B1
English Language Arts (ELA)
Common Core State Standards (CCSS) Aligned
PERFORMANCE WRITING TASK (PWT)
6TH GRADE
2013-2014
Student Name: ____________________________
School Name: _____________________________
Teacher Name: ____________________________
Room #: _________ Class Period _____________
Date: ____________________________________
ELA 6th Grade Performance Writing Task
ACTIVATING PRIOR KNOWLEDGE
Think-Pair-Share: With a partner, brainstorm some reasons you think social networking websites are both good and bad for our
society. Consider using the sentence starters provided below:
Someone might argue that social networking is beneficial to society because…
One reason social networking sites are harmful is…
Social networking’s impact has been positive
Social networking’s impact has been negative
Sort and discuss: Sort the evidence cards with quotes and statistics into two categories: 1) Social networking is good for our society
and 2) Social networking is not good for our society. As you sort the cards, explain your thinking:
This quote/statistic/fact supports the claim that ___ because…
This quote/statistic/fact suggests that social networking is harmful because…
After discussion, write at least two pieces of evidence for each side of the argument.
Social networking’s impact has been positive
Social networking’s impact has been negative
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STUDENT VERSION
ELA 6th Grade Performance Writing Task
EVIDENCE CARDS
Over 50% of people learn about breaking news on social media.
Social networking sites are the top news source for 27.8% of
Americans, ranking close to newspapers (28.8%) and above radio
(18.8%) and other print publications (6%). Twitter and YouTube
users reported the July 20, 2012 Aurora, CO theater shooting
before news crews could arrive on the scene, and the Red Cross
urged witnesses to tell family members they were safe via social
media outlets.
(socialnetworking.procon.org)
A Summer 2012 Baylor University study examined Facebook
hate groups focused on President Barack Obama and found
racial slurs and stereotypes not seen in mainstream media in
decades: blackface images and comparisons of President
Obama to apes. Social networking sites allow hate groups to
recruit youth and to redistribute their
propaganda. According to the Southern Poverty Law Center,
the “Christian Identity” religion, a splinter faction of the
white supremacist group Aryan Nations, uses social media to
recruit.
(socialnetworking.procon.org)
49.5% of students reported being the victims of bullying online
and 33.7% reported committing bullying behavior
online. 800,000 minors were harassed or cyberbullied on
Facebook according to a June 2012 Consumer
Reports survey. Middle school children who were victims of
cyberbullying were almost twice as likely to attempt
suicide. Adults can also be victims of cyberbullying.
Social networking can worsen feelings of disconnect
(especially for youth with disabilities), and put children at
higher risk for depression, low self-esteem, and eating
disorders. The "passive consumption" of social media
(scanning posts without commenting) is related to
loneliness.
(socialnetworking.procon.org)
(socialnetworking.procon.org)
More than 80% of US college and university faculty use social
media; more than 50% use it for teaching; and 30% for
communicating with students. Educators from around the world
interact with each other and bring guest teachers, librarians,
authors, and experts into class via social networks like Twitter
and social networking tools like Skype. Edmodo, an educationspecific social networking site designed for students, teachers,
and parents, reached over ten million users on Sep. 11, 2012.
A mother was able to find a kidney donor for her sick child by
posting a video on her Facebook page. Crowdwise, a social
network devoted to volunteers and charity projects, raised
$845,989 (as of Nov. 20, 2012) for Hurricane Sandy victims.
Followers of Pencils of Promise on social media have helped
the non-profit build 74 schools (with 26 more in progress
and 7 more planned as of Nov. 19, 2012) and educate 4,500
children.
(socialnetworking.procon.org)
(socialnetworking.procon.org)
Social media can help improve life satisfaction, stroke recovery,
memory retention, and overall well-being by providing users
with a large social group. Additionally, friends on social media
can have a "contagion" effect, promoting and helping with
exercise, dieting, and smoking cessation goals.
(socialnetworking.procon.org)
Students who use social media had an average GPA of 3.06
while non-users had an average GPA of 3.82. Students who
used social networking sites while studying scored 20%
lower on tests. College students’ grades dropped 0.12 points
for every 93 minutes spent on Facebook per day above the
average. Two-thirds of teachers believe social media does
more to distract students than to help academically.
(socialnetworking.procon.org)
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STUDENT VERSION
ELA 6th Grade Performance Writing Task
MY NOTES ORGANIZER
Directions: Take notes supporting each position. Include any claims, reasons, or evidence you find in the sources provided.
Do not include your opinion.
