· web viewcourse: 7gt. unit: 1. pba. course: 7gt. unit: 1. pba. course: 7gt. unit: 1. pba....

Course: 7GT Unit: 1PBA

Assessment Title:

Who Tells the Story?Using and Altering History in a Narrative: Graphic Organizers and Narrative Writing

Task:

Part 1: Create a graphic representation of how Halse Anderson used and altered history in Fever 1793. Annotate it visually and/or aurally in order to explain your thinking.

Part 2: Based on your research of an epidemic, create a plot for a narrative that uses and alters the history of an epidemic to illustrate a theme. Use Fever 1793 as a mentor text, and apply the narrative techniques that are appropriate for communicating your theme.

Part 3: Pick one scene from your plot and write the scene using effective point of view, setting, dialogue, pacing, and characterization, relevant descriptive details, and sensory language to capture the action and convey experiences and events that advance your theme.

Standards: RL7.9 Compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.W7.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. (Optional)L7.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Materials:Teacher Materials:

Teacher Directions Graphic Organizers (optional) Rubric

Student Materials: Student Directions Online Research Model Graphic Organizers (optional) Peer Review and Revision Resources Devices Rubric

General Notes:

This PBA will take 3-5 days to complete.Part 1 is scorable using the reading portion of the PARCC rubric. Parts 2 and 3 are scorable using the writing portion of the PARCC rubric.

Baltimore County Public SchoolsOffice of Secondary English Language Arts

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http://www.bcps.org/offices/lis/models/epidemics/index.html



TEACHER DIRECTIONS

Rationale: The purpose of this PBA is to collect data that gauges student abilities in relation to the targeted Common Core State Standards. Coursework prior to this assessment should be focused on the specific standards addressed in this PBA.

Distribute materials that students need to the Performance-Based Assessment:

Student directions Online Research Model: Epidemic Experts Graphic Organizers x 2 (optional) Peer review and revision resources Rubric

1. Share the student directions shown below:

Who Tells the Story?Using and Altering History in a Narrative: Graphic Organizers and Narrative Writing

Student Directions:

Part 1: Create a graphic representation of how Halse Anderson used and altered history in Fever 1793. Annotate it visually and/or aurally in order to explain your thinking. Consider using tools such as VoiceThread, Sharpie Talks, PixiClip, PowToon, or Screencast-o-Matic – or use pen and paper and film your explanation of your work using your device’s Camera tool. Optional: Edit it using Windows Movie Maker.

Part 2: Based on your research of an epidemic, create a plot for a narrative that uses and alters the history of an epidemic to illustrate a theme. Record your plot using a graphic organizer such as a plot outline or storyboard. Use Fever 1793 as a mentor text, and apply the narrative techniques that are appropriate for communicating your theme.

Part 3: Pick one scene from your plot and write the scene using effective point of view, setting, dialogue, pacing, characterization, relevant descriptive details, and sensory language to capture the action and convey experiences and events that advance your theme.

2. Post the starting and ending times for this assessment.Baltimore County Public SchoolsOffice of Secondary English Language Arts

Summer 2017

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https://static01.nyt.com/images/blogs/learning/pdf/activities/Storyboard_NYTLN.pdf

https://youngwritersproject.org/node/244


https://bcpsodl.pbworks.com/w/page/85365247/Windows%20Live%20Movie%20Maker

https://bcpsodl.pbworks.com/w/page/86875558/Screencast%20O%20Matic

https://bcpsodl.pbworks.com/w/page/84352453/PowToon

https://bcpsodl.pbworks.com/w/page/99445539/PixiClip

https://rbrillante.pbworks.com/w/page/112987387/Sharpie%20Talks

https://bcpsodl.pbworks.com/w/page/82991566/VoiceThread



3. Monitor student performance as students complete the task.STUDENT DIRECTIONS



Part 3: Pick one scene from your plot and write the scene using effective point of view, setting, dialogue, pacing, characterization, relevant descriptive details, and sensory language to capture the action and convey experiences and events that advance your theme.


