EL Education Curriculum
You are here.
- ELA 2019 G6:M4:U3:L13
Prepare for Performance Task: Complete Nonfiction Narrative with Illustrations
In this lesson, daily learning targets, ongoing assessment.
- Technology and Multimedia
Supporting English Language Learners
Materials from previous lessons, new materials, closing & assessments, you are here:.
- ELA 2019 Grade 6
- ELA 2019 G6:M4
- ELA 2019 G6:M4:U3
Like what you see?
Order printed materials, teacher guides and more.
How to order
Help us improve!
Tell us how the curriculum is working in your classroom and send us corrections or suggestions for improving it.
Leave feedback
Focus Standards: These are the standards the instruction addresses.
- W.6.3, W.6.4, W.6.5, SL.6.3, SL.6.4, SL.6.5
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- RI.6.1, RI.6.10, W.6.10, SL.6.2, L.6.3, L.6.6
- I can draft a narrative nonfiction text about my focus figure's remarkable accomplishments. (W.6.3, W.6.5)
- I can create effective visuals to accompany my narrative nonfiction text about my focus figure's remarkable accomplishments. (SL.6.5)
- I can provide kind, specific, and helpful feedback to my peers to help them refine and improve their picture book. (W.6.5)
- Work Time B: Performance Task: Hidden Figures in Space Science Picture Book (W.6.3, W.6.4, L.6.3, L.6.6)
| Agenda | Teaching Notes |
|---|---|
| A. Engage the Learner - (5 minutes)
A. Mini Lesson: Narrative Writing Techniques - (10 minutes) B. Draft Narrative Nonfiction Picture Book Pages - (20 minutes)
A. Peer Share: Narrative Nonfiction Picture Book Pages - (10 minutes)
A. Prepare Narrative Nonfiction and Illustrations: Students continue to prepare the illustrations and text for their contribution to the children's picture book about other hidden figures in space science. | – Opening A: Students examine the Performance Task Presentation checklist. They prepare to delineate the arguments and specific claims of their classmates during the performance task. – Opening A: Students prepare to present the claims and findings of their focus figure research. – Work Time A: Students participate in a mini lesson aimed at helping them use appropriate and effective narrative writing techniques in their picture book pages. – Work Time B: Students continue to draft their narrative nonfiction picture book pages, using effective narrative techniques. – Work Time B: Students work with their crewmates to develop clear and coherent writing with attention to task, purpose, and audience. – Work Time B: With support from their crewmates, students continue to develop and strengthen writing through the process of planning and drafting their narrative nonfiction picture book pages. – Work Time B: Students continue develop illustrations to clarify information in their picture book pages. – Closing and Assessment A: Students participate in a peer share of their narrative nonfiction picture book pages, noting the strengths and places for improvement in their classmates’ narrative nonfiction writing. – Closing and Assessment A: With guidance and support from their peers during the peer share, students strengthen their writing through revising and polishing.
.
|
- Determine a narrative technique to be the focus of the mini lesson in Work Time A. Identify an aspect of narrative writing in which students need additional practice, such as punctuating dialogue, developing character traits, incorporating sensory language, or embellishing with descriptive details. Review the standards for narrative writing (W.6.3) and the Narrative Writing checklist (introduced in Module 1) for guidance. As needed, refer back to lessons in Module 1, Unit 3 where these techniques were first introduced.
- Gather art supplies and computers/tablets students will need to create their illustrations (see Materials list).
- Gather several examples of narrative nonfiction picture books. Several options are listed on the Characteristics of Narrative Nonfiction anchor chart (example for teacher reference).
- Provide devices with word-processing capability for crews to type their texts.
- Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
- Prepare copies of handouts for students, including entrance ticket (see Materials list).
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Work Time B: Prepare materials and technology for students to access online resources for high-quality photographs, illustrations, and clip art, such as http://eled.org/0147 or http://eled.org/0181 , for their visuals if they do not want to create their own. Choose the level of technology that is appropriate for the students and school resources, and guide students accordingly.
- Work Time B: Provide devices with word-processing capabilities for students to type their narrative nonfiction texts.
