Baltimore County Public Schools
Language Arts
Office of Secondary English
Unit 2: Student Resource
Performance Based Assessment 2
“Courage is resistance to fear, mastery of fear – not absence of fear.”
“The human race is a race of cowards; and I am not only marching in that procession but carrying a banner.”
“Dress makes the man. Naked people have little to no influence on society.”
-Mark Twain
According to Mark Twain, courage (and clothing) are needed to change the world. What issues or societal problems require the attention of courageous people? How can the courageous persuade others to do that which is right for people or for the world?
Over the next several days, each student will create a product and star in a presentation that addresses issues raised by situation in the world or in the school. As you plan for this project, consider the following:
 Each student may choose to research a new societal issue or continue examining the issue first explored as the basis for an original screen treatment during Unit One.
 Research on the topic will be conducted individually over the course of one class period.
 After the research is complete, students will choose the format for their project.
 Note that, depending on the format and topic, students may choose to work either individually or in small groups.
 Projects are divided into two main groups- visual choices and performance choices. Each student will choose only one of these. Visual choices focus around a product or written artifact that is created, but there will also be a presentation involved. Presentation choices focus on a performance, but there will also be a written component.
 During much of the process, there will be technology resources available to help groups locate models, find information, and/or produce written artifacts.
Grade 6 GT English Language Arts p. 1 Summer 2013
Unit 2, PBA 2

Baltimore County Public Schools
Language Arts
Office of Secondary English
Unit 2: Student Resource
Performance Based Assessment 2
Power of the Pen: Writers as Agents of Social Change
Visual Project Choices
Multimedia Slide Show/PowerPoint
(1 person)
Poster or Online Poster
(1 to 3 people) o Include 5-10 slides, including words, pictures, and sounds effectively. o Establish your topic and point of view in slide one or in the first several slides. o Use supporting evidence from at least two cited, reputable sources. o Address the viewpoint of your opposition o
Include a conclusion which states an opinion about what people should do in regard to the issue. o
Present the multimedia slide show to an audience. o Create an organization that effectively presents the information (web, chart, paragraph, ___...) o Include a definition of your chosen topic. o
Use supporting evidence from at least two cited, reputable sources. o Address the viewpoint of your opposition o Include at least one visual that relates to your topic o Include a one-sentence concluding opinion about what people should do in regard to the issue. o Present the poster to an audience.
Original Website or Wiki
(1 or 2 people) o Create a website that collects differing viewpoints on your topic.
o Include a definition of your chosen topic. o Use supporting evidence from at least two cited, reputable sources. o
Include a personal opinion from each group member about what people should do in regard to the issue. o
Direct an audience to view the website or wiki in order to leave further opinions, and feedback.
Diary of a “Created Character”
(1 person) o Create 5-8 ‘journal’ entries. Each must be dated. o Create a character who deals directly with your topic or issue o Include descriptions of ways the character is effected by the topic or issue o
Include an acknowledgement of the opposition’s viewpoint o Include a one sentence concluding opinion about what people should do in regard to the issue. o Read the journal to an audience or present it online for comment.
Newspaper Editorial
(1 person) o Examine a model of a real-life editorial in order to use this as your ‘master text.’ o Develop an interesting or surprising opening paragraph o Include a definition of your chosen topic. o
Use supporting evidence from at least two cited, reputable sources. o Address the viewpoint of your opposition o
Include a one-sentence concluding opinion about what people should do in regard to the issue. o Read the editorial to an audience.
Comic Strip (On paper or computer)
(1 or 2 people) o Create 2-4 page comic book, complete with art, text blocks, and character word balloons o Create a character who deals directly with your topic or issue o Create a story that dramatizes one person’s conflict caused by the issue or topic.
o Include an acknowledgement of the opposition’s viewpoint o
Include a one sentence concluding opinion about what people should do in regard to the issue. o
Present the comic to an audience or present it online for comment.
Grade 6 GT English Language Arts p. 2 Summer 2013
Unit 2, PBA 2