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Course: 7GT Unit: 1 PBA

Optional Graphic Organizer: How Halse Anderson Uses/Alters History


Historical setting, event, or individual

How Halse Anderson used and/or altered the historical element

Consider issues of authenticity[Enter text here] [Enter text here]

[Enter text here] [Enter text here]







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Optional Pre-Writing Graphic Organizer Historical Fiction Narrative Set During an Epidemic


Chosen Epidemic:

[Enter Epidemic Here]

Historically accurate setting (time and location):

[Enter Setting Here]

Historically accurate characters that are not stereotypes:

[Enter Characters Here]

Theme Statement – What Life Lesson (that’s Life with a capital L!) will the reader learn about? Something about human nature? Something about patterns in history? Something about friendship? Sacrifice? Empathy? Courage? Risk? What are your beliefs about that topic? That becomes the theme you will illustrate:

[Enter Theme Statement Here]

Protagonist’s Main Conflict (that helps illustrate the theme):

[Enter Conflict Here]

Resolution of Conflict (that helps illustrate the theme):

[Enter Resolution Here]


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Storyboard for Narrative

[Enter exposition here]

[Enter exposition/rising action here]

[Enter rising action here] [Enter rising action here]

[Enter rising action here]

[Enter climax here] [Enter falling action here] [Enter resolution here]

Highlight or circle the scene you would like to develop. See the next page for ideas about which scene you may want to choose.


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Part 3: Pick one scene from your plot and write the scene using effective point of view, setting, dialogue, pacing, characterization, relevant descriptive details, and sensory language to capture the action and convey experiences and events that advance your theme. This scene may be in prose (like Fever 1793), a play, a musical, a graphic novel, a long narrative series of poems (like Inside Out and Back Again), or another form of your choice. Regardless of the genre, consider all of the criteria outlined in the rubric in order to draw your reader into your narrative and effectively communicate your theme. Types of scenes to consider:

Exposition – Describing the setting, introducing the characters, hinting at conflict) –

a snapshot of a character, and/or a “photo” description of a place (Resource: “How

to Write Fiction That Comes Alive”)

A teaser (or “cold open” or “hook”) -- In medias res – a scene that opens in the

middle of a dramatic event, often including action – may include surprise/something

unexpected (Resource – “Five Great Examples of In Media Res” )

A flashback – A character remembering a scene from his/her past (Resource: More

pacing ideas)

A dialogue – Characters discuss a topic – includes effective narration as well – show

what the characters are feeling more than you “tell” what they are feeling

(Resource: “The Secret to Show, Don’t Tell”)

A scene that you can really “dig” down into – one that really illustrates your theme,

and/or how your characters are dealing with the struggle of the epidemic (Resource:

“Explode the Small Moment”)


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http://www.readwritethink.org/classroom-resources/lesson-plans/make-splash-using-dramatic-1128.html?tab=4

http://thewritepractice.com/show-dont-tell/

https://rbrillante.pbworks.com/w/page/112193248/Pacing

https://rbrillante.pbworks.com/w/page/112193248/Pacing

http://mentalfloss.com/article/20618/5-great-examples-medias-res

http://ed.ted.com/lessons/how-to-write-fiction-that-comes-alive-nalo-hopkinson

http://ed.ted.com/lessons/how-to-write-fiction-that-comes-alive-nalo-hopkinson


References

Record your sources you used for your research below. These may be sources from the Online Resource Model, BCPS databases, or other reputable sites you have used.


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Sample ResponsePart 2: Based on your research of an epidemic, create a plot for a narrative that uses and alters the history of an epidemic to illustrate a theme. Record your plot using a graphic organizer such as a plot outline or storyboard. Use Fever 1793 as a mentor text, and apply the narrative techniques that are appropriate for communicating your theme.

Chosen Epidemic:

Spanish Influenza – “Great Influenza”

Historically accurate setting (time and location):

October 1918 in Cincinnati (toward end of World War I; just as the epidemic is being officially acknowledged in the city)

Historically accurate characters:

Charles – Father in family, works as porter for railroad, could not fight in World War I because of flat feetNorma – Mother in family, works at home at tailoring clients clothesLuann – Daughter, no longer in school, works as millinerLois –Son, still in school as a result of compulsory high school recently established in the city

Theme Statement – What Life Lesson (that’s Life with a capital L!) will the reader learn about? Something about human nature? Something about patterns in history? Something about friendship? Sacrifice? Empathy? Courage? Risk? What are your beliefs about that topic? That becomes the theme you will illustrate:

When you make sacrifices for others, don’t sacrifice your identity.

Protagonist’s Main Conflict (that helps illustrate the theme):

Lois wants to help his ailing family, but he also wants to finish high school. He his angry that his father has died.

