Leigh-Ann Danley

MEDT 7476
Dr. Haynes
Assessment Plan
Performance Task Title
Grade
Designer
Performance Task
Annotation
Subject
Approximate Duration of
Performance Task
Focus Standards

Complementary
Standards

Social Media Activism Essay

12
Leigh-Ann Danley
Students will complete a RESEARCH-BASED, multi-modal SUMMATIVE
assignment that includes a correctly-formatted essay.
Language Arts
1 week
AKS 1- Cite strong and thorough textual evidence to support analysis of what
the text says explicitly as well as inferences drawn from the text.
AKS-8 Analyze how two or more texts address similar topics in order to build
knowledge
AKS 10- Cite strong and through textual evidence to support analysis of what
the text says
AKS 20- Write arguments to support claims in an analysis of substantive topics
or texts, using valid reasoning and relevant and sufficient evidence
AKS 23- Produce clear and coherent writing in which the development,
organization and style are appropriate to task, purpose and audience
AKS 25 Use the internet and technology to produce and publish writing and in
interact and collaborate with others
AKS 26- Conduct short as well as more sustained research projects based on
focused questions, demonstrating understanding of the subject under
investigation
AKS 27- Gather relevant information from multiple print and digital sources,
assess the credibility and accuracy of each source, and integrate the information
while avoiding plagiarism
AKS 28- Draw evidence from informational texts to support analysis, reflection
and research
AKS 6- Assess how point of view or purpose shapes the content and style of a
text.
AKS 9- Read and comprehend complex informational texts independently and
proficiently
AKS 16- Integrate and evaluate content presented in diverse media and formats
AKS 24- Develop and strengthen writing as needed by planning, revising,
editing, rewriting.
AKS 29- Write routinely over extended time frames for a range of tasks
purposes and audiences
AKS 36- Demonstrate command of the conventions of standard English
grammar and usage when writing
AKS 37- Demonstrate command of the conventions of standard English
capitalization, punctuation and spelling when writing

National Standards

AKS 38- Apply knowledge of language to understand how language functions in

different contexts to make effective choices for meaning or style and to
comprehend more fully when reading or listening.
CCSS.ELA-LITERACY.W.11-12.1
Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
CCSS.ELA-LITERACY.W.11-12.1.D
Establish and maintain a formal style and objective tone while attending to the
norms and conventions of the discipline in which they are writing.
CCSS.ELA-LITERACY.W.11-12.1.E
Provide a concluding statement or section that follows from and supports the
argument presented.
CCSS.ELA-LITERACY.W.11-12.2
Write informative/explanatory texts to examine and convey complex ideas,
concepts, and information clearly and accurately through the effective selection,
organization, and analysis of content.
CCSS.ELA-LITERACY.W.11-12.2.B
Develop the topic thoroughly by selecting the most significant and relevant
facts, extended definitions, concrete details, quotations, or other information and
examples appropriate to the audience's knowledge of the topic.
CCSS.ELA-LITERACY.W.11-12.4
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
CCSS.ELA-LITERACY.W.11-12.5
Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach, focusing on addressing what is most
significant for a specific purpose and audience
CCSS.ELA-LITERACY.W.11-12.6
Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including
new arguments or information.
CCSS.ELA-LITERACY.W.11-12.7
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
CCSS.ELA-LITERACY.W.11-12.8
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience; integrate information into the
text selectively to maintain the flow of ideas, avoiding plagiarism and
overreliance on any one source and following a standard format for citation.
CCSS.ELA-LITERACY.W.11-12.10
Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of

tasks, purposes, and audiences.

Description and Teacher
Directions

Students will work individually to complete a research based essay on a social

issue that they deem important for society to act on.
Before student begin writing their essay they will be directed to websites and
databases where they can:
1. Decide on an issue
2. Gather research about the history of the issue
3. Gain insights on what can/ is being done to solve the problem
Students need to answer the following questions:
1. Why is this issue important?
2. How is this issue being addressed via Social Media?
3. How is Social Media working to further this cause?
For example, the ALS ice bucket challenge how did social media further
that cause, either in awareness or with money? Explain how this worldwide
phenomenon affected real change for the ALS society. This would be an
example of what you might do, but you cant use this one.
Requirements
2-4 page essay, properly formatted in MLA format with an accurate and
thorough Works Cited that contains a MINIMUM of 2 research sources place
in appropriate dropbox on eclass

Title of Rubric
Rubric Description
Rubric

Social Media Activism Essay Rubric

This is a formative rubric that identifies areas of growth and allows for teacher
feedback.
5= EXCELLENT 4=GOOD 3=AVERAGE
2= NEEDS IMPROVEMEN 1= POOR
I.

Ideas: (30 points)

1
2
3

(x6)

__________

a. Clearly establishes a position (thesis) related to writers

conclusion as to the importance, both positive and negative, of
Social Media in the world today.
b. Go Green: Supporting ideas are fully elaborated with logical
examples, details, and evidence
c. Response fully addresses topic assigned, including cited research
as well as original insight and explanation from the writer.
d. Paper meets minimum length requirements

II.