Baltimore County Public Schools
Language Arts
Office of Secondary English
Unit 2: Student Resource
Performance Based Assessment 2
Power of the Pen: Writers as Agents of Social Change
Performance Project Choices
Speech or Monologue
(1 person)
Dramatic Skit
(3 to 5 people) o Examine an example of a speech to use as your model. o Create a two-three minute written speech or monologue about your topic or issue o Establish your topic and point of view the first several sentences. o Use supporting evidence from at least two reputable sources. o Address the viewpoint of your opposition o Include a conclusion which states your opinion about what people should do in regard to the issue. o Present the speech or monologue to an audience. o Create a speaking role for each member of your group, including each created character and a narrator o
Use a narrator to set up the scene and provide an opinion statement about the topic or issue at the end of the skit o Create a character (the protagonist) who deals directly with your topic or issue o Create other characters that either help or are in conflict with the protagonist. o
Create a story that dramatizes the conflict caused by the issue or topic.
o Include an acknowledgement of the opposition’s viewpoint o Create a script (3-5 pages) for your script. o Include a one sentence concluding opinion about what people should do in regard to the issue. Your skit will end with the narrator’s reading of this sentence. o
Present your skit for an audience.
Live or Pre-taped Podcast
(3 to 5 people)
Live or Pre-taped News Editorial
(2 to 3 people) o
Examine an example of a news-based editorial to use as your model. o Include a short (4-10 second) introduction that introduces the commentator by name and the question or controversy raised by the topic or issue. o Create a two-three minute written editorial about your topic or issue o
Include personal opinions on the topic. o Address the viewpoint of your opposition o Include a conclusion which states your opinion about what people should do in regard to the issue. o In the case of 3 person groups, the remaining player will take on the role of ‘man in the street’ at the end of the editorial, responding to the opinions of the commentator o Present editorial live or online for comment. o
Examine a model of a real-life pod-cast in order to use this as a model. o Develop a rough script of the pod-cast, including ideas to discuss and opinions to share. o Create opinion positions for each member in regard to the issue or topic. Assign the role of moderator to one member of the group. At least one member must take on the roll of
‘opposition.’ o Over the course of the discussion, supporting evidence from at least two cited, reputable sources must be used. o Allow every member time to speak. o Each member must conclude with an opinion statement about the topic or issue. o Perform the pod-cast live or record it online for comment.
Grade 6 GT English Language Arts p. 3 Summer 2013
Unit 2, PBA 2

Baltimore County Public Schools
Construct
Measured
Statement of
Purpose/Focus
Elaboration of
Evidence
Organization
Score Point 4
The response is consistently and purposefully focused:
• claim is clearly stated, focused and strongly maintained
• alternate or opposing claims are clearly addressed
The response provides thorough and convincing support/evidence for the writer’s claim that includes the effective use of sources, facts, and details. The response achieves substantial depth that is specific and relevant:
• use of evidence from sources is smoothly integrated, comprehensive, relevant, and concrete
The response has a clear and effective organizational structure creating unity and completeness:
• effective, consistent use of a variety of transitional strategies
• logical progression of ideas from beginning to end
• effective introduction and conclusion for audience and purpose
• strong connections among ideas
Office of Secondary English Language Arts
Unit 2: Student Resource
Performance Based Assessment 2
SCORING RUBRIC: Research-based Social Commentary
Score Point 3
The response is adequately sustained and generally focused:
• claim is clear and for the most part maintained, though some loosely related material may be present
• alternate or opposing claims are loosely addressed
The response provides adequate support/evidence for writer’s claim that includes the use of sources, facts, and details. The response achieves some depth and specificity but is predominantly general:
• some evidence from sources is integrated, though citations may be general or imprecise
The response has an evident organizational structure and a sense of completeness, though there may be minor flaws and some ideas may be loosely connected:
• adequate use of transitional strategies with some variety
• adequate progression of ideas from beginning to end
• adequate introduction and conclusion
• adequate, if slightly inconsistent, connection among ideas
Score Point 2
The response is somewhat sustained and may have a minor drift in focus:
• may be clearly focused on the claim but is insufficiently sustained
• claim on the issue may be somewhat unclear and unfocused
The response provides uneven support/evidence for the writer’s claim that includes partial or uneven use of sources, facts, and details, and achieves little depth:
• evidence from sources is weakly integrated, and citations, if present, are uneven
The response has an inconsistent organizational structure, and flaws are evident:
• inconsistent use of basic transitional strategies with little variety
• uneven progression of ideas from beginning to end
• conclusion and introduction, if present, are weak
• weak connection among ideas
Grade 6 GT English Language Arts p. 4 Summer 2013
Unit 2, PBA 2
Score Point 1
The response may be related to the purpose but may offer little relevant detail:
• may be very brief
• may have a major drift
• claim may be confusing or ambiguous
The response provides minimal support/evidence for the writer’s claim that includes little or no use of sources, facts, and details:
• use of evidence from sources is minimal, absent, in error, or irrelevant
Score Point 0
The response does not state and support a claim, showing little to no comprehension of ideas expressed in the research.
The response is underdeveloped and therefore inappropriate to the task, purpose, and/or audience.
The response has little or no discernible organizational structure:
• few or no transitional strategies are evident
• frequent extraneous ideas may intrude
The response demonstrates a lack of coherence, clarity, and cohesion.

