GR 3 Descriptive Writing

Center for Performance Assessment Unwrapped, Standards-Based Performance Assessment Template FIRST DRAFT
Grade Level: 3rd Targeted Content Area(s): Unit Topic: Descriptive Writing: Your Favorite Place In Your Home Authors: Jennie Mast, Cindy Harness, Teresa Kuruda, Jill Coffman School, District, and State: Elkhart Community Schools, IN Phone and E-mail (Preferred, But Optional)
Assessment Title: Descriptive Illustration and Story Overview of Performance Assessment: (Summary of the assessment with a brief synopsis of each task; approximate time needed to teach and assess tasks = ______) Task 1: Non-descriptive story/illustration (explain) Task 2: Listening to descriptive story (list/discuss) Task 3: Illustration of favorite place in your home (connect/relate/develop) Task 4: Descriptive Narrative of favorite place in your home (write/use)
Copyright 2006 Center for Performance Assessment. 800-844-6599. Permission granted to duplicate template for instructional purposes only.
Full Text of Standard(s) and Indicators(s) in Targeted Content Area:
3.5.2
WRITE descriptive pieces about people, places, things, or experiences that:

DEVELOP a unified main idea. USE details to support the main idea.
3.6.2
WRITE correctly complete sentences of statement, command, question, or exclamation, with final punctuation.

Declarative: This tastes very good. Imperative: Please take your seats. Interrogative: Are we there yet? Exclamatory: Its a home run!
Related Interdisciplinary Standard(s) and Indicators(s):
3.6.1 3.7.1 3.7.2

3.7.3
WRITE legibly in cursive, leaving space between letters in a word, words in a sentence, and words and the edges of the paper. RETELL, PARAPHRASE, and EXPLAIN what a speaker has said. CONNECT and RELATE experiences and ideas to those of a speaker.
ANSWER questions completely and appropriately
Unwrapping Content Standard(s) Grade Level and Content Area: 3rd Grade/Language Arts Standard(s) and Indicators by Number: 3.5.2, 3.6.2
Concepts: Need to Know About writing descriptive pieces -descriptive pieces about people, places, things, or experiences that:

a unified main idea. details to support the main idea.
-correctly complete sentences of statement, command, question, or exclamation, with final punctuation.

Declarative: This tastes very good. Imperative: Please take your seats. Interrogative: Are we there yet? Exclamatory: Its a home run
Skills: Be Able to Do WRITE: descriptive pieces about people, places, things, or experiences. correctly complete sentences with final punctuation.

Statement Command Question Exclamation DEVELOP: a unified main idea. USE: details to support the main idea.
Topics or Context: (What you will use to teach concepts and skills particular unit, lessons, activities)
See tasks below. Copyright 2006 Center for Performance Assessment. 800-844-6599. Permission granted to duplicate template for instructional purposes only. 3
Identifying Big Ideas from Unwrapped Standards and Indicators 1. Writing descriptive words in a sentence provides the reader with pictures in their head. 2. Writing sentences with correct punctuation helps the reader understand expression. 3. Use of descriptive details in sentences and paragraphs allows visualization.
Essential Questions Matched to Big Ideas to Guide Instruction and Assessment 1. Why do writers use descriptive words in their sentences?
2. Why is it important to use punctuation in a complete sentence?
3. Why do writers use descriptive details in their stories?
Engaging Scenario Planning Include elements of an effective Engaging Scenario: Situation Youve just been offered to win your own T.V. segment. Challenge Create your own descriptive paragraph of your favorite place in your home. Role of Student Contestant for a T.V. segment/room makeover. Audience Classmates and teacher Product/Performance Descriptive paragraph and illustration
Engaging Scenario (Full description): You, the student, are asked to describe your special place in your home for a T.V. program. If you describe and illustrate your room with the best details you will win a room makeover and/or your own T.V. segment on Discovery Kids. Can you meet the challenge?
Task 1 Planning Guide (SQUARE Key Elements to Include in the Design of a Standards-Based Performance Task) Which STANDARD(s) and Indicators Will This Task Target?
3.7.1
RETELL, PARAPHRASE, and EXPLAIN what a speaker has said.
Which Essential QUESTION Will This Task Address?
Why do writers use descriptive words in their sentences?
Which UNWRAPPED Content Knowledge and Skills Will This Task Develop?
Writing descriptive words in a sentence provides the reader with pictures in their head.
What APPLICATION of Learning Will This Task Require? (What will the students actually do or produce in this task?)
Students will illustrate a picture and explain what is wrong with their pictureWhat is it missing?
What Instruction, Information, and RESOURCES (including Technology Connections and Related URLs) Will Students Need First?
The teachers written non-descriptive story about their favorite place in their home.
What Individual EVIDENCE of Learning Will This Task We Provide? (How will you know by the work students produce what they have learned relative to this task?)
The students picture and their explanation of why their picture seems to be incomplete.
Task 1 Complete Description (The Full Details of What Students Will Do in This Task)
Students will listen to a non-descriptive story given by the teacher. They will be asked to illustrate the teachers story as they are listening. Students will be asked to add one detail to the story to help explain what could have made their illustrations more detailed. We will discuss why details are important to a writer/reader/listener and why it is important to use them in our writing.
Task 1 Scoring Guide ORAL ASSESSMENT Proficient: add one detail to teachers story
3.5.2
DEVELOP a unified main idea.
USE details to support the main idea. RETELL, PARAPHRASE, and EXPLAIN what a speaker has said.
3.7.1
Why do writers use descriptive words in their sentences? Why do writers use descriptive details in their stories?
Writing descriptive words in a sentence provides the reader with pictures in their head. Use of descriptive details in sentences and paragraphs allows visualization.
Students will listen to a descriptive story and create and discuss a list of descriptive words.
Descriptive Story The Hello Good-bye Window, or any other descriptive story.
What Individual EVIDENCE of Learning Will This Task Provide? (How will you know by the work students produce what they have learned relative to this task?)
The descriptive word list compiled by the students as a class. Evidence also will be by the discussion the students engage in.
Students will listen to a descriptive story and create a list of descriptive words. They will discuss why these words are important in our writing to give the writer/reader/listener a better visualization.
Task 2 Scoring Guide ORAL ASSESSMENT Proficient: add 2 descriptive words to a class list
3.5.2

