Updated Kelly Watkins - Transformative Learning Performance Task Templates 12-13

A Happy Harbors Holiday
Performance Task Unit Cover Sheet

Teacher: Mrs. Watkins
Grade(s): 4th
Subject(s): Writing
School: Seaford
Elementary
Unit: Composing Writing
Standards: Writing 4.7, 4.8, & 4.9
Goals: Letter Writing
Burke, K. (2011). From standards to rubrics in six steps: Tools for assessing student learning, 3 rd
edition. Thousand Oaks, CA: Corwin Press. 800-233-9936 www.corwinpress.com.
Primary or Focus Standards (Repacked SOL):

4.7 TSW write cohesively for a variety of purposes:
a. Identify audience
c. Use prewriting strategies
d. Organize writing with central idea
e. Recognize different modes and organization of writing
h. Use transition words
i. Use elements of style
j. Revise writing
Additional Standards Addressed (from same subject area as well as

others):
4.8 e & g Edit Writing
4.9 c Use technology during writing
SOL 3.11d Community Service
Unit Goals/Big Ideas:
- Writing is a big emphasis in 4th grade because of the 5th grade Writing
SOL test. In 4th grade we try to provide many practices & graded writing
opportunities to prepare students for this upcoming test.
- Letter writing is generally a challenge for students and this project gives
students an opportunity to practice letter writing and at the same time
learn about the elderly and provide a service to their community.
Transformative Learning:
How will students make a difference? What service or product will they provide?
Who will benefit?
- Students will make a difference by writing letters to elderly residents
at Colonial Harbor Assisted living spreading some holiday cheer to
them during this season. This may also provide an opportunity to
continue correspondence with the residents after the holidays.
How will the teacher design an opportunity for students to have a sense of
ownership? What characteristics of the transformative performance task will
contribute to students sense of ownership?
- Students will choose which group project he/she would like to
participate. This project should be relevant to the students and the
project itself should be rigorous for most students.
How will you share students work in a way that inspires or supports other
teachers and students to do work that makes a difference?

Performance Task Template
Key SOLs: 4.7, 4.8, & 4.9 Writing
Transformative Learning Task:

Out on the door steps children pause,
To see what goes on in the Harbor Halls.
Children have learned about wants and needs,
and they have come with gifts to please.
- The residents of Colonial Harbor are elderly people who live in small
apartment homes. Some holidays can be lonely and hard for these
residents. Lets work together to make their holiday a wonderful memory
filled with happiness and cheer.
- The week before Christmas some Seaford Elementary students will be
traveling over the river and through the woods to Colonial Harbor to
distribute cheer and gifts to the elderly residents.
- Lets all work hard to make this a memorable event. Each fourth grade
student will be creating a Christmas card with a friendly letter included
inside to bring cheer to a Colonial Harbor resident. Lets think of others
this Christmas and create them something that will put a smile on their
Whole-Class Instruction: List the content or skills that will be introduced by the
teacher to prepare students for the group and individual work.
- Build background with a read aloud having an elderly character
- Talk about elderly and their needs/wants. How are things different for
them in todays society versus the past? How are holidays different for
them?
- Small review lesson on letter format
- Model with example letter
- Explain task/project
Group Work: Students may select their group topic or presentation method.
Group 1:
Group 2:
Group 3:
Group 4:
Card created on
Card created
3D Card created
Card created
the Computer
using pens,
using cutting &
using paint
colored pencils,
pasting
& markers
Individual Work: Each student will complete the following.

- Each student will create a letter to a resident at the Colonial
Harbors home using the Student Individual Work Checklist.
- Students will share their writing in a small editing group and give
feedback to others and will get editing advice from the group to
revise his/her writing.
- Each student will then create a card for the letter using the Student
Group Work Checklist.
Methods of Assessment: List all the methods of assessment used in this unit. If
possible, how will you assess the extent to which students have made a difference?
- Checklist for group work
- Checklist for individual work
- Rubric to assess the friendly letter

Individual Task Letter Writing Checklist
Student Name:
Task: Students will create a friendly letter to a resident at Happy Harbors
Assisted Living using appropriate organization, information, as well as correct
usage, conventions, and letter format.
No
t
Ye
t
0
Some
Evidenc
e
1
Purpose of the Letter: Did you

Introduce yourself to the reader?
Entertain or express yourself to the reader?
Ask questions and/or engage the reader?

