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9th Grade ELA 3x 2-Point Performance Task ItemApril 18, 2012 Draft SBAC ELA Item Specifications
Title: GraffitiStandards:
W-1a, W-1b, W-1c, W-1d, W-1e, W-2d, W-3d, W-4, W-5, W-8, W-9, L-1, L-2, L-3, L-6, RI-9
Task Overview (120 total minutes):
Part 1 (35 minutes): Ultimately tasked with writing an argumentative essay on graffiti, students will read two articles and view a video and 4 photographs, taking notes on these sources. They will then respond to three constructed-response questions, each addressing the research skills of analyzing and evaluating information.
Part 2 (85 minutes): Finally, students will work individually to compose full-length argumentative essays on graffiti, referring to their notes as needed. Prior to composing their full-length essays, students will receive a research packet of additional information. Pre-writing, drafting, and revising will be involved.
Scorable Products: Student responses to the constructed-response questions and the essay will be scored.
Teacher preparation / Resource requirements The teacher should assure that sufficient blank paper and writing utensils are available for student note-taking. Teacher should conduct standard preparation, registration, etc., for computer-based testing. The testing software will include access to spell check, but not to grammar check.
Teacher Directions: Students are given the texts, research, and any additional information about the essay.
Part 1 (35 minutes) • Initiate the online testing session. • Alert the students when 15 minutes have elapsed. • Alert the students when there are 5 minutes remaining in part 1. Stretch Break
Part 2 (85 minutes) • Initiate the testing part 2. • Allow students to access the additional research materials. • Allow students to access the sources and their answers to the constructed response questions presented in part 1. They will not be allowed to change their answers. • Once 20 minutes have elapsed, suggest students begin writing their essays. • Alert the students when 45 minutes have elapsed.
• After students have been writing for 45 minutes, alert them that there are 20 minutes remaining and suggest they begin revising their essays. • Alert the students when there are 10 minutes remaining in the session.
Close the testing session.
Student Directions: Part 1 (35 minutes)
Your assignment: You will read several articles and view a video and several photographs and then write an argumentative essay about graffiti.
Steps you will be following: In order to plan and compose your essay, you will do all of the following: 1. Read two articles, watch a video, and view four photographs. 2. Answer three questions about the sources. 3. Plan and write your essay.
Your Assignment Your science class is creating a website on recent scientific discoveries. Your assignment is to write an argumentative essay about genetically modified food for the website. In the essay, you should briefly explain what genetically modified food is and argue either for or against its production, including specific details and evidence from the sources you read/viewed during part 1. The audience for your essay will be your teacher and classmates, as well as parents and friends who visit the website where your essay will be published.
Directions for beginning: You will now read the sources and watch a video. Take notes because you may want to refer back to your notes while writing your essay. You can refer back to any of the sources as often as you like. (article 1) (video 1) (article 2) (photos 1–4)
Questions: Use the remaining time to answer the questions below. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read and viewed, which should help you write your essay. You may click on the appropriate buttons to refer back to the sources when you think it would be helpful. You may also refer to your notes. Answer the questions in the spaces provided below them.
1. The video, “Graffiti as an Art Form,” suggests that graffiti has important benefits to the artist and audience. What evidence does it provide to support this conclusion? Use details from the video to support your answer.
2. What points about graffiti do the video, “Graffiti as an Art Form,” and the
article “Is Graffiti Art?” discuss that is not included in the article “City Should Crack Down on Graffiti”? Why is this additional information important when making an informed decision about graffiti? Support your answer with details from the articles and video.
3. How do photographs 3 and 4 help the article “City Should Crack Down on Graffiti” in presenting a particular viewpoint on graffiti? Use details from the photographs and article to support your answer.
Part 2 (85 minutes) You will now have 85 minutes to review your notes and sources, and plan, draft, and revise your essay. You may also refer to the answers you wrote to the questions in part 1, but you cannot change those answers. Now read your assignment and the information about how your essay will be scored, then begin your work.
Your Assignment: An art gallery in your town is planning to place several examples of graffiti on display. Many people in your community who support or oppose the exhibit are writing to the gallery’s board of managers. Write an argumentative essay explaining why you agree or disagree with the idea of displaying graffiti in museum and gallery exhibits. Support your claim with details from what you have read and viewed.
