Performance Task Planner
Subject
English / Language Arts
Grade/Course
9
Unit of Study
Unit 1 – Short Story
Engaging Scenario
Incorporate the five elements of effective scenarios: current situation; student challenge; student role; intended audience;
product or performance.
As the last living member of James Thurber’s family, you have been asked by the New Yorker magazine to compose a 50th
anniversary tribute to be published in December’s issue. Due to the high praise and popularity of the original, they have asked
that the tribute be written in the form of a new Walter Mitty daydream. This new daydream should follow the same style and
point of view as the original.
TASKS
Before you begin, remember: All tasks should be related and build upon one another. The tasks enable students to demonstrate
they have really learned the “unwrapped” concepts and skills of the priority standards.
1. Align each task with one of your unit’s “unwrapped” Priority Standards focusing on the skills, related concepts and Bloom’s level.
Enter the information for the Priority Standard and Bloom’s Taxonomy on the right side of the chart below.
2. Align each task to one of the Essential Questions/Big Ideas from that unit. Enter it into the EQ/BI section below.
3. Describe the task in full detail. Ensure that the task directly reflects the level for each targeted skill and related concept.
4. Check off the 21st Century Skills that are addressed in each task.
5. Develop the rubric for each task by starting with expectations for the Proficient category first, then the Advanced, followed by the
Progressing and Beginning categories.
TASK 1 DETAILED:
Priority Standard Addressed:
After reading “The Secret Life of Walter Mitty” distinguish the difference between
dream and reality.
CC.9-10.RL.1
Essential Question/Big Idea:
Complete one of the three available graphic organizers.
Identify the pieces that make up a dream episode for Walter Mitty.
How do good readers support their
ideas?
Good readers use evidence from the
text to support their opinions.
Bloom’s Taxonomy:
Recognize
List
Describe details from the story
SCORING GUIDE FOR TASK 1:
“The Secret Life of Walter Mitty” has a total of 5 dreams, 4 triggers, and 4
interruptions.
Advanced (4) – Identifies 5 dreams, 4 triggers, 4 interruptions
Proficient (3) – Identifies 4 dreams, 3 triggers, 3 interruptions
Progressing (2) – Identifies 3 dreams, 2 triggers, 2 interruptions
Beginning (1) – Identifies 2 dreams, 1 trigger, 1 interruption
21st Century Skills:
Teamwork & Collaboration
Initiative & Leadership
Curiosity & Imagination
Innovation & Creativity
Critical Thinking & Problem Solving
Flexibility & Adaptability
Effective Oral & Written Communication
Accessing & Analyzing Information
Other
TASK 2 DETAILED:
Priority Standard Addressed:
Using your graphic organizer(s) from Task 1 and drawing inferences from the text,
analyze Walter Mitty’s internal motivations for his daydreams.
CC.9-10.RL.1
Essential Question/Big Idea:
Use each motivation that you reveal to write a sentence that describes Walter Mitty.
List these motivations and compose your sentences on the provided chart.
How do good readers support their
ideas?
Good readers use evidence from the
text to support their ideas.
Bloom’s Taxonomy:
Interpret daydreams
Summarize
Compare
Apply
Model
Analyze motivations for daydreams
SCORING GUIDE FOR TASK 2:
Advanced (4) – Articulates 4 motivations / traits
Proficient (3) – Articulates 3 motivations / traits
Progressing (2) – Articulates 2 motivations / traits
Beginning (1) – Articulates 1 or fewer motivations /traits
21st Century Skills:
Teamwork & Collaboration
Initiative & Leadership
Curiosity & Imagination
Innovation & Creativity
Critical Thinking & Problem Solving
Flexibility & Adaptability
Effective Oral & Written Communication
Accessing & Analyzing Information
Other
TASK 3 DETAILED:
Create another daydream for Walter Mitty that demonstrates your understanding of
his dream sequence.
Priority Standard Addressed:
CC.9-10.W.3
CC.9-10.L.5
Essential Question/Big Idea:
Using the patterns of Walter Mitty’s dreams and the motivations for why he dreams, How does a good reader determine
write a new, original daydream in the style and point of view (3rd person) of James
the meaning of words?
Thurber’s story.
Good readers use strategies and
resources to determine the meaning
This narrative is to include three paragraphs. Paragraph one must use the setting for of words.
the story and contain the trigger for the daydream. Paragraph two must contain the
daydream and reference the trigger. Paragraph three must contain the interruption
Bloom’s Taxonomy:
of the daydream.
Evaluate
Include in your narrative at least three Unit 1 Vocabulary Workshop words (Shostak
Level D). Underline or highlight the three words (or more) used.
SCORING GUIDE FOR TASK 3:
A clear point of view is established in the writing.
The piece shows a clear progression of plot (paragraph one, two, three).
Student writing uses precise words, details, and/or, sensory language to express the
events, settings, and/or characters.
Student writing uses grammar, punctuation, and capitalization correctly.
Student writing uses appropriate and precise vocabulary.
Advanced (4) – Meets five requirements above AND mimics the style of Thurber’s
writing (i.e. nonsense words, invented terminology/situations, dialogue, satirical
tone, etc.)
Proficient (3) – Meets four of the requirements above.
Progressing (2) – Meets three of the requirements above.
Beginning (1) – Meets two or fewer of the requirements above.
Justify
Create a new daydream
21st Century Skills:
Teamwork & Collaboration
Initiative & Leadership
Curiosity & Imagination
Innovation & Creativity
Critical Thinking & Problem Solving
Flexibility & Adaptability
Effective Oral & Written Communication
Accessing & Analyzing Information
Other
TASK 4 DETAILED:
Priority Standard Addressed:
Essential Question/Big Idea:
Bloom’s Taxonomy:
SCORING GUIDE FOR TASK 4:
Advanced (4) Proficient (3) Progressing (2) Beginning (1) -
21st Century Skills:
Teamwork & Collaboration
Initiative & Leadership
Curiosity & Imagination
Innovation & Creativity
Critical Thinking & Problem Solving
Flexibility & Adaptability
Effective Oral & Written Communication
Accessing & Analyzing Information
Other