Example Technology Performance Task

Task #1	Visual organizer and poster
Grade	2
Content Area(s)	Literacy
Unit Title/Theme	Character Comparison Organizer and Poster
Task Developer/Author	Leah Joly

1. Setting the Context

This performance task will be completed at the end of a four to six week author study. Throughout the study, students will read and be read aloud several books by one author. A variety of activities and projects will be completed individually, in small groups and as a whole class. Students will participate in many technology-related activities that will help them practice skills necessary for the performance task. Some of those may include:

• Emailing the author
• Using paint programs to illustrate problem/solution, book cover, favorite parts, etc.
• Book log database
• Visual organizers to jump start creative writing pieces
• Guided reading groups focusing on characters
• Book reports

2. Grade Expectations/Standards

Technology

IT 1-2:3 Students use technology/ productivity tools to enhance learning, increase productivity, promote creativity by…

Paint/Draw and

· Illustrating a simple concept using a paint application.

Visual Organizer

· Entering information into a teacher created template (e.g.concept map).

Content

R2:7 Uses comprehension strategies (flexibly and as needed) while reading or listening to literary and informational text.

R2:13 Analyze and interpret elements of literary texts

R–2–5.1

• Identifying relevant physical characteristics or personality traits of main characters

R–2–5.2

• Making basic inferences about problem or solution

EXAMPLES: “What helped Luke to solve his problem in the story? What was Jane’s problem?”

R–2–5.3

• Identifying possible motives of characters

3. The Performance Task

Students will compare and contrast two main characters using technology to present their attributes.

Goal: to effectively use visual organizer and paint programs

Role: student

Audience: teacher and peers

Situation: classroom or lab setting, each child will need a computer

Product: visual organizer and poster

4. Activities

After completing an author study students will choose a book from which they will compare and contrast two main characters. Using their book as a resource, students will complete a teacher created visual organizer. The organizer will include, but not be limited to:

· Title

· Author

· Character names

· Personality traits

· Physical characteristics

· Characters’ problems/feelings

Once the text has been added, students should demonstrate their ability to manipulate the organizer by changing symbol shapes and backgrounds. Students should also add symbols and connecting lines to the modified organizer.

The next part of the process will be creating a poster using the information from the visual organizer. The students will create illustrations of the two characters using a simple paint program. Students will effectively use the following tools in their illustrations: line, oval, rectangle, paint brush, spray can, and eraser. The students will also create a title for the poster using the text tool. The title will include the book title, bold face and underlined. Next, students will type the author’s name, italicized. Once the illustration is complete, it can either be formatted to print out as an 8 ½ x 11 poster or printed, and physically cut and arranged on a larger poster paper. The latter option would give students the experience of integrating fine art skills with the technology performance task.

5. Materials and Resources

· Computers for student use (with paint program and program for visual organizer)

· Color printer

· Teacher created visual organizer

· Books

· Optional Poster Paper

6. Criteria/Rubric

Skill Assessed	Below Standard	Meets Standard	Exceeds Standard
Types text into teacher created visual organizer	Graphic organizer is incomplete or incorrect	All symbols are correctly completed with text
Changes shapes and backgrounds of symbols	Fewer than 3 symbols have been changed -or- Symbols have been changed in an illogical way	Student changes 3-5 symbols to highlight information	Student changes more than 5 symbols in a way that makes the information easier to understand (enhances)
Adds symbols and connecting lines	Student adds less than 2 symbols and lines -or- Symbols and lines have been added incorrectly	Student adds at least 2 symbols and two lines correctly	Student adds greater than 2 symbols and 2 lines in to enhance information
Students effectively use paint tools	Students use less than 4 paint tools __line __oval __rectangle __paint brush __spray can __eraser	Students use 4-6 paint tools __line __oval __rectangle __paint brush __spray can __eraser	Students additional paint tools (more than the 6 previously mentioned) to give the illustration greater detail.
Student adds text to paint document	Student fails to add underlined, bold face title and/or italicized author’s name	Student adds underlined, bold face title and/or italicized author’s name
Final Poster	Poster is incomplete (missing illustrations or text) -or- Poorly done.	Poster has illustrations of both characters as well as text	Poster has all components with added detail (i.e. background, additional text)

7. Checklist

	Technology				Literacy
Student Name	Entering, selecting, deleting text	Manipulating styles (e.g., bold face, italicize and underline).	Illustrating a simple concept using a paint application	Entering information into a teacher created template	Comprehends and distinguishes literary elements of texts	Identifies a variety of character traits	Understands problem and solution