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Student TaskThe Dream Act and College Access

The DREAM Act and College Access

English Language Arts

Grade 10

Dennie Wolf

Curriculum-embedded English Language Arts Performance Task

1Created by Dennie Wolf © SCALE, Dennie Wolf, New York City DOE, 2011-2012


THE DREAM ACT: READING TASK

Instructions:

Read the summary of the Federal Dream Act carefully.

Use the notes column to plan your response.

Then write a short, 2-paragraph (about 250 words) response in which you:

Summarize:o What does a young person have to do in order to qualify for the benefits of the DREAM Act?

(Cite specific points from the text.)

o What does a young person get if s/he meets the requirements?.

Evaluate the DREAM Act: o Some critics of this version of the DREAM Act argued that it set unreasonable expectations for

undocumented students. In your view, how balanced and fair are the expectations and rewards in the DREAM Act? (Cite specific points to support your position.)

NOTE: You can also use your texts and notes from Day 1

Text 2: Summary of the Federal DREAM Act (written for the task)

Notes TextAs you read, take notes or mark your text in order to answer these questions:

What do young people have to do to qualify to become citizens?

What will the DREAM Act offer undocumented young people?

In your view, does this version of the DREAM Act offer

Summary of the Federal DREAM Act, 2011

The DREAM Act (Development, Relief and Education for Alien Minors) is a bill designed to help undocumented students get citizenship. It has been debated for over a decade. Supporters argue it is time for more opportunities for undocumented students. But opponents argue the bill would attract families and young people to immigrate illegally.

In 2011, legislators tried again. The idea was to set strict rules in return for earning citizenship.

According to the 2011 DREAM Act, an undocumented student could apply to begin the citizenship process if they:



undocumented students a fair chance to become citizens?

o Arrived in the U.S. by age 15o Lived in the country continuously for at least five years prior to the bill's

enactmento Graduated from a U. S. high schoolo Applied within one year of graduating (or the bill becoming law) o Were “of good moral character,” meaning that they have not been arrested and

found guilty of any serious offense.o Submitted biometric information (e.g., fingerprints, palm prints, and other

identifies)o Underwent security and law-enforcement background checks;o Underwent a medical examination; ando Registered for the Selective Service.

If they qualified, undocumented young people could:

Get in-state tuition at public colleges and universities, Apply for public scholarships and work-study jobs to help them earn while in

college, and Participate in student support programs like tutoring and counseling.

If these undocumented young people:

Graduated from a two-year community college or completed at least two years towards a four-year degree or served two years in the US military

Paid any back taxes Demonstrated the ability to read, write, and speak English and knowledge and

understanding of the fundamentals of the history, principles, and form of government of the United States.

Then they could apply for citizenship.

As full citizens they could:

Get further public education at resident rates in their states Vote Apply for licenses (driver, beautician, health care worker, etc.) Pass citizenship onto their children

*** STOP. ***



THE DREAM ACT: ESSAY TASK

The Prompt:

You have read about the debate over the federal DREAM Act. The New York State Legislature is drafting its own version of the DREAM Act. So now it is time for you to enter the debate.

Write a multi-paragraph essay (about 500 words) in which you advise the New York legislature on whether they should pass a version of the DREAM Act.No matter what position you take, it is important to:

Introduce the issue and its importance

State your position: Should the New York State Legislature pass a version of the DREAM Act? o If so, why? What should undocumented young people be asked to do? What rights and

opportunities should they be earning? o If not, why not? What is unfair or wrong with the legislation?

Back up your position with clear claims and evidence.

Consider why people might disagree with you (make counterclaims) and defend your position against their objections.

Conclude by summarizing your position and what actions should be taken.



Your teacher and other scorers will grade your essay on how well you did the items on this checklist. Use the following checklist to help guide you through your writing.

Argument Checklist

Dimensions

Reading for Meaning

I read the selections carefully.

I cited evidence from the text.

I evaluated the text by thinking about its implications.

Using Evidence and Reasoning

I stated my position clearly.

I reasoned carefully and used evidence to support my position.

I thought about and addressed what people who disagree with my position might argue.

I wrote a conclusion that summarizes my argument and makes my readers think about the issues.

Being Clear and Organized

I used words and phrases that help a reader follow my argument.

My writing is clear and my ideas develop from the introduction, through the evidence, to my conclusion.

I used paragraphs to organize information and ideas that belong together.

Using Standard English

I have written in a formal style.

I have checked my grammar and spelling so that my meaning is clear to my readers.

