Please enjoy my take on the Rich Performance Assessment Task applicable for ENG1D. This task combines an oral communication (Speech) and media (Movie Poster) components.
RPAT Snapshot: After reading several texts spanning various genres of literature, students will select ONE (1) character to embody and write from the perspective of. Students will also select ONE (1) award's category to nominate that character for a specific award. They will then plan, develop, and edit an acceptance speech for that award. A post-speech interview will be conducted with the host (aka teacher) in order to assess the depth to which students understand the character they chose, text from which they came from, and other texts/characters studied in constrast as well. Finally, a movie poster will be created to highlight the category with which the chosen characters are nominees for.
RPAT Slideshow - A breakdown of the TASK. Follow the Teacher Copy for the complete outline.
- RPAT Schedule
- List of characters - Appendix 1
- List of possible awards/categories - Appendix 2
- Curriculum Rationale
Assessment & Evaluation Tools:
- Speech (Essay) Outline
- Written Draft Checklist
- Movie Poster Rationale
- Post-Speech Interview Questions
- RPAT Complete Rubric
Supplementary Lessons:
- Plan of Development (P.O.D.) - Lesson: extra support for creating a P.O.D. for essays
- Media Literacy - Lesson: explores the techniques used in different forms of media
2 comments:
There is no doubt in my mind that this is a really interesting, thorough and well rounded RPT Clarisa! The way in which you have broken down the RPT into "oral" and "media" is extremely helpful - especially for Grade 9 students - in understanding the areas and components to this RPT. The whole idea of assuming the role of a studied character and having an awards ceremony plus a poster for the category masks the true nature of the RPT in fun and engagement for the students; there is so much creativity here that there's no way the students won't enjoy their learning! Including separate rubrics for both parts along with the curriculum rationale (why didn't I think of that?!) makes the whole assessment very clear. Having a clear schedule that students can refer to helps to keep everyone on track with built in check points. Students should also feel really supported with the "Speech (essay) Outline," "Written Draft Checklist" - always a good idea for students to refer back to no matter the Grade!, and "Move Poster Rationale"; all perfect ways to assess and provide feedback throughout the process. There also is a unique opportunity for CLs to be used here where students with different characters but nominated in the same category could be placed into a group together for various activities. Really love this idea and hope to have a chance to incorporate it into my ENG 1D course the next time I teach Grade 9!
Fantastic work Clarisa!
- Heidi
Thanks for your positive feedback Heidi! I appreciate your note about the possibility of CL with students who pick the same categories for their character nomination, I think that could be another really fun addition and another possible assessment opportunity. Having checklists/check-ins is super helpful not only for the students but for us as well, it keeps everyone on track and accountable.
Thanks for your insights,
-Clarisa
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