explaining personal choices - grms. web view, you will research a famous individual with maryland...

Baltimore County Public Schools DRAFT Office of Secondary English Language Arts

Unit 1: Student ResourcePerformance Based Assessment 2

Explaining Personal Choices

Assignment: As part of the unit, Choosing Our Path, you will research a famous individual with Maryland connections in order to compose an essay explaining the choices made by this person that had significant impact on his/her life. Afterward, you will create a presentation about the individual to share with your class during a Gallery Walk.

Before you begin your research, think about:

What individual with Maryland connections interests me most? What choices did this person make that had a significant impact on his/her life?How do I effectively research information related to the individual I selected?What are the most credible and reliable sources to conduct my research?What type of multimedia tool can I use to create a presentation to share information about my chosen individual during a Gallery Walk?

Your essay will be scored using the following criteria:

Ideas: The essay clearly reflects the choices made by an individual with Maryland connections that had significant impact on his/her life. The essay effectively develops a strong thesis statement and topic by using clear and convincing reasoning, details, text-based evidence, paraphrases, and quotations.

Organization: The essay demonstrates a clear and coherent beginning, middle, and end that includes a strong, compelling introduction, as well as a satisfying conclusion. Ideas are organized logically and are easy to follow throughout the piece. Transitions are effectively used throughout the piece to provide comprehension.

Clarity of Language: The essay establishes and maintains an effective style while adhering to the norms and conventions unique to the writing piece. The writer uses precise language, including descriptive words and phrases, sensory details, and vocabulary specific to the topic. All pronouns are used appropriately.

Conventions: The essay demonstrates command of the conventions of standard English and contains no errors in punctuation, spelling, or grammar.

Grade 7 English Language Arts p. 1 Summer 2013

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Working My Way Through Personal Choices

STEPS

Prewriting/Brainstorming Check when completed:

With your class, brainstorm a list of famous Marylanders and difficult choices they have made in their lives. Review the directions for Explaining Personal Choices (TR.6/SR.1).

Using the BCPS Online Research Model, Choosing Our Path, go to the “Explore” activity in the “Task and Product” section. Complete Who Should I Research? (TR.10/SR.5) by using the links from the “Explore” activity.

Research Check when completed:

Read and review information on How to Evaluate Information from the Internet (TR.11-TR.12/SR.6-SR.7).

Identify and evaluate appropriate resources to support independent research on your chosen individual. Check out the “Gather and Sort” section of the BCPS Online Model to gather information from various Web sites and links.

Use Research Notes: Online Sources (TR.13/SR.8) and Research Notes: Books (TR.14/SR.9) to take notes as you conduct your research on the individual of your choice.

Provide feedback for your teacher by completing Reflecting on My Research (TR.15/SR.10).


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Steps

Drafting Check when completed:

Read and review the Scoring Rubric: Student Resource (TR.16-TR.17/SR. 11-SR.12).

Use your notes and the scoring tool to begin composing a draft of your essay.

If needed, check the BCPS Online Research Model, “Create” section, to examine a model essay about Karen Hesse’s choices.

Revising/Editing Check when completed:

Work with a partner to participate in a peer review of your draft. Use the Peer Review Checklist (TR.18-TR.19/SR.13-SR.14) to review your partner’s draft. Be sure to discuss comments and clarify suggestions.

Use peer feedback and suggestions to review, edit, and revise your draft.


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STEPS

Publication/Presentation Check when completed:

Review the expectations for the presentation portion of the task, Sharing the Choices of Others (TR.20/SR.15). You may also choose to refer to the BCPS Online Research Model, “Create” section to get ideas for your multimedia presentation. Use research notes to begin creating presentation.

Use the peer review sheet from the “Share” section of the BCPS Online Research Model during Gallery presentations of your peers. Share your information when it is your turn to present. Turn in all research notes and information to your teacher for scoring and feedback.

Use your journal to reflect on the following questions:What famous Marylander did I find most interesting? Why?What choice made by a famous Maryland surprised me the most? Why?What choice made by a famous Marylander can I connect most to? Why?