I used words and terms that belong with this topic and that make my position and argument clear.



Common Core State Standards Rubric: Reading Information/Writing Argument : Analytic Version/9-10 th grade

I. READING INFORMATIONAL TEXTS (NOTE: THIS APPLIES WHERE THERE ARE SPECIFIC READING TASKS)CCS STANDARDS Needs Major Support/

Provides No Evidence (0):

The student has not yet acquired the basic reading, writing, and thinking skills required by standards-based high school instruction. Needs major support in and out of class to make progress.

Emerging (1): The student has basic reading, writing, and thinking skills for participating and producing grade-level work but needs explicit support for building skills, practice, and clear feedback to become and stay an active member of the class.

Developing (2)The student is developing the higher-order reading, writing, and thinking skills necessary for becoming proficient but needs support, demanding assignments, and clear feedback to work independently.

Proficient (3)The student has developed the higher-order reading, writing, and thinking skills to transition to upper-level high school work. Still needs support, demanding assignments, and clear feedback to become college and career ready

Exemplary (4)The student has developed the level of reading, writing, and thinking skills needed for rigorous upper level high school courses or early college courses, or work in independent study or internship settings.

RIT 9-10.10: Read and comprehend literary nonfiction independently and proficiently

Does not identify or misidentifies the central idea of informational text.

Identifies the central idea, topic, or issue, but not supporting details. Does not draw inferences or make connections across texts.

Identifies the central idea and some supporting details, draws simple inferences. Does not make connections across texts.

Identifies the central idea and analyzes key supporting details, draws inferences (such as author's position and purpose), makes simple connections across texts.

Identifies the central idea and analyzes key supporting details thoroughly, draws inferences (such as author’s position and purpose), makes sophisticated connections across texts.

RIT 9-10.1: Cite strong and thorough textual evidence to support analysis of a specific texts/sources

Relies only on personal opinion and experience to analyze a text.

Cites only general evidence to support the analysis of a text (e.g. topic, event, etc.).

Cites some specific textual evidence to support the analysis of a text.

Cites sufficient specific textual evidence, generally supporting relevant points in the analysis.

Cites sufficient, specific textual evidence, from throughout the text, clearly connecting to and supporting relevant points in the analysis.



RlT: 9-10.6: Determine an author's point of view or purpose and analyze how an author uses rhetoric (persuasive language) to advance it.

Misinterprets or misidentifies the author's point of view or purpose or how language is being used to persuade.

Identifies the author's point of view or purpose but does not analyze how the author uses persuasive language or techniques.

Identifies the author's point of view or purpose and examples of persuasive language or techniques, but does not analyze how the author uses language to persuade.

Identifies the author's point of view or purpose and analyzes several major instances of how the author uses persuasive language and techniques.

Identifies the author's point of view or purpose and analyzes and critiques how the author uses a range of different types of persuasive language and techniques.

RIT 9-10.8: Evaluate the argument and specific claims in a text, assessing truthfulness and validity.

Does not evaluate the argument.

Evaluates the argument in a text implicitly by using its points or evidence.

Explicitly evaluates the argument by endorsing or rejecting it, but does not provide reasons or analysis.

Explicitly evaluates the argument and provides partial reasons and analysis for the evaluation.

Explicitly evaluates the argument, provides clear and sufficient reasons and analysis for the evaluation.



II. EVIDENCE AND REASONINGNeeds Major Support/ Provides No Evidence

(0):

Emerging (1): Developing (2): Proficient (3): Exemplary (4):

W.9-10.1 Take a clear position; Introduce claims

Takes no clear position, makes no identifiable claim; only writes generally on the topic.

Takes a position; Implies, but does not state, a claim.

Takes a clear position that is clear and present for much of the text, which may contain contradictions or irrelevant points that distract from the argument. At least one claim is clearly stated.

Takes a clear position that remains constant throughout the text and is supported by more than two claims.

Takes a clear position that remains constant throughout and is supported by several detailed claims

W.9-10.1 Support claims with logical reasoning and relevant evidence

States or insists on purely personal claim with no logical reasoning or evidence

Develops own claims with some logical reasoning or evidence from the texts

Develops own claims consistently, using some logical reasoning and at least one piece of evidence from the texts;

Develops own claims consistently; presents clear logical reasoning, examining a sufficient range of evidence from the texts

Develops own claim thoroughly, employing a detailed, well-reasoned logical argument, thoroughly examining a wide range of evidence from the texts

W.9-10.1 Acknowledge and evaluate counter-claims examining and responding to them objectively.

