Enduring Skill(s): Taking Informed Action
GRADE __6__
Performance level (lowest
leading to proficiency):
Performance Level (leading
to proficiency):
________1____________
Fails to restate and
explain the situation and
fails to identify the
problem or issue. Many
grammatical mistakes or
spelling errors.
________2____________
Attempts to restate and
explain the situation and
identify the problem or
situation. Several
grammatical mistakes or
spelling errors.
Criteria:
Collaboration
1. Fails to take
collaborative action by
discussing the issue and
different points of view to
address a problem or the
possible solutions to write
about. 2. Fails to help
partner correct or
improve Open Response.
1. Attempts to take
collaborative action to
address a problem by
discussing with others; the
issue, different points of
view, and possible solutions
to write about. 2. Attempts
to help partner correct or
improve Open Response.
Criteria:
Take action: Make and
support a decision/solve
a problem.
Fails to use a range of
supportive evidence, prior
knowledge, or
accomplished skills to
make and support a
decision in the Open
Response.
Fails to explain challenges,
problems, issues, or
concerns faced by those
who are being affected by
the problem at the local,
regional, or global level.
Attempts to use a range of
supportive evidence, prior
knowledge, or accomplished
skills to make and support a
decision in the Open
Response.
Open Response
Expectations:
Criteria:
Identify the problem
Answer: "What would I
do?" and explain why.
Criteria:
Reflect: Part C of Open
Response
Attempts to explain
challenges, problems, issues,
or concerns faced by those
who are being affected by
the problem at the local,
regional, or global level.
Performance Level
(at proficiency):
Target
__________3____________
Analyzes, restates, and
explains the situation by
identifying the problem
based on available resources
and prior knowledge. Few
grammatical mistakes or
spelling errors.
1. With others, student
collaborates and discusses
ways to address the problem.
Student then individually
determines their own
problem and/or solution to
write about including
supportive ideas. 2. Student
helps partner correct and
improve Open Response.
Uses and applies a range of
supportive evidence, prior
knowledge, or accomplished
skills to make and support a
decision in the Open
Response.
Reflects, analyzes, or explains
clearly, the different
problems at the local,
regional, or global levels.
Identifies the causes,
challenges and opportunities
faced by those who are
experiencing or fixing the
problem.
Performance Level (beyond
proficiency):
_________4___________
Draws on multiple disciplinary
resources to analyze how a
specific problem can manifest
itself at local, regional and
global levels over time. No
grammatical mistakes or
spelling errors.
1. Individually and with
others, students will
intentionally and effectively
address all aspects of the issue
appropriately with a
consistently strong focus and
convincing positions. 2.
Corrects and improves
partner's Open Response.
Apply a range of democratic
procedures and strategies to
make decisions and take
action in their classrooms,
schools, community and
globally. Included in the Open
Response.
Reflects and analyzes different
complex problems in multiple
contexts at the local, regional,
and global levels. Identifies
the causes, challenges and
opportunities faced by those
who are trying to fix the
problem.