Research: (15 points)

1
2
3
4

(x3)

__________

a. A minimum of two credible sources are referenced and documented

on works cited page
b. Supporting ideas, details, and factual information are credited to
sources found on works cited page.
c. At least one or more part of each body paragraph uses a Parenthetical
citation (parentheses)
III.

MLA Formatting (10 points)

1
2
3
4
5

(x2)

_________

a. First page and title use correct format as shown on sample paper
b. Parenthetical citations are mechanically correct (correct information,
punctuation, parentheses etc)
c. Works Cited page is formatted correctly (MLA)
d. Essay uses 12 point Times New Roman font, is double spaced with 1
inch margins.
IV.

Organization (15 points)

1
2
3
4
a.
b.
c.
d.
e.

V.

(x3)

__________

Logical sequencing of ideas in paragraphs

Introduction states writers topic and purpose
Body paragraphs support thesis and flow one to another
Conclusion provides a sense of closure without repetition
Transitional elements link ideas

Style (15 points)

1
2
3

(x3)

__________

a. Introduction Grabs readers attention

b. Paper uses varied, precise, and engaging language (powerful verbs,
figurative language etc.)
c. Carefully crafted phrases and sentences create a sustained tone and
advance the argument
d. Uses variety of sentence lengths, structures, and beginnings.
VI.

Conventions (15 points)

1
2
3
4

(x3)

__________

a. Almost always uses correct sentences with clear meaning. (May use
functional fragments)
b. Most elements of mechanics, spelling, and usage are consistently
correct.
c. Most errors are minor and do not interfere with readers

understanding of text.
Total/Final Grade
(out of 100 pts)
Comments:
Example of Student Work
with Teacher Commentary

__________

Student Name
Teacher Name
Class
Date
The Ugly Side of the Beautiful Game
When most people think of sports they think of the fame, the wealth, and
the glory of having basically made it to the top and they dont have any worries
except to keep winning games. But for a lot of athletes, especially in soccer, they
see a new side of the sport where racism and discrimination are common.
Racism? Discrimination? We see these issues as things of the 20th century and
not in our modern world but for a lot of professional, international soccer players
it is an everyday occurrence. The importance of this issue is that racism should
not be something that is tolerated within fans towards players or with anybody.
The growing rate of soccer athletes speaking out about their experiences has
grown along with the awareness of this issue on social media. It is time to stand
up against this racism on the field.
The importance of this issue has grown as a multitude of soccer players
are finally standing up to this issue. The issue mainly sparked up When abuse
[Racist chants] from the stands prompted AC Milan's Kevin-Prince Boateng to
leave the pitch in a friendly match (Racism in Football) which led to a lot of
controversy over whether this problem has had enough attention. The
significance of this issue is that it is destroying the beautiful game and
destroying the passion that these talented athletes have for the game just because

of their looks and background. At this point in time, the level that this concern
has reached is insane and it is an element that should not even be tolerated.
Pressure should be put on social media and on the FIFA (International
Federation of Association Football) community to eliminate racism on the soccer
pitch.
This controversy is being brought more attention after famous soccer
players took a stand and acted on social media. International soccer star, Dani
Alves, had a banana thrown at him from the stands during a match but it was
Alves response that struck a chord on social media, with the Brazilians
Barcelona teammate Neymars vociferous in support of his club and
international colleague. (Sweetman). The soccer players response was to eat
the banana and then proceed to play in which Neymar posted a picture of
himself on social media eating a banana with the hashtag #WeAreAllMonkeys.
Ever since this incident the internet exploded with over 100,000 people
[having] used the hashtag (We Are All Monkeys). The spotlight that is shown
on such a world star like Neymar and his Barcelona, it is no wonder that it had
such a huge impact on the media and involved so many fans and got other
celebrities to start posting a picture of themselves eating a banana with the
hashtag clearly visible at the bottom of the picture. This incident opened new
doors to further help the cause.
Many new opportunities have been created such as new campaigns
launched by a number of organizations to help end racism on the soccer field. In
June 2014, previous to the start of the biggest event in sports, the World Cup,
FIFA launched an interactive social media campaign in order to raise awareness
on this important issue [racism] by uploading selfies (#SayNoToRacism).
They encouraged people to upload pictures of themselves with the hashtag

#SayNoToRacism and a random selection of which will be shown before kickoff on the giant screens in the stadiums before the 2014 FIFA World Cup
Brazil quarter-finals (#SayNoToRacism). The results were incredible where
On Facebook, the official#SayNoToRacism posts reached 11.3 million fans
and had engaged 1.2 million users, with a total of nearly 32 million post
impressions. (The Shorty Awards). Even soccer legend Pele posted a picture of
himself holding up a sign with the now famous hashtag. A lot more awareness
was definitely brought to the issue.
Finally, what can be further done to solve this problem? Showing support
on social media is just one of the many ways to end it. Another way is to report
fans who say racist chants or do discriminatory actions towards others. But one
of the most effective ways is by educating people that racism is a thing of the
past and that we are equal and should unite under the passion that most people
have for the beautiful game. Educating future generations will end this
intolerable issue that is unfortunately still existing in our modern society.

