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COMMON CORE STANDARDS
W.6.3 Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.
W.6.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.6.5 With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
DESCRIPTION OF ASSESSMENT
This Grade 6 assessment titled “Writing Your Own Myth” created by the Summit Public Schools for the Innovation Lab Network Performance Assessment Project is a curriculum-embedded task that takes approximately 2 to 3 weeks to complete. Students first: read myths from several cultures and analyze these myths to see what they have in common; learn about what defines a myth and how a myth is different from any other story—what sets it apart. Students practice developing a myth using narrative techniques that help the readers understand the myth, as well as organizing a paragraph so that their individual myths are clear and coherent. Students then individually create a myth, participate in a peer review, revise their myths, and create two illustrations. Students participate in a gallery walk that exhibits their myths.
Connecticut’s teachers are cautioned that the pacing of the task is approximate and may have to be altered to allow for the rigor intended. No Speaking and Listening standards are listed, but they could be added. Teachers will have to secure some myths from various cultures; some are suggested in the materials.
RATIONALE FOR SELECTION
This performance task is an exemplary example of how to first provide opportunities for students to build knowledge about a topic through the analysis of a selection of discipline-specific texts and activities. The task that follows the instruction integrates appropriate supports in reading, writing, listening and speaking for students who are ELL, have disabilities, or read well below grade level. It addresses instructional expectations and is easy to understand and use. Materials include: teacher directions and a framework for instruction prior to the task; handouts on myth archetypes, developing dialog, peer review protocol, and visual representations guidelines; students’ instructions for writing their own myth; a rubric for evaluating student-written myths.