DEVELOP a unified main idea. USE details to support the main idea.
3.7.2
CONNECT and RELATE experiences and ideas to those of a speaker.
Why do writers use descriptive words in their sentences? Why do writers use descriptive details in their stories?
Writing descriptive words in a sentence provides the reader with pictures in their head. Use of descriptive details in sentences and paragraphs allows visualization.
Students will illustrate their own favorite place in their home.

Students will be able to use the generated list of descriptive words to illustrate their favorite place in their home.
Copyright 2006 Center for Performance Assessment. 800-844-6599. Permission granted to duplicate template for instructional purposes only. 10
Students will have a detailed illustration.
Students will illustrate their favorite place in their home using many details.
Task 3 Scoring Guide
CATEGORY Drawing
4
Drawing is expressive and detailed. Drawing must contain at least 6 details.
3
Drawing is expressive and somewhat detailed. Drawing must contain at least 4 details.
2
Drawing has few details. Drawing must contain at least 2 details.
1
The drawing lacks almost all detail OR it is unclear what the drawing is intended to be.
Score
3 = proficient 4 = exemplary 2 = progressing
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3.5.2

DEVELOP a unified main idea. USE details to support the main idea. WRITE correctly complete sentences of statement, command, question, or exclamation, with final punctuation.
3.6.2
Declarative: This tastes very good. Imperative: Please take your seats. Interrogative: Are we there yet? Exclamatory: Its a home run!
Why do writers use descriptive words in their sentences? Why is it important to use punctuation in a complete sentence? Why do writers use descriptive details in their stories?
Writing descriptive words in a sentence provides the reader with pictures in their head. Writing sentences with correct punctuation helps the reader understand expression. Use of descriptive details in sentences and paragraphs allows visualization.
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Students will write a narrative description of their illustration from task 3.

Students will need their illustration from task 3 and the student generated list.
Their written work will match their illustration.
Students will write a descriptive paragraph using complete sentences. Their paragraph will include descriptive words from the student generated list. Their descriptive paragraph will match their illustrations.
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Task 4 Scoring Guide