Who Should I Research?


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Part I.

Directions: As you examine famous Marylanders on the Explore section of the online model, fill in the chart below to reflect the individuals that you are interested in learning more about.

Name Category What interests you about this person?

Part II.

Directions: Examine the list above to choose one individual to research. Use the lines below to explain the reasons behind your choice.

____________________________________________________________________________________

____________________________________________________________________________________

____________________________________________________________________________________How to Evaluate Information from the Internet


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Author’s name (individual or corporate)Author’s title and position

Author’s organizational affiliationDate of page creation or update

Author’s contact informationReferences

Tips!



Just because information is on the Internet does not mean that you can trust that it is reliable, factual, or current. It is your responsibility to determine whether the information you find is the best to use for research. Poorly selected resources will not support your arguments because they affect your argument’s credibility.

Although a Web site does not have to have all of the following information, try to select sources that offer as much of the following as possible:

Consider these other features as well:

Authority, Credibility, and Expertise

Is there an author? Is the Web page signed?What are his/her credentials? Is the author an expert or authority in this field?Is there a link to information about the author or sponsor (the company that created the Web site)?Is contact information for the author or sponsor included in the document?Is an organization the author? Is it a known organization with a good reputation?Is there source documentation or a bibliography?

Check domain name (.com, .gov, .org, .net) Check URL Determine authorship and/or Web site sponsorship

Currency and Accuracy Is the information up-to-date? Is there a published date on the Web page?

Is the date clear as to its meaning (date of original source, date created, most recently updated)?Is the date timely for your research?Are the links well chosen and up-to-date? In some areas (medicine, law, etc.) information can be outdated quickly.Does the site cover the topic accurately? Completely? Are the facts right?Can you understand what is said? Do details provide the whole picture?What is unique about this site?


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Is the information well-supported by documentation? What sources did the author consult? What sources are recommended for further reading?Does the information on this Web site match information from other sources?Is the subject covered in depth? How valuable is the information? Would you find this information in a book? An encyclopedia?

Objectivity, Bias and Purpose

What is the purpose of the Web page? Is the page designed to sway opinion?Is it a personal, commercial, government, educational, or organization Web site?Who is the intended audience?Is there any bias? Does the document seem to have a purpose other than to inform or explain?Is only one side of the argument presented?Is it trying to persuade you or change your opinion?Can you distinguish facts from opinion or does the author blend them together?

Usability and Design

Is the site easy to navigate? User-friendly?Are the contents labeled?Do all the design elements (art, graphics, buttons, etc.) match the message of the site?Does the document look attractive and well-planned?Are the spelling and grammar elements correct?Are the pages clear and uncluttered?Do the links work?

Ways to Identify a Bad Web Site:

No identified author/producerBad grammar; misspelled wordsNo date on the documentUnsupported claims ("This is the most important song.")Very one-sided viewOver generalizing ("No one ever votes for him.”) Angry tone or language ("stupid jerk--")Conflict of interest (A candy company offers advice on weight loss.)Statistics and facts presented without an identified sourceAbsence of source documentation


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Research Notes: Online Sources

Describe the individual you chose to research and his/her claim to fame or “place” within Maryland history.

______________________________________________________________________

What is your opinion of choices your chosen individual made? Why do you feel this way?__________________________________________________________________________________________________________________________________________________

Information about the chosen individual and the choices he/she made:

___________________________________________________________________________

___________________________________________________________________________

___________________________________________________________________________

______________________________________________________________

Research Notes: Books Books: Author’s name/s: _________________________________


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Consider the following questions about your chosen individual as you research:

What are important “facts” regarding his/her situation?

What influenced his/her choices ?How did the choices made impact his/her life? How will you create a multimedia tool to share your information?What will others learn from his/her choices?

Online Sources:*Web sitesArticles online*Note: Not all Web sites contain this information.

Think About:Is this a credible source? Why?

Author’s name/s: __________________________________Title of Web page (in quotation marks): __________________Title of site (if different from page title-italicized): ____________ _______________________________________________Site sponsor or publisher: ____________________________Date of publication: ________________________________Medium of publication: ___Web_______________________Date of access: ___________________________________



BookEncyclopedia

Think About:Is this a credible source? Why?