Supports guided in part by CA ELD Standards 6.I.A.1, 6.I.A.4, 6.I.B.6, 6.I.C.10, 6.I.C.12, 6.II.A.1, 6.II.A.2, 6.II.B.3, 6.II.B.4, 6.II.B.5, 6.II.C.6, and 6.II.C.7.
Important Points in the Lesson Itself
- To support ELLs, this lesson features additional time for students to complete their narrative nonfiction picture book pages. A guided mini lesson offers further instruction in narrative nonfiction techniques. A peer share at the end of the lesson gives students a supportive and low-stakes way of giving and receiving feedback that can help them improve their pages for the picture book.
- ELLs may continue to find it challenging to complete their narrative nonfiction pages and preserve enough time to adequately revise and polish their work. Work with students to divide final responsibilities (e.g., coloring the final illustrations, proofreading the pages, comparing the narrative features of the pages against the Characteristics of Narrative Nonfiction Writing anchor chart ) to complete during the work time of the following lesson.
- Performance Task anchor chart (one to display; from Module 4, Unit 1, Lesson 1, Work Time B)
- Characteristics of Narrative Nonfiction anchor chart (example for teacher reference) (from Module 4, Unit 3, Lesson 11, Work Time A)
- Characteristics of Narrative Nonfiction anchor chart (one for display; from Module 4, Unit 3, Lesson 11, Work Time A)
- Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 1, Lesson 5, Work Time A)
- Examples of narrative nonfiction picture books (several copies; see Characteristics of Narrative Nonfiction anchor chart)
- Art supplies: blank paper, construction paper, colored pencils or markers, scissors (several of each)
- Performance Task: Picture Book directions (one per student; from Module 4, Unit 3, Lesson 11, Work Time A)
- Independent Argument Evidence note-catcher (one per student; from Module 3, Unit 2, Lesson 14, Work Time A)
- Text: Hidden Figures: The True Story of Four Black Women and the Space Race (six per class to be shared; from Module 4, Unit 3, Lesson 11, Work Time A)
- Performance Task Presentation checklist (one per student; see Performance Task Overview and Supporting Materials)
- Device with word-processing capability and online access (one per student)
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
| Opening |
|---|
| . Remind students that they are not being assessed on their actual picture books but on their ability to present the argument conveyed via the picture book—why their focus figure’s accomplishments are remarkable. |
| Work Time |
|---|
| . Remind students that, in the previous lesson, they determined the tasks needed to complete step 3 under Mission Objectives and assigned themselves roles within the group. Students should continue in those roles during the work time in this lesson. . Draw their attention to the habit of character . Remind students of what this means and what it looks like (this means I take ownership of my ideas, my work, my goals, and my actions). they may need to create their illustrations, such as blank paper, construction paper, colored pencils or markers, and scissors, and . or . |
| Closing | Levels of Support |
|---|---|
|
|
|
| Homework |
|---|
Copyright © 2013-2024 by EL Education, New York, NY.
Get updates about our new K-5 curriculum as new materials and tools debut.
Help us improve our curriculum..
Tell us what’s going well, share your concerns and feedback.
Terms of use . To learn more about EL Education, visit eleducation.org
Knox Educational Associates
- 2012 Achievement Awards
- Track Record
- Client List
- Consultant Bios
- Listening & Speaking
- Language Skills
- Mathematics
- ELA Assessment
- ELA Standards
- Classroom Management
- Classroom Management & Organization
- General Writing
- Opinion/Argument Writing
- Informative/Explanatory Writing
- Narrative Writing
- Writing Standards and Checklists
- Night Writing
- General Reading
- Informational Text
- History, Social Studies, Science and Technical
- Foundational Skills
- Reading Standards and Checklists
- Speaking and Listening
- Complete ELA/Literacy Standards
- High School
- Members Plus
- Student Binders
- Classroom Posters
- Writing Basics
- Classroom Activities
- Backwards Planning for Success with Writing
- Teaching Writing with the Common Core Standards
- Night Writer Project
- Resources for Report Writing
- Anchor Papers for Writing
- Tools for Writing
- On Demand Writing Prompts
- Writing Photos from the Field
- Common Core Standards in Writing
- Kindergarten
- First Grade
- Second Grade
- Third Grade
- Fourth Grade
- Fifth Grade
- Sixth Grade
- Seventh Grade
- Eighth Grade
- Ninth Grade
- Tenth Grade
- Eleventh Grade
- Twelfth Grade
- Information Please
- Free Resources
3. Writing Performance Tasks (WPTs) – Opinion/Argument Writing
- 3.1K answers
- 90.7K people helped
The essay will analyze Charlie's intellectual growth, its impact on relationships and worldview, and make predictions about his future trajectory.