CATEGORY Writing with Description 4
Student devotes a lot of time and effort to the writing process. Works hard to make the story descriptive with at least 6 phrases.
3
Student devotes sufficient time and effort to the writing process. Works and has at least 4 descriptive phrases in the story.
2
Student devotes some time and effort to the writing process but was not very thorough. Contains at least 2 descriptive phrases in the story.
1
Student devotes little time and effort to the writing process. Contains 1 descriptive phrase in the story.
Punctuation
There are no There is one punctuation errors in punctuation error in the final draft. the final draft.
There are 2-3 The final draft has punctuation errors in more than 4 the final draft. punctuation errors.
3 = proficient 4 = exemplary 2 = progressing
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Teacher Reflections at Conclusion of Performance Assessment: 1. What Worked? What Didnt?
2. What Will I Do Differently Next Time?
3. What Student Work Samples Do I Have for Each Task? What Scoring Guide Examples of Proficiency Do I Have for Each Task?
4. What Field Notes Can I Provide for Other Teachers Who May Use This Performance Assessment?
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The Revised Blooms Taxonomy Cognitive process 1: To remember To remember is to retrieve relevant knowledge from long-term memory. (Anderson, et al., p. 67) Verbs associated with this level: tell, list, define, label, recite, recall, retrieve, name, record, relate, recognize, identify, retrieve, describe, examine, group, locate, match, say, show, tell, write. Cognitive process 2: To understand To understand is to construct meaning from instructional messages, including oral, written, and graphic communication. (Anderson, et al., p. 67) Verbs associated with this level: Interpret, clarify, paraphrase, represent, translate, exemplify, illustrate, classify, categorize, summarize, generalize, infer, conclude, predict, compare, contrast, match, explain, construct, differentiate, distinguish, reorganize. Cognitive process 3: To apply To apply is to carry out or use a procedure in a given situation. (Anderson, et al., p. 67) Verbs associated with this level: Apply, execute, carry out, implement, use, construct, implement, model, display, illustrate. Cognitive process 4: To analyze To analyze is to break material into its constituent parts and determine how the parts relate to one another and to an overall structure or purpose. (Anderson, et al., p. 68) Verbs associated with this level: Differentiate, determine, discriminate, distinguish, focus, select, organize, integrate, outline, structure, deconstruct, solve (a problem), experiment, investigate, deduce, attribute, connect, ascertain.
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Cognitive process 5: To evaluate To evaluate is to make judgments based on criteria and standards. (Anderson, et al., p. 68) Verbs associated with this level: Check, coordinate, detect, monitor, test, judge, critique, appraise, criticize, defend, justify, assess, prioritize, award, convince, discriminate, order, rank, recommend, support. Cognitive process 6: To create To create is to put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure; inventing a product. (Anderson, et al., p. 68) Verbs associated with this level: Make, generate, hypothesize, plan, design, produce, construct, compose, formulate, invent, develop, refine, produce, transform, originate, test, execute. Works Cited Anderson, L. W., et al. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Blooms Taxonomy of Educational Objectives. New York: Longman. Bloom, B. S., et al. (1956). The Taxonomy of Educational Objectives: Handbook I, Cognitive Domain. New York: David McKay.
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SAMPLE STUDENT ROLES FOR PERFORMANCE TASK DESIGN
Advertising Applicant Architect Artist Athlete Autobiographer Biographer Business Person Campaign Worker Cartographer Cartoonist Character, Book/Movie Chef Citizen Coach Collector Consumer Consumer Advocate Contractor Curator Detective Editor Engineer Executive Famous Person Farmer Inventor
Journalist Judge Jury Member Lawyer Musician Newscaster Parent Photographer Photojournalist Playwright Poet Police Officer Reporter Researcher Set Designer Software Developer Speech Writer Stock Broker Student Teacher Textbook Publisher Tour Guide Travel Agent Tutor
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SAMPLE STUDENT PRODUCTS FOR PERFORMANCE TASK DESIGN Advertising Campaign Anthem Anthologies Autobiography Brochure Business Letter Business Plans Committee Board Members Consumer Newsletter Debate Designs for Experiments Diorama Ecosystem Eulogy Fable Fashion Show Film Review Food Critique Friendly Letter Graphs How-To Directions Inventions Journals Judges Decision Lab Report Lawyers Argument Maps Observation Logs Panel Discussion Personal Narrative Persuasive Letter Models Movie or short film Museum Exhibit Newspaper Prequel Proposal Puppet Show Quilt Reaction Paper Scrapbook Sculpture Short Story Slide Show Symphony Tall Tales Technical Manual Travel Journals Website
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GR 3 Descriptive Writing

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Center for Performance Assessment Unwrapped, Standards-Based Performance Assessment Template FIRST DRAFT

Full Text of Standard(s) and Indicators(s) in Targeted Content Area:

WRITE descriptive pieces about people, places, things, or experiences that:

Related Interdisciplinary Standard(s) and Indicators(s):

3.6.1 3.7.1 3.7.2

a unified main idea. details to support the main idea.

2. Why is it important to use punctuation in a complete sentence?

3. Why do writers use descriptive details in their stories?

RETELL, PARAPHRASE, and EXPLAIN what a speaker has said.

Which Essential QUESTION Will This Task Address?

Why do writers use descriptive words in their sentences?

WRITE descriptive pieces about people, places, things, or experiences that:

DEVELOP a unified main idea.

Which Essential QUESTION Will This Task Address?

WRITE descriptive pieces about people, places, things, or experiences that:

CONNECT and RELATE experiences and ideas to those of a speaker.

Which Essential QUESTION Will This Task Address?

Students will illustrate their own favorite place in their home.

Students will have a detailed illustration.

Task 3 Scoring Guide

3 = proficient 4 = exemplary 2 = progressing

WRITE descriptive pieces about people, places, things, or experiences that:

Which Essential QUESTION Will This Task Address?

Students will write a narrative description of their illustration from task 3.

Their written work will match their illustration.

Task 4 Scoring Guide

3 = proficient 4 = exemplary 2 = progressing

Teacher Reflections at Conclusion of Performance Assessment: 1. What Worked? What Didnt?

2. What Will I Do Differently Next Time?

SAMPLE STUDENT ROLES FOR PERFORMANCE TASK DESIGN

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