Source
Social networking’s impact has been positive
Social networking’s impact has been negative
Source A
Video:
“Think
Time: Teens
and Social
Networks”
Source B
Article:
“When
Bullying
Goes HighTech”
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STUDENT VERSION
ELA 6th Grade Performance Writing Task
MY NOTES ORGANIZER (continued)
Source
Social networking’s impact has been positive
Social networking’s impact has been negative
Source C
Article:
“Social
Networking
Benefits
Validated”
Source D
Political
Cartoon:
“Social
Networking”
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STUDENT VERSION
SOURCE B
ELA 6th Grade Performance Writing Task
Adapted from “When Bullying Goes High-Tech”
By Elizabeth Landau, CNN, April 15, 2013
Brandon Turley didn't have friends in sixth grade. He
would eat alone at lunch, having recently switched to his
school without knowing anyone. While browsing MySpace,
he saw that someone from school had posted a bulletin
declaring that Turley was a "fag." Students he had never
even spoken with wrote on it, too, saying they agreed.
Feeling confused and upset, Turley wrote in the
comments, too, asking why his classmates would say that.
The response was even worse: He was told on MySpace
that a group of 12 kids wanted to beat him up, that he
should stop going to school and die. On his walk from his
locker to the school office to report what was happening,
students yelled things like "fag" and "fatty."
"It was just crazy, and such a shock to my self-esteem that
people didn't like me without even knowing me," said
Turley, now 18 and a senior in high school. "I didn't
understand how that could be."
25% of teenagers have experienced cyberbullying at some
point, said Justin W. Patchin, who studies the
phenomenon at the University of Wisconsin-Eau Claire. He
surveyed 15,000 middle and high school students
throughout the US, and found about 10% of teens have
been victims of cyberbullying in the last 30 days.
Online bullying has a lot in common with bullying in
school: Both include harassment, humiliation, teasing and
aggression, Patchin said. However, cyberbullying presents
unique challenges because the bully can be anonymous,
and attacks can happen at any time of day or night.
Thomas J. Holt, associate professor of criminal justice at
Michigan State University, recently published a study using
data collected in Singapore. The researchers found that
27% of students who experienced bullying online thought
about skipping school or skipped it. That's compared to
22% who experienced physical bullying.
Those who said they were cyberbullied were also most
likely to say they had considered suicide -- 28%, compared
to 22% who were physically bullied.
A recent study in the journal JAMA Psychiatry suggests
that victims can feel long-lasting mental effects. Bullying
victims showed greater chances of agoraphobia, where
people don't feel safe in public places, along with
generalized anxiety and panic disorder.
Patchin advises kids who are being cyberbullied to keep
the evidence, whether an e-mail or Facebook post, so they
can show it to adults they trust. Before, there have been
some issues with schools not disciplining if bullying didn't
happen at school, but today, most educators realize they
have the responsibility to do something, Patchin said.
Even now, though, solutions are not always clear.
Turley's mother called the school, but the students
involved only got a “talking-to” as punishment.
Fighting back by speaking out
In high school, Turley discovered an organization called
WeStopHate.org, a nonprofit organization that helps
people who have been bullied and allows them a safe
space to share their stories.
Emily-Anne Rigal, the founder of the organization,
experienced bullying in elementary school, getting picked
on for her weight. Although she and Turley lived on
opposite sides of the country, they became friends online,
united by their passion for stopping bullying.
Turley designed the WeStopHate.org website and most of
its graphics, and is actively involved in the organization. In
additional to Rigal, he now has many other friends in
different states.
"I got cyberbullied, and I feel like it made me think there
has to be somebody on the Internet who doesn't hate
me," he said. "That kind of just made me search more."
Turley and Rigal are currently promoting the idea of having
a "bully button" on Facebook so that people can report
cyberbullying to the social network and have bullies
suspended for a period of time.
In the meantime, Turley is feeling a lot safer in school than
he used to.
"Times have changed definitely, where people are
becoming slowly more aware," he said. "At my school, at
least, I'm seeing a lot less bullying and a more acceptance
overall."
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STUDENT VERSION
SOURCE C
ELA 6th Grade Performance Writing Task
Adapted from “Social Networking Benefits Validated”
By Karen Golberg Goff, Washington Times, January 28, 2009
Texting, blogs, Facebook, gaming and instant
messages might seem to be just more reasons to
stare at a screen.
However, now a study that looked at the online
habits of 800 teenagers suggests that it’s more than
fun and games.
"hang out" with people they know in real life, some
use them to find new friends with similar interests.
Before social networking, the one kid who was, for
example, a fan of Godzilla or progressive politics
might find himself isolated. These days, that kid can
find friends everywhere.
