Performance Task 1
Description:
Students will write a narrative essay from the perspective of a North American tree. This tree
lived within the geographical regions of the thirteen Colonies, before and after the Europeans
arrived. Students will choose from the New England, Middle or Southern colonial regions within
North America.
Role:
As a tree native to your colony, you've served as a vital resource for the people living in your
region and you've witnessed historical changes take place. For centuries, you offered shade, fruit,
lumber, medicine, and so much more to the Native Americans living around you. You've silently
watched as they harvested their land, established their colonies, witnessed their conflicts,
observed societal changes and lived their lives, which inevitably leads to change. Based on both
classroom and research information you will be responsible for writing a narrative essay
discussing the changes that you observed in your colony over time.
Task:
Students will construct an informative essay.
Be sure to include the following elements in your essay:
 Write a narrative essay that depicts life for the Native Americans both before and after
the Europeans arrived.
 Create a visual aid representing your life as a tree.
 What did you witness?
 Be sure to include the following elements in your story:
o The location and description of environmental /geographical features of your
Native American settlement
o The name of the Native American nation that resides nearest to you
o How the Native Americans used you or other natural resources to survive
o The name of the Europeans first explored your area and an account of their
journey
o The first conversation that might have taken place between the Native Americans
and the Europeans in your region.
o Were they friendly towards one another? Hostile? Fearful?
 As a narrative writer, your story must have:
o A beginning, middle, and end
o A problem and a solution
o Transitions
o Main characters
o An exciting lead
o A strong conclusion
o Strong word choice
o Proper grammar and spelling
Modifications: Provide a 4 column graphic organizer for students to use in planning their
narratives. Allow students to use notes and materials from balanced assessments and lessons
to find information.
Criteria
Does Not Meet
Needs
Improvement
Meets Standards
Exceeds Standards
Students will imagine
they are a tree in their
colony and construct a
narrative essay
recalling the
experience before and
after the Europeans
arrived.
Students will also
create a visual aid such
as a poster board,
power point etc.
Does not correctly
construct a narrative
essay recalling the
correct experiences
before and after the
Europeans arrived.
Identifies some
but not all of the
correct
experiences
before and after
the Europeans
arrived in their
narrative essay.
Visual aid
represents some
of the essay.
Identifies most of
the correct
experiences before
and after the
Europeans arrived in
their narrative essay.
Correctly
identifies all of the
experiences before and
after the Europeans
arrived in their narrative
essay.
Correctly follow
most but not all of
the points during the
essay.
Correctly represents all of
the points during the
essay.
ORGANIZATION
Structure
Transitions
Logical progression
of ideas with a clear
structure that
enhances the
thesis. Transitions
are mature and
graceful.
Well-developed
introduction engages
the reader and creates
interest. Contains
detailed background
information. Thesis
clearly states a
significant and
compelling position.
Conclusion
effectively wraps up
and goes beyond
restating the thesis.
Logical
progression of
ideas. Transitions
are present
equally
throughout essay.
Organization is
clear. Transitions are
present.
No discernable
organization. Transitions
are not present.
Introduction
creates interest.
Thesis clearly
states the
position.
Conclusion
effectively
summarizes
topics.
Introduction
adequately explains
the background, but
may lack
detail. Thesis states
the position.
Conclusion is
recognizable and ties
up almost all loose
ends.
Background details are a
random collection of
information, unclear, or
not related to the topic.
Thesis is vague or
unclear.
Conclusion does not
summarize main points.
Well-developed main
points directly related
to the thesis.
Supporting examples
are concrete and
detailed.
The narrative is
developed with a
consistent and
effective point-ofview, showing the
story in detail.
Three or more
main points are
related to the
thesis, but one
may lack
details. The
narrative shows
events from the
author's point of
view using some
details.
Three or more main
points are present.
The narrative shows
the events, but may
lack details.
Less than three main
points, and/or poor
development of
ideas. The narrative is
undeveloped, and tells
rather than shows, the
story.
INTRODUCTION
Background/History
Thesis Statement
CONCLUSION
MAIN POINTS
Body Paragraphs
Does not create a
visual.