Baltimore County Public Schools
Language and
Vocabulary
Conventions
The response clearly and effectively expresses ideas, using precise language:
• use of academic vocabulary is clearly appropriate for the audience and purpose
The response demonstrates a strong command of conventions:
• few, if any, errors are present in usage and sentence formation
• effective and consistent use of punctuation, capitalization, and spelling
Teacher Comments and Suggestions:
Office of Secondary English Language Arts
Unit 2: Student Resource
Performance Based Assessment 2
The response adequately The response expresses expresses ideas, employing a mix of precise with more general language
• use of vocabulary is generally appropriate for the audience and purpose
The response demonstrates an adequate command of conventions:
• some errors in usage and sentence formation may be present, but no systematic pattern of errors is displayed
• adequate use of punctuation, capitalization, and spelling ideas unevenly, using simplistic language:
• use of vocabulary may at times be inappropriate for the audience and purpose
The response demonstrates a partial command of conventions:
• frequent errors in usage may obscure meaning
• inconsistent use of punctuation, capitalization, and spelling
The response expression of ideas is vague, lacks clarity, or is confusing:
• uses limited language
• may have little sense of audience and purpose
The response demonstrates a lack of command of conventions:
• errors are frequent and severe and meaning is often obscure
The response has an inappropriate style. The student writing shows little to no awareness of the norms of the discipline. The response includes little to no precise language.
The response demonstrates little to no command of the conventions of standard
English. There are frequent and varied errors in grammar and usage, demonstrating little or no control over language. There are frequent distracting errors in grammar and usage that often impede understanding.
Grade 6 GT English Language Arts p. 5 Summer 2013
Unit 2, PBA 2

Baltimore County Public Schools Office of Secondary English
Language Arts
Unit 2: Student Resource
Performance Based Assessment 2
“Get your facts first, and then you can distort them as much as you please.”
-Mark Twain
A.
Use the resources under the EXPLORE tab on the BCPS online research model Power of the Pen: Writers as Agents of Social Change to identify a school, community or world social issue that interests you. You may choose to continue research on your social issue topic from Unit One.
TOPIC OR ISSUE selected:
B.
As you research using sources on the Student Resources page of the online research model, complete each web. Cite sources as you progress.
SOURCES CITED
PROBLEMS
PRESENTED BY THE
ISSUE
Grade 6 GT English Language Arts p. 6 Summer 2013
Unit 2, PBA 2

Baltimore County Public Schools Office of Secondary English
Language Arts
Unit 2: Student Resource
Performance Based Assessment 2
“Good Ideas”- solutions that you think should be done
SOURCES CITED
“Bad ideas”- solutions that you do not agree with
SOURCES CITED
C.
In one paragraph, write an argument that supports your view of what should be done in regard to your societal issue. Use at least one cited source that supports your view.
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Grade 6 GT English Language Arts p. 7 Summer 2013
Unit 2, PBA 2

Baltimore County Public Schools
Language Arts
Office of Secondary English
Unit 2: Student Resource
Performance Based Assessment 2
“The difference between the right word and almost the right word is the difference between lightning and the lightning bug.”
-Mark Twain
A. You know your topic and your basic position on the issue. Now, you will choose an individual or a group project. Mark your choice.
Individual Projects

Multimedia slide-show/PowerPoint

Website or Wiki

Poster or online poster

Comic Strip

Diary of a Created Character

Speech or monologue
Group Projects

Website or Wiki

Poster or online poster

Comic Strip

Dramatic Skit

Live or Pre-taped New Editorial

Live or Pre-Taped Podcast
B. Before you begin writing and performing, consider the following questions:
Individual Projects
What format will you use? What models of this form exist? What should be learned from these models?
How might technology either help or hinder your progress?
What do you need to make?
What are your first steps?
Group Projects
What format will your group use? What models of this form exist? What should be learned from these models?
How might technology either help or hinder your progress?
What ROLES should be assigned in your group?
What written aspect do you need to produce?
What are your first steps?
Grade 6 GT English Language Arts p. 8 Summer 2013
Unit 2, PBA 2

Baltimore County Public Schools
Language Arts
Office of Secondary English
Unit 2: Student Resource
Performance Based Assessment 2
Last Days – “We Have to Hurry!”
”To be good is noble, but to teach others to be good is nobler – and less trouble.”
-Mark Twain
A.
As you begin working today, what are the main things that need to be accomplished? So far, how satisfied are you with the progress of your project?
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B.
If you needed to present to the group right now, would you be ready?
What still needs to be accomplished before you or your group presents your commentary?
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Grade 6 GT English Language Arts p. 9 Summer 2013
Unit 2, PBA 2

Baltimore County Public Schools Office of Secondary English
Language Arts
Final Self-Evaluation:
Unit 2: Student Resource
Performance Based Assessment 2
C.
Now that you have finished your project, how satisfied are you with the overall product? What was the best part of your presentation, and why? If you could, what would you change about your project, and why?
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Grade 6 GT English Language Arts p. 10 Summer 2013
Unit 2, PBA 2

Baltimore County Public Schools Office of Secondary English Language Arts
Unit 2: Student Resource
Performance Based Assessment 2
Social Commentary Presentation Feedback
Person or Group Issue or
Topic
+
Positives
-
Negatives
Do you agree with the conclusions drawn in this presentation?
Grade 6 GT English Language Arts p. 11 Summer 2013
Unit 2, PBA 2