Resolution of Conflict (that helps illustrate the theme):


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One the epidemic has passed, Lois returns to school with the aid of his mother and sister. He finds some peace in living his life to the fullest despite the absence of his father.


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Sample Storyboard for Narrative

Lois has gone to meet his father at the railroad station at the end of his shift; he calls out of the train window for him to leave because there are troops on the train who are sick and dying

Luann is at work at the Lotze Building downtown. The young woman next to her is showing symptoms of flu (fever, nausea, aches, diarrhea, black spots on cheeks, lungs filling up with liquid) and is taken away

Lois is at home with Luann and Norma, and they share their experiences. Charles returns home, slightly ill.

Charles’ illness progresses. Norma becomes slightly ill. She is still able to nurse Charles. Children continue their daily routine, but with some misgivings.

Charles is close to death, and Norma is very ill. Luann quits her job to nurse them. Schools are closed. The family takes in an orphan from their apartment building.

Charles dies with all his family at his side. Everyone is heartbroken.

Norma begins to recover. Lois is depressed, both about the death of his father and the closing of school. He fears now that he will never be able to become a newspaper reporter. He inquires at the train station about employment. Luann returns to her job at the millinery, which needs workers desperately. Norma is offered a car ride in the “fresh air of the country” as a convalescent, and Lois joins her. He begins to feel hopeful again.

Norma recovers and is able to begin tailoring again. Lois confesses his depression to Norma and Luann, who agree that they can scrimp for another year while Lois completes his high school degree.

Highlight or circle the scene you would like to develop. See the next page for ideas about which scene you may want to choose.


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Part 3: Pick one scene from your plot and write the scene using effective point of view, setting, dialogue, pacing, characterization, relevant descriptive details, and sensory language to capture the action and convey experiences and events that advance your theme. This scene may be in prose (like Fever 1793), a play, a musical, a graphic novel, a long narrative series of poems (like Inside Out and Back Again), or another form of your choice. Regardless of the genre, consider all of the criteria outlined in the rubric in order to draw your reader into your narrative and effectively communicate your theme.

Sample SceneIt had been over our week since Mama had left our flat. Wincing, she slowly raised

herself from her bed and shuffled toward me across the chilly hardwood floor. Her movements raised no dust – Luann had heard from the doctor that we should keep all surfaces clean and tidy to help Mama recover. Little good that had done Papa.

Mama groaned faintly as she stumbled over a warped board. What was I thinking, making her walk alone? I hurried to her and enfolded her in a half-embrace.

“Take it slow, Mama. You can lean more on me – I got you.”

She was too weak to answer, and grunted faintly in response. I tightened my grip around her waist, and she deflated like a hot air balloon against my side. Looking into her bloodshot eyes, I forced a smile of encouragement, but she could not meet my gaze. She felt so small, like she might float away. “Mama, it’s okay. You have to let us care for you now. You will feel better soon. This car ride should help mightily.”

Allowing one corner of her lip to raise slightly, Mama murmured, “Is this ride for me, or for you?”

Now this was my mama, the mama I was used to. Maybe she was recovering a bit more. “Oh, for you, of course! The Health Department says rides in the fresh air of the country will help put you to rights in no time. And wait until you see Mr. Casey’s Willys-Knight – it is a humdinger!”

“And it won’t do you no harm, I reckon. Our first ride in an automobile. I can hardly believe Mr. Casey would volunteer to go to all this trouble for me. And for you!” Her chuckle quickly turned into a cough, and we had to stop while she fumbled for her handkerchief, her back hunched and quivering. When had Mama become so slight? I rubbed her back as gently as I could.


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As she recovered, she straightened with a resolute look on her face. “We can’t keep Mr. Casey waiting. Do I have my hat?”

Scooping up and hat and shawl, I held the door and we descended gingerly down the stairs. Luann hadn’t gotten to these – and neither had I. Dust crowded the corners, and I winced as Mama’s hand gripped the filthy banister. Luann and I would tackle this later. After we finished all of our other chores. And Mama’s. And Papa’s.

I forced myself to smile as Mr. Casey’s face came into view, silhouetted by the door frame. “Here’s Mama!” I cried. I so wanted this drive, our first, to be the miracle the Health Department promised. Luann and I could not be left alone. And shouldn’t I be excited that this Willys-Knight was sitting right in front of our door, waiting for us? Here it was, gleaming with an azure hue as bright as the bugloss buds that sprout in Mama’s kitchen garden at the end of the alley each May. The four wheels with their muddy white rims stood proudly on the cobblestones. This was going to be an adventure. I’ll bet the Willys-Knight goes a lot faster than a streetcar!