Works Cited
FIFA. "#SayNoToRacism with a Selfie!" FIFA.com. FIFA, 04 June 2014. Web.
01 Feb. 2016.
Murphy, Chris. "CNN Investigates the Scourge of Soccer That Is Racism in
Football." CNN. Cable News Network, n.d. Web. 01 Feb. 2016.
"Say No To Racism - The Shorty Awards." Say No To Racism - The Shorty
Awards. Ed. Shorty Shorty Awards. Shorty Awards, n.d. Web. 01 Feb.
2016.
Sweetman, Tom. "Dani Alves Winning Racism Fight with Banana Gesture."
CNN. Cable News Network, 1 May 2014. Web. 01 Feb. 2016.

"'We Are All Monkeys' - BBC News." BBC News. Ed. BBC. BBC, 28 Apr. 2014.
Web. 02 Feb. 2016.
Feedback
5= EXCELLENT 4=GOOD 3=AVERAGE
2= NEEDS IMPROVEMEN 1= POOR
VII.

Ideas: (30 points)

1
2
3

(x6)

__30________

e. Clearly establishes a position (thesis) related to writers

conclusion as to the importance, both positive and negative, of
Social Media in the world today.
f. Go Green: Supporting ideas are fully elaborated with logical
examples, details, and evidence
g. Response fully addresses topic assigned, including cited research
as well as original insight and explanation from the writer.
h. Paper meets minimum length requirements

VIII.

Research: (15 points)

1
2
3
4

(x3)

__15________

d. A minimum of two credible sources are referenced and documented

on works cited page
e. Supporting ideas, details, and factual information are credited to
sources found on works cited page.
f. At least one or more part of each body paragraph uses a Parenthetical
citation (parentheses)
IX.

MLA Formatting (10 points)

1
2
3
4
5

(x2)

___10______

e. First page and title use correct format as shown on sample paper
f. Parenthetical citations are mechanically correct (correct information,
punctuation, parentheses etc)
g. Works Cited page is formatted correctly (MLA)
h. Essay uses 12 point Times New Roman font, is double spaced with 1
inch margins.
X.

Organization (15 points)

1
2
3
4

(x3)

f. Logical sequencing of ideas in paragraphs

___15_______

g.
h.
i.
j.
XI.

Introduction states writers topic and purpose

Body paragraphs support thesis and flow one to another
Conclusion provides a sense of closure without repetition
Transitional elements link ideas

Style (15 points)

1
2
3

(x3)

___15_______

e. Introduction Grabs readers attention

f. Paper uses varied, precise, and engaging language (powerful verbs,
figurative language etc.)
g. Carefully crafted phrases and sentences create a sustained tone and
advance the argument
h. Uses variety of sentence lengths, structures, and beginnings.
XII.

Conventions (15 points)

1
2
3
4

(x3)

___15______

d. Almost always uses correct sentences with clear meaning. (May use
functional fragments)
e. Most elements of mechanics, spelling, and usage are consistently
correct.
f. Most errors are minor and do not interfere with readers
understanding of text.
Total/Final Grade
(out of 100 pts)
_100_________
Comments: You did an extraordinary job on this assignment. You have a clear
understanding of how to incorporate textual evidence to support your claims.
You included all the necessary information and put thoughtful analysis into your
essay. Your MLA formatting is perfect! Well done!
Materials and Equipment
*Additional Student
Resources

Computers and Internet Access

http://www.indiana.edu/~wts/pamphlets/using_evidence.pdf
http://www.calstatela.edu/sites/default/files/academic/english/comp/engl101-1/41-Using-Text.pdf

What 21st Century

Technology was used in
this performance task?
Differentiated Instruction

E-class, Online Journals and Databases

Web Resources

Readiness
Student Choice
Students with IEPs will be given extra time to complete the project
http://www.charitynavigator.org/
http://www.startguide.org/orgs/orgs02.html
http://www.givewell.org/

http://www.thelifeyoucansave.org/
Online Issues Database
https://owl.english.purdue.edu/
www.easybib.com

Setting: The setting of this lesson will take place in the 12th grade classroom and computer lab at an metroAtlanta area high school. In both settings the students will have access to computers and the internet. Students
will also have access to e-class (the online learning forum) which will house all the necessary resources, links,
instructions and rubrics so that they may access them at any time from any location.
Learners: Students participating in this activity will be high school CP seniors. These students vary in age
from 17-18 and consist of both genders. There are 3 economically disadvantaged, 1 gifted and 0 special ed
students in the class. A variety of ethnicities are represented including Caucasian, African American, Hispanic,
and Asian. All students are proficient in English. The students are used to a PBL approach to learning and
enjoy a hands-on approach to learning and discovery.