REED620

Name
Grade Level
Discipline
Unit Topic
Time frame
Task Type

Culminating Performance Assessment

Leah Elsted
Third Grade
Social Studies: History
Emmigration
2-3 Classes (subject to change)
Culminating
Performance
Assessment to support & verify

Anchor Text

learning
Grandfathers Journey by Allen
Say

Materials

Discovery Education Video

Graphic Organizer
Storyboardthat.com Website
Newspaper Articles
World Map
Varied Text Sets

Culminating performance Assessment of

Immigration Unit
Standards/Indicators
Maryland College and career Readiness State Standards:
Reading/Writing
RL1 CCR Anchor Standard: Read closely to determine what the
text says explicitly and to make logical inferences from it;cite
specific textual evidence when writing or speaking to support
conclusions drawn from the text.
RL1: Ask and answer questions to demonstrate understanding
of a text, referring explicitly to the text as the basis for the
answers
RL2: Recount stories from diverse countries and culture;
determine the central message, lesson or moral and explain
how it is conveyed through key details in the text.
RL3: Describe characters in a story and explain how their
actions contribute to the sequence of events.
RI3: Describe the relationship between a series of historical
events, scientific ideas or concepts, or steps in technical
procedures in a text, using language that pertains to time,
sequence and cause/effect.
SL3: Evaluate a speakers point of view, reasoning and use of
evidence and rhetoric.

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Culminating Performance Assessment

SL4: Report on a topic or text, tell a story, or recount an

experience with appropriate facts and relevant, descriptive
details, speaking clearly at an understanding pace.
W2: Write informative/ explanatory texts to examine and
convey complex ideas and information clearly and accurately
through the effective selection, organization and analysis of
content.
W6: With guidance and support from adults, use technology to
produce and publish writing (using keyboarding skills) as well
as to interact and collaborate with others.
W8: Recall information from experiences or gather information
from print and digital sources;take brief notes on sources and
sort evidence into provided categories.

Social Studies:
Standard 6A2: Use strategies to prepare for reading
Standard 6A3: Use strategies to monitor understanding and
derive meaning from text and portions of the text.
Standard 6B1: Use Informal writing strategies, such as journal
writing, note taking, quick writes and graphic organizers to
clarify, organize, remember and express understandings.
Standard 6D1: Idetify primary and secondary sources of
information that relate to the topic/situation/problem being
studied.
Standard 6E1: Organize social studies information from nonprint sources.
III. Specific Lesson Objectives
Revise and Consolidate disciplinary literacy knowledge of the
anchor text and theme of immigration through viewing an
interactive video and reflecting on various text genres and
medias explored throughout the disciplinary unit.
Synthesize and evaluate the underlying theme of immigration
by revising, comparing and contrasting current immigrants
with past immigrants from the 19th and 20th Centuries and
their various stories through the use of vaired media,
interactive videos, primary sourced biogrpahies and the
anchor text, Grandfathers Journey.
Collaborate and participate in groupwork through identifying a
job title in a research group and revising text genres to write a
newspaper article on a character from the anchor text and one
other text.
Conclude and Revise this unit of immigration in the past and
present through presenting each group newspaper article in

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the form of a visual mood board collage and online via

storyboardthat.com.
Recalling Prior Knowledge
Video Playback: Students will revisit the whole, unified
disciplinary unit of Immigration through viewing the
introduction Discovery Education video on Immigration during
the 19th and 20th Centuries.
Hotseating: Students will evaluate, revise and compare and
contrast this information with all newly formed knowledge
they gained form the anchor text and text set varied genres.
They will discuss in the hot seat, as a whole class, the
information and new vocabulary they may add to this
introductory video after reading such varied texts on
immigration.
Rereading: Students will reread their anchor text,
Grandfathers Journey and identify what text set they would
like to combine the anchor text with, when forming their
newspaper article on Immigration. This can be planned on a
concept map graphic organizer.
Research Groups
Students will then be divided into their groups of 4/5, which
they have been familiar with throughout the disciplinary unit.
The teacher will discuss with the whole class the roles they
may undertake duirng this research project and what may
best suit each particular learning style.
Copy Editor: Enjoys speaking and the written language. A copy
editor is responsible for proofreading for grammar, syntax,
spelling, and mechanics. Copy editors polish up the pieces to
make them visually appealing for the school reading audience.
Layout Editor: Has a great eye for space and is spatially
oriented. The layout editor determines how the paper will look
when finished; he or she chooses the fonts, figures effective
use of size and space, and decides how big/small graphics and
stories will be in relation to each other.
Mock-Up Editor: Enjoys detail-oriented activities; neatness is a
must. The mock-up editor actually cuts and pastes stories and
pictures to match the layout and transfers the copy and
graphics carefully to printers.
Photo Editor: This person enjoys visual and artistic tasks.
Photo editors will be responsible for finding or creating
graphics that represent and reinforce the emigration stories.
Pictures, drawings, photocopies, and political cartoons are
examples that may be used.
Story Editor: A "big-picture" thinker who is organized and can
oversee the whole process. A story editor puts the whole
paper together, checks each page to make sure the necessary

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elements are present, assists with headlines, and assesses the

content of the story.
Collaborating Gathered Research

Once all articles have been submitted and edited, the groups
will meet as an editorial, mood board and collage to put
together the special edition of the newspaper.
Each group member will be evaluated on his or her historical
research, integration of the elements of emigration into his or
her article, and the quality of writing.
Each group will be evaluated on the quality of the group work
habits and the overall quality of the newspaper produced.

Presentation of Information and Knowledge

The Newspaper article may also be presented online through

www.storyboardthat.com. The resources used
for this
performance assessment may include the 6 unit texts, online
articles, photographs, drawings and sketchings from The
Arrival, library (fictional and informative) online texts and data
form Scholastic Education and interviews from relatives, who
possess an immigrant background.
Each student will be required to present a written article and
one other visual source, relating to US Emigration in the 19 th
and 20th Century, which is both authentic and directly related
to the disciplinary unit topic.

I believe this performance, summative assessment measures a

variety of capacities, such as understanding, research skills and
providing relevant evidence. The newspaper article aslo requires
student-initiated planning, management of information and ideas
and interaction with a variety of integrated literacy and social
studies materials (WDPI, 2012).

References
Cohen, P. (1995) Designing Performance Assessment Tasks.

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Available at: (accessed 3/27/2015)

http://www.ascd.org/publications/newsletters/educationupdate/aug95/vol37/num06/Designing-Performance-AssessmentTasks.aspx
Pearson (2013) What is Performance Assessment?
Available at: (accessed 3/27/2015)
http://paframework.csprojecthub.com/?page=what
www.storyboardthat.com
Strauss (1998) Authentic Assesment of Social Studies
Available at: (accessed 3/27/2015)
https://www.michigan.gov/documents/MI_Auth_12350_7.AssmtMan.p
df
WDPI, (2012) developing Performance Assessments.
Available at: (accessed 3/27/2015)
http://standards.dpi.wi.gov/sites/default/files/imce/cal/pdf/devperformance-tasks.pdf
http://www.edutopia.org/blog/designing-using-rubrics-andrew-miller
https://www.teachingchannel.org/videos/designing-rubrics
http://blogs.egusd.net/ccss/2012/01/12/ccss-aligned-rubrics-k-12/
http://www.schrockguide.net/assessment-and-rubrics.html