Researchers in the study, titled the Digital Youth
Project, found that the constant communication
that social networking provides is encouraging useful
skills. The study found that the digital world is
creating new opportunities for young people to
explore interests, develop technical skills, and work
on new forms of self-expression.
"This kind of communication has let teens expand
their social circle by common interests," Ms. Tripp
says. "They can share their work to online audiences
and become an expert in that area." The study found
that young people's learning with digital media often
is more self-directed, with more freedom than in a
classroom. The researchers said youths are often are
more motivated to learn from one another than
from adults.
"There are myths about kids spending time online -that it is dangerous or making them lazy," says
Mizuko Ito, lead author of the study. "But we found
that spending time online is important for young
people to learn the skills they need to be citizens in
the digital age."
Monica Vila, founder of theonlinemom.com, an
online resource for digital-age parenting, says adults
still need to set rules just as they would "at any other
playground."
Co-author Lisa Tripp says technology, including
YouTube, iPods and podcasting, creates ways for
extending one's circle of friends, teaches selfdirected learning and independence.
"Certain skills in the coming years are not going to be
just about using media," she says. "It is also going to
be about producing media. It is not just about
writing a blog, but also how to leave comments that
say something.”
That means anything from a video clip to a profile
page is going to reflect self-expression skills, so teens
might as well practice.
Social networking also contributes to teens'
friendships and interests, Ms. Tripp says. While most
teens use sites such as MySpace and Facebook to
One Fairfax County mother of a middle schooler says
she was doubtful at first when her daughter wanted
a Facebook page.
"I was cautious for all the reasons we hear about,
such as how it could bring in unwelcome visitors,"
the woman says, "but I realized that this is the main
way for kids keeping in touch. It has gone from email to IM to texting to Facebook so quickly. If you
are not on Facebook, then you are not in the loop."
"A few years ago, parents were saying, 'I don't want
any of that stuff coming into my house,'" Ms. Vila
says. "Then they realized, 'I have no choice, it is all
around me.' Now studies are saying technology is
going to encourage skills for jobs we didn't know
existed."
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STUDENT VERSION
ELA 6th Grade Performance Writing Task
SOURCE D
By Mike Keefe, Denver Post, August 8, 2009
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STUDENT VERSION
ELA 6th Grade Performance Writing Task
READING ASSESSMENT: CONSTRUCTED RESPONSES
Directions: This first part of your individual assessment gives you the chance to demonstrate your understanding of the
articles read. Answer the questions below in complete sentences. You may use an extra sheet to make any notes or to draft
your response. You may refer to all of your student booklet materials to help you answer the questions.
1. In “Social Networking Benefits Validated,” what does the author say about the impact of
social networking on learning and how it differs from classroom learning? (Standard RI.1)
_________________________________________________________________________________
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2. What is the purpose of the cartoon in Source D? Describe aspects of the drawing to support
your answer. (Standard RI.6)
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3. In “When Bullying Goes High-Tech,” the author writes that cyberbullying “presents unique
challenges.” What does the author mean? (Standard RI.4)
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STUDENT VERSION
ELA 6th Grade Performance Writing Task
PROS and CONS ORGANIZER
Directions: Read the questions below. Reference your notes to write answers to the questions in the "REASONS" section.
In the “SUPPORTING EVIDENCE” column, note the evidence and source to support your thoughts. You may use evidence from the
texts, videos, and the quotations from the SORT activity. After talking and sharing ideas with a classmate, complete the "NEW IDEAS"
section based on your conversation.
PROS
REASONS
SUPPORTING EVIDENCE & SOURCE
What are 2-3
reasons that
social
networking’s
impact on
society has
been positive?
Pair-Share: NEW IDEAS from my partner
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STUDENT VERSION
ELA 6th Grade Performance Writing Task
PROS and CONS ORGANIZER (continued)
CONS
REASONS
SUPPORTING EVIDENCE & SOURCE
What are 2-3
reasons that
social
networking’s
impact on
society has
been negative?
Pair-Share: NEW IDEAS from my partner
Based on the reasons and evidence you gathered above, now you will write a claim you feel prepared
to support in your writing task.
MY CLAIM
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STUDENT VERSION
ELA 6th Grade Performance Writing Task
MY ARGUMENTS ORGANIZER
Directions: Prepare at least two reasons, supporting evidence. There is room for you to include an optional third reason.
Claim: _____________________________________________________________________________
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Reason #1
Reason #2
Reason #3
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Supporting Evidence
Supporting Evidence
Supporting Evidence
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STUDENT VERSION
ELA 6th Grade Performance Writing Task
PERFORMANCE WRITING TASK
Directions:
Please respond to the prompt below in writing. You may use your notes and your answers to your constructed
response questions to inform your writing. You must write your entire argumentative essay on the lined paper
provided by your teacher. Your essay should have a minimum of 4 paragraphs.