“Mrs. Reynolds, what a pleasure to make your acquaintance. I hear that this is your first ride? I hope my vehicle is to your liking. I assure you it is very safe. I apologize for the muddy undercarriage, but it can’t be helped. At least the cobblestones are better than the dirt around the corner on Central Parkway.” Mr. Casey took Mama’s arm firmly in his and helped her into the backseat.

Mr. Casey’s chatter could not distract me from the magic of this trip. Obviously he hadn’t been touched by the flu. Well, good for him, and the better for us. I glanced at Mama’s face and hazarded a grin. She answered mine with one of her own. This jaunt was just what the doctor ordered to bring us out of our disease – and our doldrums.


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Sample References

Record your sources you used for your research below. These may be sources from the Online Resource Model, BCPS databases, or other reputable sites you have used.

Influenza Encyclopedia (University of Michigan Center for the History of Medicine – The American Influenza Epidemic of 1918-1919 – Cincinnati, Ohio

Time Magazine – Top 10 Terrible Epidemics

Centers for Disease Control and Prevention: 1918 Influenza: The Mother of All Pandemics

History Channel: 1918 Flu Pandemic

Harvard University Library: Spanish Influenza in North America

Harvard University Library: Spanish Influenza – Three-Day Fever – The Flu

University of Cincinnati Libraries: Paving the Way through Cincinnati

PBS: A Short History of Ballooning

Early American Automobiles

Sagebud: Italian Bugloass


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http://sagebud.com/italian-bugloss-anchusa-azurea/

http://www.earlyamericanautomobiles.com/americanautomobiles12.htm

http://www.pbs.org/wgbh/nova/space/short-history-of-ballooning.html

http://libapps.libraries.uc.edu/liblog/2013/06/paving-the-way-through-cincinnati-adventures-in-the-subway-and-street-improvements-digitization-project/

http://libapps.libraries.uc.edu/liblog/2013/06/paving-the-way-through-cincinnati-adventures-in-the-subway-and-street-improvements-digitization-project/

https://iiif.lib.harvard.edu/manifests/view/drs:6692202$2i

http://ocp.hul.harvard.edu/contagion/influenza.html

http://www.history.com/topics/1918-flu-pandemic

https://wwwnc.cdc.gov/eid/article/12/1/pdfs/05-0979.pdf

https://wwwnc.cdc.gov/eid/article/12/1/pdfs/05-0979.pdf

http://content.time.com/time/specials/packages/article/0,28804,2027479_2027486_2027496,00.html

http://www.influenzaarchive.org/cities/city-cincinnati.html



ELA GT7 Unit 1 PBA Rubric3 2 1 0

Reading Comprehension

Literature

7.9

The student response demonstrates full comprehension of ideas stated explicitly and/or inferentially by providing an accurate analysis that will compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

The student response demonstrates comprehension of ideas stated explicitly and/or inferentially by providing a generally accurate analysis that will compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

The student response demonstrates limited comprehension of ideas stated explicitly and/or inferentially by providing a minimally accurate analysis that will compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

The student response demonstrates no comprehension of ideas stated explicitly and/or inferentially by providing an inaccurate analysis that will compare and contrast a fictional portrayal of a time, place, or character and a historical account of the same period as a means of understanding how authors of fiction use or alter history.

Written Expression

7.3

The student response is effectively developed with narrative elements and is appropriate to the task;

is organized with clear and coherent writing;

establishes and maintains an effective style.

The student response is developed with some narrative elements and is generally appropriate to the task;

is organized with mostly clear and coherent writing;

has a style that is somewhat effective.

The student response is minimally developed with few narrative elements and is limited in its appropriateness to the task;

demonstrates limited organization and coherence;

has a style that has limited effectiveness.

The student response is undeveloped and/or inappropriate to the task;

lacks organization and coherence;

has an inappropriate style.

Knowledge of Language and Conventions

The student response to the prompt demonstrates command of the conventions of standard English at an appropriate level of complexity. There may be errors in mechanics, grammar, and usage that occasionally impede understanding, but the meaning is generally clear.

The student response to the prompt does not demonstrate command of the conventions of standard English at the appropriate level of complexity. Frequent and varied errors in mechanics, grammar, and usage impede understanding.


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