Title of a part of the book: _________________________Title of book: ___________________________________Name of editor or translator: ________________________Edition: _____________ Number of volume: ________Name of series: _________________________________Place of publication: ______________________________Publisher: ______________________________________ Year of Publication: _________ Page numbers: ________

Describe the individual you chose to research and his/her claim to fame or “place” within Maryland history. ______________________________________________________________________

What is your opinion of choices your chosen individual made? Why do you feel this way?_________________________________________________________________________

Information about the chosen individual and the choices he/she made:

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________

Reflecting on My ResearchDirections: Review the notes you took as part of your research today. Complete the following chart by noting:

3 interesting facts you learned about your chosen individual and the choices he/she made.


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Consider the following questions about your chosen individual as you research:

What are important “facts” regarding his/her situation?What influenced his/her choices ?How did the choices made impact his/her life? How will you create a multimedia tool to share your information?What will others learn from his/her choices?



2 questions you would like to have answered or would like to explore related to your chosen character.

1 idea you have about developing a multimedia tool to use to share information about your chosen character for the Gallery Walk.

Explaining Personal ChoicesScoring Rubric: Student Resource

Construct Measured

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point: 0

Development Effectively Effectively Develops a thesis Attempts to Does not develop a


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of Ideas develops a strong thesis statement.

Comprehensively develops topic.

Uses clear and convincing reasoning, details, text-based evidence, paraphrases, and quotations.

Clearly reflects the choices made by an individual.

develops a strong thesis statement.

Comprehensively develops topic.

Uses convincing reasoning, details, text-based evidence, paraphrases, and quotations.

Largely reflects the choices made by an individual.

statement.

Develops topic.

Uses some examples of reasoning, details, text-based evidence, paraphrases, and quotations.

Somewhat reflects the choices made by an individual.

develop a thesis statement and topic.

Uses limited reasoning, and only a few details, text-based evidence, paraphrase, and quotations.

Attempts to reflect the choices made by an individual.

thesis statement or topic.

Provides limited or no reasoning, and little or inaccurate details, text-based evidence, paraphrases, and quotations.

Does not reflect the choices made by an individual.

OrganizationHas a clear and coherent beginning, middle, and end.

Includes a strong, compelling introduction.

Includes a satisfying conclusion.

Logical progression of ideas are easy to follow.

Transitions used effectively to provide comprehension.

Has a coherent beginning, middle, and end.

Includes a strong introduction.

Includes a satisfying conclusion.

Logical progression of ideas are easy to follow throughout the response.

Transitions are used to effectively provide comprehension.

Has a somewhat coherent beginning, middle, and end.

Includes an introduction and conclusion.

Somewhat logical progression of ideas throughout the response.

Transitions are used to provide comprehension.

Attempts to demonstrate a coherent beginning, middle, and end.

Includes an introduction and/or conclusion.

Attempts to provide a logical progression of ideas.

Transitions are used to provide comprehension with little accuracy.

Does not demonstrate a coherent beginning, middle, and end.

Does not include an introduction and/or conclusion.

Does not provide a logical progression of ideas.

Transitions are not included or do not assist in providing comprehension.

Explaining Personal ChoicesScoring Rubric: Student Resource

Construct Measured

Score Point 4 Score Point 3 Score Point 2 Score Point 1 Score Point: 0

Clarity of Language

Establishes and maintains an effective style.

Establishes and maintains an effective style.

Establishes and maintains a somewhat effective

Establishes and maintains a style with limited

Style is inappropriate.

Little to no


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(voice, word choice, sentence fluency)

Attends to the norms and conventions unique to the writing piece.

Uses precise language, including descriptive words and phrases, sensory details, transitional words, words to indicate tone, and /or domain-specific vocabulary.

Pronouns are used appropriately.


The response uses mostly precise language, including descriptive words and phrases, sensory details, transitional words, words to indicate tone, and/or domain-specific vocabulary.

