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TITLE: Imani in Never Say Goodbye Open-ended
TASK DEVELOPER: Kimberly Smith
GRADE AND CONTENT AREA: 10th grade English Application
TARGET TEACHING DATE: March 16, 2007
SCHOOL: JFK H.S. Paterson, NJ
STANDARDS:
Reading - Grade 9-12
STANDARD 3.1 READING: All students will understand and apply the knowledge of sounds, letters, and words in written English to become independent and fluent readers, and will read a variety of materials and texts with fluency and comprehension.
Strand G. Comprehension Skills and Response to Text: By the end of grade 12, students will:
1. Identify, describe, evaluate, and synthesize the central ideas in informational texts.
10. Differentiate between fact and opinion by using complete and accurate information, coherent arguments, and points of view.
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PERFORMANCES:
- The students will write an answer to an open-ended question.
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SETTING:
Real World Setting: Being a Teenager
You are a teenager. You are faced with a parent who demands a lot from you. You must talk to your parent and let him/her know how you try your best and still sometimes feel "unloved" for not being "number one." Once you have had this conversation, you will answer the open-ended question regarding parents' acceptance of their children.
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SMARTSKILLS:
Level I: Acquiring Data - Data students will acquire in this standards-based task:
Concepts: Read part of a novel and analyze the information.
Level II: Visualizing Information - Data from Level I that are visualized as information in this standards-based task:
Creating meaning: Once the information is analyzed, explain how it relates to real-life teenagers.
Level III: Applying Knowledge - Visualized information from Level II that is applied knowledge in this standards-based task:
Solving problems: How would you handle the situation?
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PREFERENCES:
Student Involvement - The students will complete the task individually.
Instruction - Activities will be organized and delivered by differentiating the content students are expected to learn based on assessment results.
Use of Resources - The school will provide classroom materials such as pencil, paper, notebooks and classroom time to complete the task.
Use of Resources - The students will provide homework time.
Customer for Student Work - The student will present their work as evidence of task completion to teachers.
Assessment of Student Work - The following people will be involved in assessing student work generated to complete the task: the student's teacher.
Assessment of Student Work - The following forms of assessment will be used to determine progress and results: Performance assessment
Reporting Results - The assessment results will be reported as a score point on a rubric.
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ACTIVITIES:
Open- Ended Responses
Directions: Answer the following questions thoroughly. Be sure to include examples from the text.
Open-Ended Question:
Often times children need/want acceptance from their parents. They want their parents to love them for who they are.
- How does Dominique's father treat her in the novel Imani in Never Say Goodbye?
- How does Dominique's father's treatment of her make Dominique feel?
- If you were Dominique how would you handle the relationship with your father?
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SCORING:
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New Jersey Open-Ended Scoring Rubric for Reading, Listening, and Viewing
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Points
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Criteria
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4
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A 4-point response clearly demonstrates understanding of the task, completes all requirements, and provides an insightful explanation/opinion that links to or extends aspects of the text. |
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3
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A 3-point response demonstrates an understanding of the task, completes all requirements, and provides some explanation/opinion using situations or ideas from the text as support. |
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2
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A 2-point response may address all of the requirements, but demonstrates a partial understanding of the task, and uses text incorrectly or with limited success resulting in an inconsistent or flawed explanation. |
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1
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A 1-point response demonstrates minimal understanding of the task, does not complete the requirements, and provides only a vague reference to or no use of the text. |
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0
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A 0-point response is irrelevant or off-topic. |
| Source: http://www.njpep.org/assessment/TestSpecs/LangArts/Scoring/RubricsOpen_Ended.html |
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RESULTS:
Organize: The following chart displays the student data for the core curriculum standards I assessed and scored:
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Data-Driven Results Disaggregated by Gender and All Students
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| Content Standard: Click here |
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Students
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Scoring Results
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Last Name and First Name
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Male
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Female
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All Students
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| 1. Student 1 |
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3
|
3
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| 2. Student 2 |
|
3
|
3
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| 3. Student 3 |
3
|
|
3
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| 4. Student 4 |
|
2
|
2
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| 5. Student 5 |
|
2
|
2
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| 6. Student 6 |
2
|
|
2
|
| 7. Student 7 |
|
2
|
2
|
| 8. Student 8 |
|
4
|
4
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| 9. Student 9 |
|
2
|
2
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| 10. Student 10 |
2
|
|
2
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| # Of students at the Advanced Performance Level |
0
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1
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1
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| # Of students at the Proficient Performance Level |
1
|
2
|
3
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| # Of students at the Basic Performance Level |
2
|
4
|
6
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| % of Students equal to or greater than the Proficient Level (Total # of students at the proficient and advanced levels divided by the total number of students) |
10%
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30%
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40%
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| % Distance above or below school Annual Measurable Objective (AMO) |
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|
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Trends: Females scored high on the open-ended.
Contributing Factors: The question related to a female character in the novel.
Implications for student Performance: Each gender will perform better if they can relate to the character.
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