4)+Sample+Authentic+Perfomance+Tasks.

Now it is your turn to try your hand at writing an Authentic Performance Task. Write a task that will work with the unit you have been focusing on during this course or for a unit that you are currently planning. If you get stuck, the following site set up by Jay McTighe has some websites with examples to spark your creative energy.

[]

 To make sure that everyone can read each other's task, make sure to give your task a name, indicate which planning template (from CAP) it relates to, and then use the editor tool bar to insert a horizontal rule after your task. Remember to also list your name after your posting.  Note: This performance task should ALIGN to stage 1 of the Planning Template that you are working to complete for this course.

Word Sheets 11th Grade Language Arts (Aug.-Oct.) Using cognitve and metacognitive strategies to comprehend diverse texts.

Have students choose unfamiliar words and use context clues to determine meaning as it is used in the text. The student will have a number of words required according to the length and difficulty of the text and may do additional for extra points if desired. The student will have a sheet for each word with the word in large letters, the context or phrase which contains the word, the correct dictionary definition based on context, an original sentence written by the student using the word, a symbol or picture that goes with the word. Mary L. ​

10 Grade English Language Arts: Persuasive Speech/Essay Project (Human Essay) DuCros Description of the activity:

In this activity five students present their roles at the front of the class. The first students explains that his/her purpose is to introduce himself or herself as the topic of the discussion by giving a little background information and ending with an opinion of himself or herself. (This person represents an introductory paragraph) The second student explains why he or she is the first reason for having the opinion and then gives examples of that reason by acting or stating facts (this person represents body paragraph one); the second student explains the second reason he or she has this opinion and then gives examples of that reason by acting or stating facts (this person represents body paragraph two), and the third student explains the reason he or she has the opinion and then gives examples of that reason by acting or stating facts( this person represents body paragraph three). The reasons should all be different, but relative to the main opinion. Finally, the last student wraps up what has been said by reviewing what the main opinion of the first speaker was and what the three previous speakers said. He or she then offers a prediction or further meaning of the opinion. The last person represents the (concluding paragraph). This is authentic because the students have to apply hands on techniques to illustrate their role in the essay process.

. Write and speak for a variety of purposes and audiences** . **Write in a variety of genre including expository, technical, persuasive, narrative, and descriptive for SPECIFIC PURPOSES** . **Use vivid and precise words, imagery, and figurative language as appropriate to audience and purpose.**
 * Established Goals:

. Since language is a means of communicating ideas with one another, words have power and must be chosen deliberately. . Since both authors and readers have biases (which impact validity, credibility, and relevancy) readers should be cognizant of how the interaction of these biases affects their understanding of a text.
 * Students will understand that....**

. How can I provide supports for my readers, viewers, and listeners? . Are pictures really worth a 1000 words? How can I blend images and words to be persuasive? .How do I know when my words and ideas have impacted on an audience? .What sort of word usage and appropriate content vocabulary can I use to get the attention of the audience on paper? .What techniques of stage presence can be utilized to address the appropriate audience when speaking is necessary?
 * Essential Questions:**

Tony DuCros

_ __Media Influences (Heritage Spanish - CAP #3 Influences)

Choose a well-publicized event from the recent news. Choose an article/video from 4 different countries about the same source. Evaluate the differences in media coverage relating to the event. Take notes on each one. Were there any differences in the coverage from different countries? What differences did you find in each country? Try to give a reason for each of the differences and explain your rationale. Give a presentation about your results.

I feel that this is authentic because bilingual people could watch the news in Spanish and English and there would be differences--sometimes, major and sometimes minor that influence the people in a given area. -Michele B.__ _ Testing for organic molecules lab. Have students identify what types of foods have 3 major organic molecules (protein, carbs, fats) in them. Then, have them test some of their favorite foods for these molecules and reflect on their findings. Once this is complete, have the students create a meal plan based off of the nutrition labels, food guide pyramid and information from class to reflect a healthy diet. If they can follow through w/ the diet, give them extra credit!! Kindra L.

· How can a relationship be displayed and analyzed with tables, graphs and equations?
 * Math 7/8 Unit 1**
 * Established Goals: ** //Standards/Benchmarks//
 * 2. 1 (RED) **Represent, describe, and analyze patterns and relationships using tables, graphs, verbal rules, and standard algebraic notation.
 * Essential Questions**

The students could look through newspapers and magazines to find examples of data represented in the forms of graphs. The students would then determine if the information presented was biased in anyway. If the data represented is biased the students would state why and defend their responses. They would then write a letter to the publisher of the article stating what they found to be biased and suggestions on how the information could have been presented more fairly. Jackie P.

US History Progressive Unit

The Robber Barons: The class will work together to put the Robber Barons on trial for their questionable business conduct, treatment of workers, and manipulation of the US government. Class members will be assigned roles such as JP Morgan, Cornelius Vanderbilt, Andrew Carnegie, John D Rockefeller, lawyers for the prosecution, lawyers for the defense, judge, jury, various witnesses, etc. After all of the testimony but before the judge's verdict, students will write an essay that explains who they believe is guilty of crimes against the people and what evidence supports their conviction. Students will also do a self-evaluation rubric for their work and role in the simulation.