Example Technology Performance Assessment Task

Task #2	A Flowchart, Visual Organizer, Paint
Grade	4
Content Area(s)	Reading
Unit Title/Theme	Elements of a Mystery
Task Developer/Author	Stephanie McMahan

1. Setting the Context

Students will learn the key concepts about the style, characteristics and elements of a mystery story and create a concept map identifying these concepts using Paint Tools. Technology is integrated with literature. This task will take about 8 classes. There will be several steps to prepare the students for learning about the elements of a mystery. It would be beneficial to practice making boxes using paper first and then the tools in a paint program. Certain students may need to use a template to accomplish the final product.

2. Grade Expectations/Standards

Technology

IT1 - Basic Operations & Concepts

Launching a program from the desktop

IT3 - Productivity Tools

· Illustrating a simple concept using a paint application showing evidence of the following:

o paint brush

o line

o rectangle

o oval 

o flood fill

o line thickness,

o brush shapes

o colors

· Illustrating a simple concept (e.g., concept map, web, bubble, etc.)

Note: Students should demonstrate their ability to add text, change symbols (block to oval, etc.), change color of symbol backgrounds, increase/decrease font sizes, add symbols, change symbols to graphics, add connecting lines to symbols, and manipulate connecting lines between symbols, change their “map” to outline format (if available), add noted to their symbols (if available).

Content

R8:13 Analyze and interpret elements of literary texts, citing evidence where appropriate by…

• Explaining or supporting logical predictions

• Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters’ personalities or

their changes over time

• Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among subplots) Explaining how the narrator’s point of view affects the reader’s interpretation

3. The Performance Task

Students will demonstrate understanding of the elements of a mystery through creation of a concept map.

Goal: The goal is to broaden student’s knowledge of common elements found in a Mystery and to use critical thinking to solve and present their findings.

Role: Students will be detectives assigned to solve the case.

Audience: Instructor, Class

Situation: A mystery writer will visit the class and tell the students what goes into writing a mystery. Students will be detectives assigned to solve the case. They will take notes on their worksheets and make predictions based on the clues presented. They will wear costumes and act like a detective solving the case.

Product/Performance: Concept map of mystery story elements/Students will dress up as detectives and using their story and concept maps, will prove their case in front of their class.

4. Activities

Sequence of Activities

Morning Meeting-Motivate students by starting a mystery bulletin board with a graphic organizer showing the elements of the mystery genre and gathering an inviting display of mysteries covers. Include a section for students to write in their favorite mystery.

Ask students what they liked about the mysteries they have read. What do they expect from a mystery? How is a mystery different from other fiction books? Do they read it differently? 1 Class Period-Model by thinking out loud, while writing points on board. The thoughts might include: “I read fast to see how the plot develops. I watch for clues. I predict the outcome based on the clues….” (Modified from http://www.michigan.gov/scope/0,1607,7-155-10702-41104--,00.html)

1. 1-2 Class Periods -Introduce the graphic organizer that shows the elements of a mystery. Read a familiar mystery such as, Nate the Great and the Missing Key, interactively, asking about the elements and stopping to let students make predictions as detectives. Discuss and fill out the story map.

2. 1- Class Period -Hand out an empty graphic organizer. Students fill in their graphic organizer frames with appropriate words and phrases. Students place their graphic organizers in the student folders to use with computers.

3. 2 Class Periods-Students will re-create their own concept map/concept map using a Paint Application including paint brush, line, rectangle, oval, flood fill, line thickness, brush shapes, and colors.

4. 2 Class Periods-Students will work in groups and present to the class their concept map Students identify the basic elements of a mystery as they role play the part of a detective presenting their solution.

5. 1-Class Period -Students will then explore Inspiration or Kidspiration (if available).

5. Materials and Resources

Computers: mobile unit, computer lab or pod of computers

Printer

Short mystery story or use online: MysteryNet’s Kids Mysteries

Paint Program or Microsoft Word (Insert Menu-New Drawing will pull up a paint-like program)

Bulletin Board

Mystery book Covers to display

Kidspiration if available

6. Criteria/Rubric

Analyze and interpret Elements of Literary Texts

Element	Possible Points
		4	3	2	1
The reader identifies elements of Mystery-Story Map	4	Reader is able to identify all of the required elements of a Mystery and more	Reader is able to identify most of the required elements of a Mystery	Reader is able to identify half of the required elements of a Mystery	Reader is able to identify less than half of the required elements of a Mystery
Characters-Identifying Investigator, Villain, suspects (Describing characterization (e.g., stereotype, antagonist, protagonist), motivation, or interactions, citing thoughts, words, or actions that reveal characters’ personalities or their changes over time.)	4	Characters-can identify Investigator, Villain, suspects and adds a lot of character development	Characters-can identify Investigator, Villain, suspects and adds some character development	Characters-can identify half of the characters-Investigator, Villain, suspects		Characters-can identify less than half of the characters-Investigator, Villain, suspects
Setting (The reader identifies Setting)	4	Setting-The reader identifies setting and time period.	Setting-The reader identifies setting.	Setting-The reader needs partial help to identify setting.	Setting-The reader needs help to identify setting.
Predictions (Explaining or supporting logical predictions)	4	Predictions- Explains or supports logical predictions and elaborates.	Predictions- Explains or supports logical predictions.	PredictionsNeeds partial help to support logical predictions.	Predictions-Needs help to support logical predictions
Identifying problem and solution (Making inferences about cause/effect, internal or external conflicts (e.g., person versus self, person versus person, person versus nature/society/fate), or the relationship among elements within text (e.g., describing the interaction among subplots) Explaining how the narrator’s point of view affects the reader’s interpretation)	4	Identifies problem and solution in an articulate and detailed manner. .	Identifies problem and solution. .	Needs partial help to Identify problem and solution. .	Needs partial help to Identify problem and solution. .
Total	20

©1995 Pomperaug Regional School District, Middlebury, CT
Through an agreement with the Maryland Assessment Consortium, permission is granted to Maryland Public Schools to reproduce this material for non-profit, educational use.

Technology Task #2 Assessment 4^th Grade

Element	Possible Points
		4	3	2	1
Launching a program from the desktop	4	Can launch a program from the desktop by themselves and is comfortable showing others how.	Can launch a program from the desktop all by themselves.	Needs partial help to launch a program from the desktop.	Needs help to launch a program from the desktop.
· Illustrating a simple concept using a paint application showing evidence of the following: o paint brush o line o rectangle o oval  o flood fill o line thickness, o brush shapes o colors	4	Can illustrate a concept map using all of the paint tools listed.	Can illustrate a concept map using most of the paint tools listed.	Can illustrate a partial concept map using half of the paint tools listed	Can illustrate a partial concept map using less than half of the paint tools listed
·  Illustrating a simple concept (e.g., concept map, web, bubble, etc.)	4	Concept Map is easy to read and all elements are so clearly written, labeled, or drawn that another student could create the presentation if necessary.	Concept Map is easy to read and most elements are clearly written, labeled, or drawn. Another person might be able to create the presentation after asking one or two questions.	Concept Map is hard to read with rough drawings and labels. It would be hard for another person to create this presentation without asking lots of questions.	Concept Map is hard to read and one cannot tell what goes where. It would be impossible for another person to create this presentation without asking lots of questions.
Total	12

7. Checklist

Name_______________Teacher_____________

Story:

Investigator:

Villian:

Suspects:

Setting:

Time Period:

Obstacle:

Suspense

Clue #1:

Clue #2:

Clue #3:

Red Herrings-Plot twists and Dead Ends:

Example of Suspense:

Predict solution:

Surprise Solution: