Performance Task – ‘Just Like Me’
by Ruti Zalinski, Nofim school, Afula
Grade Level
6
Level
Foundation
Number of
pupils
half the class
Stage
3
Class Description: This is a heterogeneous class of 6th
graders in a secular school with many immigrants in a low
socio-economic area. Backgrounds vary, from non-readers
with learning disabilities and a non-supportive home
environment to pupils with high ability levels and motivation.
Targeted Domain
Standard
Appreciation of Literature and Culture.
Pupils appreciate English literature through which they
develop sensitivity to various cultures.
Targeted Unit
Benchmark
Communicating a personal response, verbally and/or visually, to a literary text
Assessment Tools for
Targeted Domain
Rubric
Name of Unit
Children Around the World (Unit 1 of Highlights, the Workfile, Dray, Greenberg and Varod, 2000)
Educational Goal
Learning to appreciate and accept diversity in a multi-cultural society
Number of lessons in Unit: 18
Summary of previous lessons (including enabling skills)
In previous lessons, pupils discussed the differences and similarities between themselves and
their friends, categorized and practiced the vocabulary needed (colors, body parts, names,
places). They discussed poems in their textbook and workbook dealing with the concept of
differences and similarities of different children (both internationally and close friends).
Description of task
Lesson Number: 6
Lesson Goals
Pupils will be able to write a poem expressing their acceptance of the differences and similarities
between themselves and their friends.
Assessment Goals
Pupils will assess themselves according to predetermined criteria, which are explained before
the project begins and include an understanding of the values taught (acceptance of
differences), process writing, accuracy (have/has, spelling) and aesthetics. Self-assessment is
compared to the teacher’s assessment. Differences are discussed in teacher-pupil conference.
Lesson Description
The pupils are asked to compose a poem with the same format as the poem in their workbook.
Assessment criteria are discussed, pupils compose a rough draft, which they check with the
teacher, revise the draft and prepare for final draft (some on the computer). They assess
themselves according to the rubric. The teacher then reads the poem aloud and pupils guess
the authors.
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Teacher’s Notes
Background
Pupils have read some poems and discussed how people are different or similar (what they
look like, where they live, their likes and dislikes, hair and eye colors, foods they eat and games
they play, etc.).
Task
Pupils compose their own poem about themselves and their friends. They indicate differences
and similarities.
Audience
Fellow classmates
Purpose
To show how friends can be similar or different and still be friends
Procedure – instructions to pupils:
1. Look at the poem in your workbook, page 8, ‘Just Like Me.’
2. Find three things similar and three things different between the writer and the friend.
3. Think of a friend. List all the things you have in common. List all the ways you differ.
4. Write a draft of your poem indicating one way you and your friend are alike and one
way you are different. Use the poem on page 8 as a guide.
5. Use the assessment rubrics to check you included everything.
6. Check your draft with your teacher.
7. Re-write the poem (or type on the computer) and decorate your work.
The poem in the textbook:
‘Just Like Me’ by Dan
Vicki has one brother
I have three,
Vicki has blue eyes
Just like me.
Vicki drinks coffee
I drink tea,
Vicki has brown hair
Just like me.
Vicki lives in a town
I live near the sea,
But Vicki speaks English
Just like me.
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Rubric for poem assessment
QUALITY
1.
20 points
16
12 points
Content
My poem uses at least
three descriptive words.
2.
20 points
16
12 points
My poem describes at
least three ways how my
friend is similar to me.
3.
20 points
16
Presentation
5.
15 points
12
8
10 points
4 points
My poem does not
explain how my
friend is similar to
me.
My poem describes one or
two ways how my friend is
different from me.
4 points
My poem does not
explain how my
friend is different
from me.
6
4 points
I checked my work and
improved it.
I checked my work and made
one correction.
I did not check my
work.
I have very few spelling
mistakes.
I have some spelling
mistakes.
I have many
spelling mistakes.
15 points
12
10 points
I used have/has correctly.
6.
8
12 points
4 points
My poem does not
use any descriptive
words.
My poem describes one or
two ways how my friend is
similar to me.
My poem describes at
least three ways my friend
is different from me.
4.
8
My poem uses one or two
descriptive words.
10 points
8
6 points
My poem is colored and
written with neat
handwriting (or typed on
the computer).
Criteria
Number
2
3
4
Presentation
5
6
Total
41
Self
4 points
I made mistakes in
have/has.
4
My poem is not colored but
has neat handwriting.
1
Content
6
I used have/has
correctly most of the time.
Teacher
2 points
My poem is rather
messy.