How your essay will be scored: The people scoring your essay will be assigning scores for: 1. Statement of purpose/focus—how well you clearly state your claim on the topic, maintain your focus, and address the alternate and opposing claims 2. Organization—how well your ideas logically flow from the introduction to conclusion using effective transitions, and how well you stay on topic throughout the essay 3. Elaboration of evidence—how well you provide evidence from sources about your opinions and elaborate with specific information 4. Language and Vocabulary—how well you effectively express ideas using precise language that is appropriate for your audience and purpose 5. Conventions—how well you follow the rules of usage, punctuation, capitalization, and spelling
Now begin work on your essay. Manage your time carefully so that you can:
Directions for beginning: You will now read an article and watch two short videos about genetically modified food. Take notes on these sources because you will use them to help you write your essay. You can refer back to the videos and the article as often as you like. Your notes and these sources will be your basis for writing the final draft of your essay. (Source 1) (Source 2) (Source 3)
Questions Use the remaining time to answer the questions below. Your answers to these questions will be scored. Also, they will help you think about the sources you’ve read, which should help you write your essay. You may click on the appropriate buttons to refer to the sources when you think it would be helpful. You may also refer to your notes. Answer the questions in the spaces provided below them. 1. Explain why most people have strong feelings about genetically modified food. Use details from the sources to support your answer. 2. Which piece of information from the article you read could be used as the strongest, most convincing supporting evidence for the production of genetically modified food? Use details from the article to explain your answer. 3. Which piece of information from the second video you viewed could be used as the strongest, most convincing supporting evidence against the production of genetically modified food? Use details from the video to explain your answer.
Part 2 (70 minutes)
Directions for Beginning You will now have 70 minutes to review your notes and sources, plan, draft, and revise your essay. While you may use your notes and refer to the sources, you must work on your own. You may also refer to the answers you wrote to earlier questions, but you cannot change those answers. Now read your assignment and the information about how your essay will be scored, and then begin your work.
How your essay will be scored: The people scoring your essay will be assigning scores for 1. Statement of purpose/focus—how well you clearly state your opinions on the topic and maintain your focus 2. Organization – how well your ideas logically flow from the introduction to conclusion using effective transitions and how well you stay on topic throughout the essay 3. Elaboration of evidence – how well you provide evidence from sources about your opinions and elaborate with specific information 4. Language and Vocabulary – how well you effectively express ideas using precise language that is appropriate for your audience and purpose 5. Conventions – how well you follow the rules of usage, punctuation, capitalization, and spelling
Now begin work on your essay. Manage your time carefully so that you can: • plan your essay • write your essay • revise and edit for a final draft
Word-processing tools and spell check are available to you.
Stimuli: Sources (2 articles, 1 video, 4 photos, research material; presented in the order in which they are used)
Article 1: Is Graffiti Art? (word count: 527) http://ezinearticles.com/?Is-Graffiti-Art?&id=717054 An introduction to the issues surrounding labeling graffiti as art or vandalism Video 1: Graffiti as an Artform
http://www.youtube.com/watch?v=o4kALPdvACU Video with graffiti artists and museum staff discussing the concept of graffiti as art. (2:29)
Article 2: City Should Crack Down on Graffiti Newspaper editorial outlining concerns about graffiti and vandalism in the community—emphasizing the illegality of painting without express permission—to be written (assigned to freelancer)—approximately 250–300 words
Photographs 1–2: http://www.marcofolio.net/photoshop/graffiti_art_to_boost_your_inspiration.html (select 2 images from this collection of graffiti as art to show students)
Photographs 3–4: Images of defaced buildings, street signs, sidewalks (to be identified by freelancer)
Research Packet:
Article 4: http://dictionary.reference.com/browse/graffiti A dictionary definition of “graffiti”
Article 5: http://dictionary.reference.com/browse/art A dictionary definition of “art”
Article 6: http://www.sandiego.gov/graffiti/whatis.shtml
Analyze/Integrate Information Rubric (Claim 4, Target 2)
Score Descriptor2 The response gives sufficient evidence of the ability to locate, select, interpret
and integrate information within and among sources of information.1 The response gives limited evidence of the ability to locate, select, interpret and
integrate information within and among sources of information.0 A response gets no credit if it provides no evidence of the ability to locate,
select, interpret and integrate information within and among sources of information.
Use Evidence Rubric (Claim 4, Target 4)
Score Descriptor2 The response gives sufficient evidence of the ability to cite evidence to support
arguments and/or ideas.1 The response gives limited evidence of the ability to cite evidence to support
arguments and/or ideas.0 A response gets no credit if it provides no evidence of the ability to cite
evidence to support arguments and/or ideas.
Evaluate Information/Sources Rubric (Claim 4, Target 3)
Score Descriptor2 The response gives sufficient evidence of the ability to evaluate the credibility,
completeness, relevancy, and/or accuracy of the information and sources.1 The response gives limited evidence of the ability to evaluate the credibility,
completeness, relevancy, and/or accuracy of the information and sources.0 A response gets no credit if it provides no evidence of the ability to evaluate the
credibility, completeness, relevancy, and/or accuracy of the information and sources.
Article 1: Is Graffiti Art?By Steve Dolan
You can travel almost anywhere in the world, and you will probably see graffiti. Although graffiti art is usually more common in big cities, the reality is that it can occur in almost any community, big or small.
The problem with graffiti art is the question of whether it's really art, or just plain vandalism. This isn't always an easy question to answer, simply because there are so many different types of graffiti. Some is simply a monochrome collection of letters, known as a tag, with little artistic merit. Because it's quick to produce and small, it is one of the most widespread and prevalent forms of graffiti.