Certainly! This question prompts a comprehensive analysis of Charlie's intellectual transformation and its effects on his life. Here's a detailed explanation of how one might approach this essay prompt:
1. Charlie's Intellectual Transformation: Begin by discussing Charlie's initial state before the experimental surgery. He is portrayed as intellectually disabled and experiences ridicule from his colleagues. Then, detail the process of his transformation after the surgery. Charlie's intelligence rapidly increases, leading to significant changes in his cognitive abilities, comprehension, and memory. Explore how this transformation impacts his self-perception and confidence.
2. Impact on Relationships: Examine the effect of Charlie's intellectual enhancement on his relationships with others, particularly Ms. Kinnian and his colleagues. Initially, Charlie forms a close bond with Ms. Kinnian, but as his intelligence surpasses hers, their relationship becomes strained. Discuss how Charlie's newfound intelligence alters his interactions with colleagues, who may feel intimidated or resentful of his sudden intellectual superiority.
3. Changes in Worldview: Analyze how Charlie's intellectual growth influences his perception of the world around him. He begins to question societal norms, grapple with existential questions, and experience a sense of isolation due to his heightened intellect. Explore the internal conflict Charlie faces as he struggles to reconcile his newfound intelligence with his emotional and social experiences.
4. Predictions for Charlie's Future: Based on the insights gained from Charlie's intellectual transformation, speculate on his future trajectory. Consider factors such as the temporary nature of his enhanced intelligence, the potential for further emotional and psychological growth, and the challenges he may face in navigating relationships and societal expectations. Discuss possible outcomes for Charlie's personal and professional life, considering both optimistic and pessimistic scenarios.
5. Conclusion: Summarize the key insights gleaned from Charlie's intellectual transformation and the implications for his future. Reflect on the broader themes of personal growth, identity, and human resilience depicted in the story.
In conclusion, the essay will provide a detailed analysis of Charlie's journey, exploring the complexities of his intellectual transformation and its profound impact on his relationships, worldview, and future prospects.
Final Answer:
The essay will delve into Charlie's intellectual transformation, its effects on his relationships and worldview, and speculate on his future based on these experiences.
The Correct Question is:
"What insights can be gained from Charlie's intellectual transformation and the changes he undergoes after the experimental surgery, and what predictions can be made about his future based on these experiences?"
This question prompts an analysis of Charlie's character development, the impact of the surgery on his relationships and worldview, and speculations about his future trajectory.
Still have questions?
Get more answers for free, you might be interested in, new questions in english.
IMAGES
VIDEO
COMMENTS
1. Each unit's Performance Task Writing Focus includes prompts that are not yet system-trained, so they provide an Overall score only. Over time, as students submit essays written at different levels, these prompts will become trained. 2. A bank of EssayScorer Writing Prompts can be found in my Perspectives+. These
Name of Task: Part 2: Field Investigation Planning Template Teacher Note: While a field investigation is not a requirement for an ELA performance task, it is highly recommended to include an outdoor investigation as a component of the performance task. Students may draw on their field investigation when writing their essay or speech along
presented with relevant source material and a writing task with a clearly stated writing topic, audience, purpose, and form, along with the scoring criteria. On the ELA Writing assessment, each student will respond to one performance task. Source Materials: Each Performance Task is accompanied by grade-appropriate "source material" (i.e. 2 ...
A. Analyze a Model - W.7.2 (20 minutes) 3. Closing and Assessment. A. Pair Practice: Plan an Informative Essay - W.7.5 (20 minutes) 4. Homework. A. Independent Research Reading: Students read for at least 20 minutes in their independent research reading text. Then they select a prompt and write a response in their independent reading journal.
for all six writing traits, and teachers receive a numeric score. NOTE: Finding EssayScorer Prompts 1 and 2: Prompt 1: Go to Programs > T able of Contents > Unit Resources > Choose Unit > Choose Performance Task: Writing Focus > Choose Performance Task: Essay Scoring Activity. Prompt 2: Go to myPerspectives Plus > EssayScorer Writing Prompts.