Pronouns are used appropriately.

style.


The response uses some precise language, including descriptive words and phrases, sensory details, transitional words, words to indicate tone, and/or domain-specific vocabulary.

Some pronouns are used appropriately.

effectiveness.

Little awareness of the norms of the writing piece.

The response includes limited use of precise language, descriptive words and phrases, sensory details, transitional words, words to indicate tone, and/or domain- specific vocabulary.

Few pronouns are used appropriately.

awareness of the norms and conventions unique to the writing piece.

Includes little to no precise language, descriptive words and phrases, sensory details, transitional words, words to indicate tone, and/or domain-specific vocabulary.

Pronouns are used incorrectly throughout the response.

Conventions Demonstrates command of the conventions of standard English consistent with effectively edited writing.

Few minor errors in grammar and usage.

Meaning is clear throughout the response.

Demonstrates command of the conventions of standard English consistent with edited writing.

Few distracting errors in grammar and usage.

Meaning is clear.

Demonstrates inconsistent command of the conventions of standard English.

Few patterns of errors in grammar and usage.

Errors occasionally impede understanding.

Demonstrates limited command of the conventions of standard English.

Multiple errors in grammar and usage.

Minimal control over language.

Multiple distracting errors sometimes impede understanding.

Demonstrates little to no command of the conventions of standard English.

Frequent and varied errors in grammar and usage.

Little or no control over language.

Frequent, distracting errors in grammar and usage that often impede understanding.

Peer Review ChecklistWriter: _______________________________ Reviewer:___________________________________

Part I.Directions: Switch papers to read the essay of a peer. As you read, use the criteria below to evaluate


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your partner’s writing. Remember to avoid criticism; make constructive comments and suggestions for improvement.

Criteria Rate 5 to 1(5=best; 1= worst)

Compliment or Revision Suggestions

IdeasThe essay includes a strong, thesis statement in the introductory paragraph.The topic sentence of each body paragraph focuses on the individual’s choice.Clear and convincing supporting details, text-based evidence, paraphrases, and quotations are used to describe the effects of the choice(s) made.

OrganizationThe essay includes a strong introduction to hook the reader’s interest.The essay includes a satisfying conclusion that restates the thesis and sums the main points presented.The essay includes a clear beginning, middle, and end that include a logical progression of ideas that are easy to follow.Transitions aid the reader in comprehension of ideas throughout the essay.

Peer Review ChecklistCriteria Rate 5 to Compliment or Revision


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1(5=best; 1= worst)

Suggestions

Clarity of LanguageThe essay establishes and maintains a formal style through the essay.Pronouns are used appropriately. ConventionsThe essay demonstrates command of the conventions of standard English including:Correct application of parenthetical documentation. Correct documentation of sources with a Works Cited page.Few minor errors in grammar and usage.Meaning is clear throughout the passage.

Part II.Directions: Answer each question below based on your analysis of the peer essay reviewed.

1. What did you like best about the essay you reviewed?______________________________________________________________________________________________________________________________________________________________________________________2. How could the essay be improved?_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sharing the Choices of Others


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In order to better understand the difficult choices made by others, you will create a multimedia presentation or visual to share with your peers about the individual you researched to be shared during a class Gallery Walk.

You may choose to use any of the following multimedia presentation tools to use to share your information:

PodcastWindows Movie MakerVoice ThreadGlogsterAnimotoPixieMake Beliefs ComixGoogle Sketch UpPower Point!Wiki

(*Be sure to get your teacher’s approval for other types of presentation tools.)

Create the presentation to showcase the choice the individual you researched made that had significant impact on his/her life.

In your presentation, be sure to include:

The choices that he/she made.The factors that led up to the choices made.The effect of the choices on the individual and/or others.

Be sure that your presentation:

Makes a meaningful connection to your audience.Presents the ideas in a clear, logical, and accurate progression.Includes proper citation of sources according to MLA style. Is appealing to your audience.Shows originality and creativeness.


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Unit 1, PBA 2

explaining personal choices - grms. web view, you will research a famous individual with maryland...

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