Although tagging is the most common type of graffiti, there are bigger, more accomplished examples that appear on larger spaces, such as walls. These are often multicolored and complex in design, and so start to push the boundary of whether they should really be defined as graffiti art.
If it wasn't for the fact that most graffiti is placed on private property without the owner's permission, then it might be more recognized as a legitimate form of art. Most graffiti art, however, is only an annoyance to the property owner, who is more likely to paint over it or remove it than applaud its artistic merit.
Many solutions have been put into practice around the world, with varying degrees of success. Paints have been developed that basically cause graffiti paint to dissolve when applied, or else make it quick and easy to remove. Community groups and government departments coordinate graffiti removal teams.
In some places you can't buy spray paint unless you're over 18. Cans of spray paint are locked away in display cases. In a nearby area the local council employs someone to go around and repaint any fences defaced by graffiti. A friend of mine has had his fence repainted 7 times at least, and it took him a while to find out why it was happening! Certainly the amount of graffiti in my local area has dropped substantially in the last year or two, so it appears these methods are working to a great extent.
But is removing the graffiti doing a disservice to the artistic community? Maybe if some of the people behind the graffiti art were taken in hand and trained, they could use their artistic skills in more productive ways. It hardly makes sense to encourage these artists to deface public property, and so commit a crime. But perhaps there are other ways to cooperate with the graffiti artists rather than just opposing them. Graffiti artists can create sanctioned murals for private property owners and get paid for it.
Maybe we need to start at a very basic level, and find a way to encourage the creation of graffiti art on paper or canvas, rather than walls. After all, who would remember Monet or Picasso if they'd created their masterpieces on walls, only to have them painted over the next day? Finding a solution to such a complex situation is never going to be easy, but as more graffiti art is being recognized in galleries around the world, we do need to try.
Article Source: http://EzineArticles.com/717054
Photographs 1-2: (2 from following)
Article 4: Definition of graffitigraf·fi·ti [gruh-fee-tee] Show IPA noun 1. plural of graffito. 2. ( used with a plural verb ) markings, as initials, slogans, or drawings, written, spray-painted, or sketched on a sidewalk, wall of a building or public restroom, or the like: These graffiti are evidence of the neighborhood's decline. 3. ( used with a singular verb ) such markings as a whole or as constituting a particular group: Not much graffiti appears around here these days.
Article 5: Definition of artart1 [ahrt] Show IPA noun 1. the quality, production, expression, or realm, according to aesthetic principles, of what is beautiful, appealing, or of more than ordinary significance. 2. the class of objects subject to aesthetic criteria; works of art collectively, as paintings, sculptures, or drawings: a museum of art; an art collection. See fine art, commercial art. 3. a field, genre, or category of art: Dance is an art. 4. the fine arts collectively, often excluding architecture: art and architecture. 5. any field using the skills or techniques of art: advertising art; industrial art.
Article 6:
What is Graffiti?
The Word
Graffiti consists of inscriptions, slogans and drawings scratched, scribbled or painted on a wall or other public or private surface. The word "graffiti" is derived from the Latin word "graphium," which means "to write." The term "graffiti" was originally used by archaeologists to describe drawings and writings found on ancient buildings and monuments in Pompeii, Egypt and in the Roman catacombs.A Sign of Urban Decay
Today, graffiti is a sign of urban decay. It has become everyone's eyesore. Graffiti generates fear of neighborhood crime and instability. It is costly, destructive, lowers property values and sends a message that people of the community are not concerned about the appearance of their neighborhoods. It is also against the law!Graffiti is Not Art
Graffiti is not art; it is vandalism. It is prohibited when done without permission of the property owner. Furthermore, San Diego Municipal Code Section 54.0405 requires that property owners keep all walls, buildings, fences, signs and other structures and surfaces visible from the public right-of-way free of graffiti.New City Ordinance
In November 2000, the San Diego City Council amended the City's Graffiti Ordinance to revise the official definition of "graffiti" as follows:
"Graffiti means any unauthorized inscription, word, figure, picture, or design that is sprayed, marked, cut, posted, pasted or otherwise affixed, drawn or painted on any surface of public or private property."
Key and scoring information for questions:
Sample Generic 2-point Research (Grades 6-11):Analyze/Integrate Information Rubric (Claim 4, Target 2)
2 The response gives sufficient evidence of the ability to gather, analyze and integrate information within and among multiple sources of information.
1 The response gives limited evidence of the ability to gather, analyze and integrate information within and among multiple sources of information.
0 A response gets no credit if it provides no evidence of the ability to gather, analyze and integrate information within and among multiple sources of information.
Sample Generic 2-point Research (Grades 6-11):Evaluate Information/Sources Rubric (Claim 4, Target 3)
2 The response gives sufficient evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.
1 The response gives limited evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.
0 A response gets no credit if it provides no evidence of the ability to evaluate the credibility, completeness, relevancy, and/or accuracy of the information and sources.