Grade 6 | Unit 1 | Lesson 20 | The Outsiders Performance Task (Day 1) READING TASK Reading: The performance task expects scholars to read an excerpt from Bronx Masquerade titled “Devon Hope” and answer an open response TDQ. The excerpts and task are included in the student packet and the sample response. The Task: Open Response Prompt Read the excerpt “Devon Hope” from Bronx Masquerade by Nikki Grimes. How does the narrator, Devon, change over the course of the excerpt? Use two details from the text to support your answer. HOW WILL YOU KNOW THIS LESSON IS SUCCESSFUL? This unit includes one performance task spread over two days, and scholars will complete the first day of the performance task today. Today, scholars should attack the prompt, read and annotate “Devon Hope,” and write an open response. On day two, scholars will write an essay using the “Devon Hope” excerpt again. For the performance task, scholars will (1) attack the prompt, (2) read and annotate the text through the lens of the prompt and (3) write a complete open response. Scholar responses will be scored with the open response rubric. The teacher should preserve as much time as possible for scholars to complete the performance task independently. WHAT DOES EXCELLENCE LOOK LIKE? See the sample response. KEY THEMATIC CONCEPT(S) ● Identity INTELLECTUAL PREPARATION Teachers should prepare the performance task in the following way: ● Annotate the sample response for the CFS ● Take the student version of the performance assessment (the student packet) in a timed setting. In this way, you will be able to see pacing challenges, alternative ways to reach an answer, potential directions that must be given, etc. ● As required by scholar IEPs/504s, work with your learning specialist to provide any necessary modifications or accommodations; these modifications or accommodations should truly only be those required by the IEP or 504 to ensure a rigorous experience for all scholars. ● Ensure that your scholars have copies of the scholar handout. PART OF THE LESSON Launch (3 minutes) Attack the OER Prompt (2 min) GUIDANCE/RECOMMENDATIONS DIRT Quiz: N/A Build Investment: Name that this is a particularly important day because scholars are taking the performance task of the unit. This task is related to the reading, thinking, and analysis they’ve been engaging in throughout the unit thus far, specifically related to the way that characters encounter conflict and subsequently change because of the conflict. Reinforce the importance of this assignment and the habits that scholars should show while taking the assignment, such as the organization of an essay and the components within an introduction, body paragraph, and conclusion with the help of this model essay. It’s recommended that the teacher also explain the level of help they can provide during the assignment (see row below titled “Independent Work Time” for more guidance on this.) Teachers should not attack the prompt with scholars. They may, however, narrate for scholars the expectation that scholars should independently attack the prompt prior to sending scholars off to independent work. Segment I: (5 minutes) Review Essay Structure - In Guided Notes Writing MiniLesson Part I (10 minutes) Resource: Essay Structure Slidedeck (LINK HERE) Segment II (5 minutes): Review Model Essay - In Guided Notes Resource: (LINK HERE) Exemplar/Non-Exemplar Thesis-Statement Framing (2 min) Say: Tomorrow, you will officially write your first 6th grade Thesis Statement! Before you do this, I want us to talk about what makes a strong 6th grade thesis statement, because it’s a little bit different than a strong 5th grade statement. To do this, let’s look at two examples from a prompt about The Outsiders. Read the prompt, and these two samples. You have 1 minute. Go. Prompt: In S.E. Hinton’s novel, The Outsiders, Johnny tells Ponyboy to “stay gold.” What theme about identity does Hinton create with these words, and how does the character of Ponyboy illustrate that theme? Writing MiniLesson Part II (10 minutes) SAMPLE A SAMPLE B The theme about identity that Hinton creates is that being innocent and hopeful makes you a good, special person and it’s important to try and stay that way. Hinton uses this quote and the character of Ponyboy to convey the message that being innocent and hopeful makes you a good, special person, and it’s important to try and stay that way. SAY: Let’s talk about these two samples. Turn & talk to your partner – how are these samples similar? How are they different? Intended Response Differences: Similar: - Both thesis statements state a defensible claim. (CFS 1) Both thesis statements can be supported by most of the evidence in the text (CFS 3) - Sample B does not mimic the words in the prompt (CFS 4) Sample B answers both parts of the prompt (CFS 2) - Note: Sample A does not address how PB’s character illustrates the theme. Say: With your partner, please turn and talk to review what made Sample B a stronger Thesis Statement. IMPORTANT: After Debrief, stamp CFS. CFS for Thesis Statements 1) States an opinion or an interpretation (not just a restatement of a fact) 2) Answers the entire question 3) Can be supported with an ample amount of text evidence 4) Is written with clear and specific language Sentence-Stem Scaffold (If Necessary): When we are writing a literary analysis thesis about theme development, a reliable sentence structure is to say: “The author uses _____________ in order to convey ___________________.” Release scholars to complete DAY 1 of the task independently. Recommendations for Teachers: A performance task assesses scholars’ ability to independently complete a rigorous task that is aligned to the skills and knowledge developed in previous lessons. For this reason, the teacher should not give scholars feedback on the quality or content or their work. Teachers may provide support around habits. In general, teachers should mimic the environment of the state-test administration during a performance task. Independent Work Time Examples of appropriate communication during the performance task: ● Teachers may encourage a scholar to show grit/stamina/perseverance ● Teachers may encourage early finishers to recheck their work Examples of communication that should be avoided – unless required by a scholar’s IEP or 504 during the performance task: ● Defining a word for a scholar that is not footnoted (note: teachers are encouraged to accommodate the assessment as necessary for scholars who need that testing accommodation) ● ● ● ● ● If scholars finish early… Explaining what a sentence or paragraph or section of text means Explaining who a character is or what is happening in the excerpt Affirming or giving constructive feedback on the content of a scholar’s annotations or attack the prompt plan Telling scholars they are on- or off-track in their thinking or writing Prompting scholars to revise their work **If scholars finish early, the teacher could allow them to start on the Day 2 prompt. HOMEWORK Assignment: Have scholars read the “The Outsiders Lives On” article and answer comprehension questions. This is available in the bundle.