Develops no evidence of a balanced look at the issue; ignores or dismisses counterclaims.

Other opposing claims are mentioned but not examined.

Other opposing claims are acknowledged and examined.

Other opposing claims are acknowledged, examined and evaluated against the writer’s claim.

Other opposing claims are acknowledged, examined and evaluated against the writer’s claims in a way that is fair and balanced.

W.9-10.1 Provide a conclusion that follows from and supports the argument

Provides no conclusion or provides conclusions that are disconnected from the body of the essay.

Provides an explicit conclusion that restates the opening position but develops it no further.

Provides an explicit conclusion that summarizes several of the major claims.

Provides an explicit conclusion that summarizes all of the major claims that have been developed.

Provides explicit conclusion that summarizes all major claims that have been developed and includes closing insight or implications.



III. Organization and Clarity Needs Major

Support/ Provides No Evidence (0):


W.9-10.1 Use words, phrases and clauses to link major sections of the text, create cohesion, and structure the argument.

Does not write coherent prose using the structure of an argument.

Presents argument as a collection of ideas or points linked using few or simple words (and, also, then, etc.).

Presents argument as a sequence of points and evidence, linked using more explicit words and phrases (because, finally, further, etc.).

Presents argument as a coherent and logically sequenced series of points and evidence using words and phrases that describe both immediate (thus, therefore, etc.) and longer-term connections (as mentioned earlier, etc.) within the text.

Presents argument as a coherent and logical sequence of points relating the major claims and counterclaims, linked with words and phrases that describe both immediate (by contrast, on the other hand, etc.) and longer-term connections (in summary) throughout the text.

W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Produces writing in which there is little development or organization.

Produces writing that is on the topic but where there is only a loose collection of information and claims with no overarching organization.

Produces writing in which there is a simple statement of position, some relevant information, and a brief conclusion.

Produces writing in which there is a clear claim, followed by the examination of several claims and counterclaims, and a conclusion that reflects how the argument has developed.

Produces writing in which there is a clear claim, followed by the balanced examination of several claims and counterclaims, and a conclusion that reflects how the argument has developed and its implications.



IV. Language and Conventions Needs Major Support/ Provides No Evidence (0):


W. 9-10.1 Establish and maintain a formal style and objective tone.

Writes as s/he might speak; language is informal and/or choppy, using incomplete sentences; the tone and framing are highly personal.

Writes in a style appropriate for written communication; frames the argument largely from a personal point of view, without objective treatment of other positions.

Writes in a style appropriate for written communication; personal views dominate, but other views may be included as background.

Writes in a formal style, treats claims and counterclaims fairly.

Writes in a formal style and treats claims and counterclaims objectively and fairly; acknowledges limits or raises questions related to own position.

Language Standards: 9-10. 1 and 2: Use the conventions of English usage, spelling and grammar to make meaning clear.

Lack of basic English conventions makes positions, claims, or conclusions unclear.

Employs basic English conventions so that overall meaning is clear, with a pattern of major errors.

Employs a wide range of English conventions so that broad meaning and finer points are clear, with a pattern of minor errors.

Employs a full range of English conventions so that broad meaning and finer points are clear, with only occasional errors that do not detract from clarity.

Employs a full range of English conventions so that broad meaning and finer points are clear. Errors are minor and rare.

W 9-10.1: Use the vocabulary and structures of the topic and academic discipline in which they are writing (using data, embedding quotations, citing sources, including tables, etc.).

Uses vocabulary and structures of daily conversation.

Uses a few terms relevant to the topic or discipline, with little evidence of writing appropriate to the academic discipline (e.g., discuss data, name sources, embed quotes, etc.).

Uses a number of key terms relevant to the topic or discipline, with little evidence of the structures of the academic discipline (e.g., discuss data, name sources, embed quotes, etc.).

Uses the key terms relevant to the topic or discipline, with simple structures of the academic discipline (e.g., discuss data, name sources, embed quotes, etc.).

Uses the key terms relevant to the topic or discipline, with more sophisticated uses of structures of the academic discipline (e.g., present data in tables, fully cite sources, embed quotes, etc.).

Created by Dennie Wolf © SCALE, Dennie Wolf, New York City DOE, 2011-2012

© SCALE, Dennie Wolf, New York City DOE, 2011-2012

Created by Dennie Wolf

Student Test Booklet: Sessions 2, 4, 5Pre-Regents ELA: The Dream Act and College Access

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