Writing Prompt:
Currently, the Oakland Unified School District blocks access to social networking sites such as Facebook.
Principals and teachers have been debating the pros and cons of this policy.
Has social networking’s impact on society been more positive or negative?
After reading the provided texts and viewing the videos on the topic, write an argumentative
essay (at least 4 paragraphs) that addresses the question and support your position with
evidence from the texts and videos.
1. Begin with an introduction that frames the purpose of your essay and states a claim.
2. Develop your argument with clear reasons and evidence drawn from at least three sources.
Explain the significance of the evidence and how it supports the claim.
3. Provide a conclusion that effectively summarizes the argument and explains its significance.
Be Sure To:
 Use appropriate transitions.
 Use precise language and vocabulary to inform or explain your topic.
 Establish and maintain a formal style.
 Edit for spelling and grammar.
 Write a minimum of 4 paragraphs.
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STUDENT VERSION
Scoring Category
Claim/Thesis &
Opposing Claim
ARGUMENTATIVE SCORING RUBRIC – STUDENT VERSION
PERFORMANCE WRITING TASK & HISTORY WRITING ASSESSMENT (2013-14)
What do I need to do?
 My claim/thesis statement takes a clear position on the topic.
 My claim/thesis outlines the main arguments in my essay.
 I acknowledge and address any important opposing claim(s) and conflicting evidence over the course of the
essay (should we include they successfully rebut?).
 I analyze my evidence to show its significance and how it supports the arguments and claim.
Evidence & Sourcing
Analysis & Elaboration
 I use accurate historical evidence beyond the documents, including what I have read, watched, discussed,
and learned in and out of class.
 I use vocabulary from history class in my writing.





Historical Context*

I use evidence from at least half of the documents.
The evidence I use in each body paragraph supports my argument.
My evidence is grouped appropriately by paragraph.
I use different pieces of evidence to corroborate one another, and contradict each other (when appropriate).
I identify the date, author, and purpose of documents in order to determine the perspective, meaning,
and reliability of the document.*
Organization
I use a formal tone, avoiding the use of first person when possible.
I use transition words to connect my ideas and paragraphs.
I re-read my essay to revise and correct any errors in grammar, usage, spelling, and punctuation.
I use persuasive/rhetorical strategies to make my argument more convincing.**
My introduction provides background information to set the context, and includes a claim/thesis
statement.
My topic sentences clearly introduce each of the body paragraphs.
My reasons and evidence are organized logically.
My conclusion restates the thesis, effectively summarizes the arguments, and explains why the issue is
significant.







My essay includes…
a. Claim/Thesis
b. Body Paragraphs
c. Conclusion
Style, Voice, &
Conventions
*For history essay only.
**For English essay only.
a. The claim is precise and thoughtful, and
clearly outlines the major reasons used to
address the prompt.
b. Acknowledges and effectively rebuts opposing
claim(s) and conflicting evidence by pointing out
limitations, or by making concessions and
refutations over the course of the essay.
5 - Advanced
a. Relevant textual evidence from half of
the documents is accurately used to
support the arguments.
b. Clear grouping of documents to
corroborate or contradict each other
(when appropriate).
a. The claim takes a clear position on
the topic and outlines the major reasons
used to address the prompt.
b. Acknowledges and addresses
opposing claim(s) and conflicting evidence
over the course of the essay.
(N/A for 6th grade)
4 - Proficient
a. Fewer than half of the documents
are used to support the argument.
b. A majority of the documents used
are understood and used
accurately.
a. The claim takes a position on the
topic, but may not outline the
reasons or included reasons are weak.
b. There is an attempt to
acknowledge an opposing claim and
conflicting evidence, but it may not be
effective. (N/A for 6th grade)
3 - Basic
c. Sourcing sometimes identifies the
origins of the documents but does not
use the information to demonstrate an
understanding of the meaning,
perspective and reliability of the
documents.
a. Documents are mentioned and
used to support the argument.
b. Documents are described and
briefly discussed.
a. The claim does not clearly take a
position on the topic.
b. Does not acknowledge an
opposing claim or conflicting evidence.
2 - Developing
ARGUMENTATIVE SCORING RUBRIC
PERFORMANCE WRITING TASK & HISTORY WRITING ASSESSMENT (2013-14)
a. Relevant textual evidence from half +1
documents is accurately used to support the
arguments.
b. Insightful grouping of documents to
corroborate or contradict each other (when
appropriate).
c. Sourcing identifies the origins of the
documents, but the information is not
used to support the argument by
considering the meaning, perspective
and reliability of the documents.