Session 2: Deep Dive into a Smarter Balanced Performance Task 2.1 Grade 5 ELA Performance Task 9 2.2 Grade 8 ELA Performance Task 24 2.3 Elementary Excerpt from Appendix B 41 2.4 Secondary Excerpt from Appendix B 43 2.5 Grades 3-5 Opinion Writing Rubric 45 2.6 Grades 6-11 Argumentative Writing Rubric 48 2.7 Rubric Adjectives 51 2.8 Elementary ...
2. Work Time. A. Independent Writing: Performance Task Writing Booklet (10 minutes) B. Engaging the Artist: Planning and Creating an Informational Tree Collage (25 minutes) C. Giving and Receiving Peer Feedback: Informational Tree Collages (15 minutes) 3. Closing. A. Reflecting on Learning (5 minutes) Purpose of lesson and alignment to standards:
Performance tasks are the focus of this module. They ask students to create products or perform tasks to show their mastery of particular skills.3. Teachers at all grade levels and disciplines can use performance tasks to measure learning. A kindergarten teacher asks. student to count from 1 to 30 or say her ABCs.
For ELLs: To further clarify the task, model writing the model focus statement on a projected or enlarged version of page 2: Writing My Focus Statement. (MMR) C. Revising and Editing a Focus Statement: My Magnificent Thing Description (15 minutes) Give students specific positive praise on their ability to write focus statements.
Knox Educational Associates. 2012 Achievement Awards; Track Record; Client List; Consultant Bios; Listening & Speaking; Language Skills; Mathematics; ELA Assessment ...
Performance Tasks labeled with "Essay Scoring Activity." These writing prompts are aligned to the Writing Focus Performance Tasks for each unit. 2. Under myPerspectives Plus, you'll see a bank of additional EssayScorer Writing Prompts. Students receive detailed feedback for all six writing traits, and teachers receive a numeric score ...
Unit 1 Performance Task: Writing Focus: Essay Scoring Activity Write a brief argumentative essay in which you address this question: Which statement do you find most compelling for Americans today the Preamble to the Constitution or the first sentence of paragraph three of the Declaration of Independence? BIUE 111 Get Feedback
mind the writing prompt and the research questions. 7. Write the prompt for the essay or speech. Content area teachers may want to partner with LA teachers for essay portion of the performance task. 8. Create an essay organizer for pre-writing. (Optional support for the students) 9. Science teachers: design a field investigation that
SL.6.3 - Opening A: Students examine the Performance Task Presentation checklist. They prepare to delineate the arguments and specific claims of their classmates during the performance task. SL.6.4 - Opening A: Students prepare to present the claims and findings of their focus figure research.
Exercise 2. Put a check ( ) mark if the statement is true, and (X) if otherwise. ___1. A good topic for an argumentative essay should have more than one point of view. ___2. It is important to choose a broad topic to discuss in the essay. ___3. The thesis statement is the same as the writer's viewpoint of the topic. ___4.
teachers for essay portion of the performance task. 7. Create the student packet: On-line access or paper option. Scoring Student Work: Research Questions. Use the SBAC Research Question Rubrics to score student work for the three research questions. Create scoring notes first and identify examples of 0, 1, 2 responses for each of the three ...
Writing Performance Tasks (WPTs) - Opinion/Argument Writing. The writing performance tasks included here are samples we developed for some of our school districts. They include the teacher directions and the student prompt and directions. (Note: Links to videos may have changed, find a new one!)
Unit 4 Performance Task: Writing Focus: Essay Scoring Activity You have read about Charlie's intellectual transformation, the research he is a part of, and the knowledge he gains from beginning of June, ten weeks after the experimental surgery. Write an informative speech on this question: What has ha
Activity Tasks: Points for development Revision Activity Suggestion Teachers provided constructive feedback to improve the effectiveness of the revision activity task. Per Table 6, 6 percent of teachers said that it was 'not likely' that they would use the task to support their teaching of students. For example, one teacher mentioned