answer questions (10pts)
ü  Task 2- Expository Pillar (5pts)
ü  Task 3- Write an Expository Essay (50 pts)
ü  Task 4- Create a survival kit. (10pts)
ü  Task 5 – Oral Presentation (25)
Performance Task #1
In Detail
Task 1: Group Work
·  Review the purpose of expository writing with the students
·  Pass out the engaging scenario, and read aloud with the students
·  Pass out the Task 1-packet and read the directions aloud with the students
·  Read, or call on students to read, each of the “Goal” criteria in the rubric
·  Divide students into their groups and allow them time to complete the activity
·  The amount of time required will depend on your students
The students will:
·  read “The History of Tsunamis” and “Waves” with their group and mark up the text
·  answer the questions attached
The teacher will:
·  monitor work in progress to ensure students are understanding questions and are answering them correctly
·  encourage group interaction
·  collect the work so it can be used for the next task
Performance Task # 1 Scoring Guide
See Rubric Below

QUESTION RESPONSE RUBRIC for Task# 1

Goal / Proficient / Basic
Must do all
ð  Question #1 is answered correctly (2pts)
ð  Question #2 is answered correctly (2pts)
ð  Question #3 is answered correctly (2pts)
ð  Responses to questions are written as complete sentences (2pts)
ð  Participated in group discussion (2pts) /   Meets 4 of the “Goal” criteria / ð  Meets 3 or fewer of the “Goal” criteria
ð  Task to be repeated after re-teaching

____/10

Performance Task # 2
In Detail
Task 2: Complete an Expository Pillar
The teacher will review:
·  Review the purpose of the expository pillar
·  Pass out the Task 2 packet and read the directions and “Goal” criteria with the students
·  Pass out student work from task one
The students will:
·  review the articles and their answers to the questions from Task 1
·  work in their groups to each fill in their own Expository Pillar
Performance Task # 2 Scoring Guide
See Rubric Below

EXPOSITORY PILLAR RUBRIC

Goal / Proficient / Basic
(Must do all)
ð  3 main ideas (2pts)
ð  3 details for each main idea (2pts)
ð  Expository Pillar neat and legible (1pt) /   Meets 2 of the “Goal” criteria /   Meets 1 or fewer of the “Goal” criteria
ð  Task to be repeated after re-teaching

____/5

Performance Task # 3
In Detail
Task 3: Write an Expository Essay
The teacher will:
·  Review what Golden Bricks are
·  Pass out the engaging scenario and the Task 3 packet
·  Review the engaging scenario with the students
·  Read the directions for Task 3, and the “Goal” criteria stated on the rubric
·  Pass out student materials from Tasks 1 and 2.
The students will
·  Independently write and edit an expository essay using all of their materials from tasks 1 and 2.
Performance Task # 3 Scoring Guide
See Rubric Below

Expository Essay Rubric

Goal / Proficient / Basic
(Must do all)
  Introduction with clear thesis statement (7pts)
  Clear explanation of what causes a tsunami (7pts)
  Clearly explains the difference between a regular wave and tsunami (7pts)
  Provides 3 examples of damage caused by a tsunami (7pts)
  Concluding paragraph (7pts)
  Indent each paragraph (3pts)
  Document is neat and legible (3pts)
  0-5 grammatical errors (3pts)
  0-5 punctuation errors (3pts)
  0-5 spelling errors for common sight words (3pts) /   Meets 8-9 of “Goal” criteria /   Meets 7 or fewer of “Goal” criteria
  Task to be repeated after reteaching

____/50

Performance Task # 4
In Detail
Task 4: Create a survival kit
The teach will:
·  Pass out the Task 4 packet to the students
·  Review the directions
·  Review the “Goal” Criteria listed on the rubric
The students will:
·  Work independently or with their group to create a list of the items each person will put in his or her survival kit
·  Draw or provide actual objects to include in his or her survival kit
·  Write their reasons for each of the items they are including in the kit
·  Practice their oral presentations with their group
Performance Task # 4 Scoring Guide
See Rubric Below

SURVIVAL KIT RUBRIC

Goal / Proficient / Basic
(Must do all)
ð  Survival Kit contains 5-10 relevant items (5 pts)
ð  Items/pictures/drawing are large enough to be seen from across the room (5 pts) /   Meets 1 of the “Goal” criteria /   Meets 0 of the “Goal” criteria
ð  Task to be repeated after re-teaching

____/10

Performance Task # 5
In Detail
Task 5: Give an Oral Presentation
·  Each student will give a short oral presentation showing and explaining why they chose the objects they have included.
Performance Task # 5 Scoring Guide
See Rubric Below

ORAL PRESENTATION RUBRIC

Goal / Proficient / Basic
(Must do All)
  Presenter is loud and clear (3pts)
  Speaker makes eye contact (3pts)
  Presentation involves audience, allowing time for audience to think, respond and ask questions (6pts)
  Presentation provides reasoning for all selected items in the kit. (7pts)
  Visuals were organized, neat, and could be seen be everyone. (6 pts) /   Meets 4 “Goal” criteria /   Meets 0-3 “Goal” criteria
  Repeat task after reteaching

____/25

Unit 2 Performance Task

Student Grade Sheet

Task 1: Group Work – Response to questions. /10 pts

Task 2: Expository Pillar /5 pts

Task 3: Expository Essay /50 pts

Task 4: Survival Kit /10 pts

Task 5: Make and oral presentation /25 pts

Total Score /100 pts

Goal / Proficient / Basic
100 pts / -85 / 68 or below

Citations

http://library.thinkquest.org/3743/tsunamis.html

The Economic Impact of the 26 December 2004 Earthquake & Indian Ocean Tsunami in Thailand prepared by the Asian Disaster and Preparedness Center

http://www.adpc.net/maininforesource/dms/thailand_assessmentreport.pdf

Fishing and Aquiculture after the Tsunami

http://factsanddetails.com/japan.php?itemid=1756&catid=26&subcatid=161#150

http://factsanddetails.com/japan.php?itemid=1756&catid=26&subcatid=161#1700

“Earthquake and Tsunami of 2011” written by Kenneth Pletcher and John P. Rafferty

http://www.britannica.com/EBchecked/topic/1761942/Japan-earthquake-and-tsunami-of-2011/299864/Northern-Japans-nuclear-emergency

http://www.gdrc.org/uem/disasters/disenvi/tsunami.html June 13, 2013

http://www.sms-tsunami-warning.com/pages/tsunami-features June 5, 2013

http://www.tulane.edu/~sanelson/Natural_Disasters/tsunami.htm

Tsunami by Prof. Stephen A. Nelson

How Ocean Waves Move By Cindy Grigg

http://www.edhelper.com/ReadingComprehension_54_3390.html

Ocean Water on the Move By Cindy Grigg

http://www.edhelper.com/ReadingComprehension_54_277.html

How Are Ocean Waves Made? By Cindy Grigg

http://www.edhelper.com/ReadingComprehension_54_2680.html

What Causes Waves?

http://www.enchantedlearning.com/subjects/ocean/Waves.shtml

NOAA Pacific Tsunami Warning Center

http://ptwc.weather.gov/faq.php#1

http://www.abc.net.au/science/surfingscientist/ask/tidalwaves.htm June 5, 2013

Waves by Herbert S. Zim

The History of Tsunamis By Jane Runyon

Grade 5: Unit 2 Performance Task Planner revised 7/13/13 Page | 2