Criteria
Does the student use the
documents in support of the
claim/thesis?
c. Sourcing identifies important
information about documents’ origins and
attempts to use the information to
support the argument(s) by considering
meaning, perspective, and/or reliability.
Attempts to explain significance,
sourcing and/or context of evidence
and how it supports claim, but analysis
is weak or unclear.
Analysis & Elaboration
Evidence & Sourcing
Does the student make a claim
(thesis) that responds to the
prompt and appropriately
address opposing claims?
Claim/Thesis &
Opposing Claim
When appropriate, does the
student analyze the documents’
origins (date, author, purpose)?
c. Sourcing identifies the most important
information about the documents’ origins and
uses this information to understand and
analyze its meaning, perspective and
reliability to strengthen arguments.
Explains the significance, sourcing
and/or context of the evidence used
and how it supports the arguments
and claim, but has some weaknesses in
logic or analysis.
a. Intro lacks adequate context; claim is
hard to identify or is misplaced.
b. Topic sentences are unfocused.
c. Reasons and evidence are
unorganized and confusing.
d. Conclusion simply restates thesis or
includes irrelevant information.
Explains and elaborates on the
significance, sourcing and/or context of
the evidence and how it supports the
arguments and claim.
a. Intro provides some context and
includes a claim.
b. Topic sentences introduce each of
the body paragraphs.
c. The organization of reasons and
evidence is clear.
d. Conclusion restates the thesis and
summarizes the argument.
a. Tone is informal and/or language
and sentence formation is so unclear
it’s difficult to understand.
b. Transitional words missing or used
incorrectly.
c. Many grammar, usage, spelling, and
punctuation errors which make the
paper difficult to read.
Convincingly explains and elaborates on the
significance, sourcing and/or context of the
evidence and how it supports the arguments and
claim.
Does the student show logical
reasoning?
Historical Content
a. Intro provides relevant context and
includes a logically placed claim.
b. Topic sentences clearly introduce
each of the body paragraphs.
c. Reasons and evidence are organized
logically.
d. The conclusion restates the thesis,
effectively summarizes the argument,
and may add broader significance.
a. Formal tone may be inconsistent,
and/or language is not always clear
or concise, but does not interfere
with meaning.
b. Transitional words are sometimes
used accurately to connect ideas.
c. Errors in grammar, usage, spelling,
and punctuation may sometimes
make the writing unclear.
d. There is little to no attempt to
use persuasive/rhetorical strategies.*
a. Little outside info included, may
not connect to the argument or
contains factual errors.
b. Content vocabulary is included, but
may be inaccurate or fail to
support the argument.
a. Intro provides intriguing and relevant
context and includes a logically placed claim.
b. Precise topic sentences clearly introduce each
of the body paragraphs.
c. Reasons and evidence are organized to
effectively support the claim.
d. The conclusion clinches the argument with a
succinct summary, and adds broader
significance as a result of the argument.
a. Maintains a formal tone with minor
inconsistencies, and there is good
control of language, techniques, and
sentences.
b. Transitional words and phrases are
used logically to connect ideas.
c. Some errors in grammar, usage,
spelling, and punctuation, but these do
not interfere with meaning.
d. There is an attempt to use
persuasive/rhetorical strategies.*
a. Some outside historical
information is included and begins to
support the argument, but may
contain minor factual errors.
b. Some accurate content vocabulary
is included.
a. Maintains a formal tone throughout, and there
is excellent control of language, techniques, and
sentences.
b. Transitional words and phrases are used
fluidly and elegantly to connect ideas.
c. Few to no errors in grammar, usage, spelling,
and punctuation.
d. Persuasive/rhetorical strategies are
used to create a plausible argument.*
a. Outside historical information is
substantial, relevant, accurate, and
supports the argument.
b. Contains accurate, relevant content
vocabulary.
d. Persuasive/rhetorical strategies help to create a
compelling and convincing argument.*
a. Outside historical information is substantial,
relevant, accurate, and interwoven in support of
the argument.
b. Relevant content vocabulary is accurately
interwoven.
Does the student use outside
historical information to
contextualize arguments, while
using discipline and content
specific language?
Organization
Does the student write
coherent…
a. Claim/Thesis
b./c. Body Paragraphs
d. Conclusion
Style, Voice, &
Conventions
Does the student use language
appropriate to the audience,
purpose, and context?
*ELA only
1
NOT OBSERVED