List one of the questions that you asked.
___________________________________________________________________
_
___________________________________________________________________
_
Organization: Did you
Include a clear introduction sentence?
Tell the reader about a special event or share something special
about yourself? Topic shared:
___________________________________________________________________
_
Ask the reader at least 2 questions? What was the 2nd question (not
already mentioned above)?
___________________________________________________________________
_
Have a conclusion?
Letter Format: Did you
Include the proper Heading (Address & Date)?
Make sure to include Seafords Address and our class name so the
resident can write you back if he/she would like.
Include a Greeting? Which word/s did you use?

___________________________________________________________________
_
Include 2 paragraphs? How many sentences are in the Body of
your paper? _________

Letter Format: Did you
Include a Closing? Which word/s did you use?
____________________________________________
Include your Signature?
(Include both your first and last name. Use cursive if you know
how.)
Usage: Did you check for
Complete sentences?
Correct grammar?
Subject/verb agreement? Give an example of one sentence using
correct subject/verb agreement.
___________________________________________________________________
_
Conventions: Did you check for correct use of
Capitalization. How many capitals did you use? _________
Punctuation. How many punctuation marks did you use? __________

Spelling. How many misspelled words did you find while editing?
_________
List two words you checked the dictionary for correct spelling.
________________________________&__________________________________
Scale:
Total Points:
Student Comments:
Teacher Comments:
Student Signature:
Teacher Signature:

Student Group Work Editing Checklist
Standards:
English 4.1: The student will use effective oral communication skills in a variety of settings.
English 4.2 The student will make and listen to oral presentations and reports.
English 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation,
sentence structure, and paragraphing.
Task: Students will work in small groups to peer edit their letters.
Each student will read their letter aloud. The peers in their group will each
give the student a positive or constructive comment about their letter. The
group will take turns until all have shared. At the end of the sharing,
students will partner up and peer edit each others writing looking for
capitalization, punctuation, & grammar.
Not
Yet
0
Yes
1
Oral Presentation
Use language and style appropriate to the audience, topic,

and purpose. Who is your audience?
Use grammatically correct language and specific vocabulary
to communicate ideas.
Did your presentation flow smoothly or did you have
problems with grammar and/or vocabulary?
Comment to Peer
Communicate new ideas to others.

Did you give a positive or constructive comment to each
reader?
Use evidence to support opinions.
Did you give specific examples of areas to improve writing?

Peer Editing of Partners Letter
Check for partners use of commas in series, dates, and

addresses.
Was your partners use of commas correct in their letter?
Check for partners use of correct spelling for frequently used
words, including common homophones.
How many misspelled words did you find? _________
Did you see any homophones in the letter? Which?
_____________
______________________________________________________________
_
Check your partners use of correct grammar, capitalization,

punctuation, sentence structure, and paragraphing.
What type of mistakes (if any) did you find?
____________________
______________________________________________________________
Use the following social skills during your group activity:
Respect the opinions of peers sharing their letter

Stay on task as a group
Contribute to the group by commenting on each students
work
Listen to others read their writings
Encourage others with positive constructive comments
Student Comments:
Teacher Comments:
Student Signature:
Teacher Signature:

Student Group Checklist Card Creation
Standards: 4.7 - TSW write cohesively for a variety of purposes: a. Identify audience
4.9 c - Use technology during writing
SOL 3.11d Community Service
Assignment: Groups will create cards (to attach letters into later) which
will be appealing and relevant to residents @ Colonial Harbors.
Not
Yet
0
Content:
Create a list of symbols and decorations to add to your card.

What are some of these symbols?
_____________________________
Yes
1
______________________________________________________________
Choose illustrations which go along with what you talked
about in your letter. What are examples you mentioned?
_____________
______________________________________________________________
Format: Only complete the group section you chose.
Computer
Select pictures you will use on your card.
List a few examples.
___________________________________________
______________________________________________________________
_
Decide on a safe site to find pictures. Which site/s will you
use?
______________________________________________________________
_
Print Pictures.
How many pictures did you use? _________________
Make a neat presentation on your card.
Pens, Colored Pencils, & Markers
Decide which drawings would work best for your illustrations.
List some drawing ideas.
_______________________________________
______________________________________________________________
_
Decide which colors would work best for your illustrations.
List the colors.
_________________________________________________
______________________________________________________________
_
Use pencil 1st before pen or markers.
Neatly illustrate card.
Cutting, Paste, or 3D
Choose which shapes you will use.
List shapes. _________________________________________________
______________________________________________________________
_
Select supplies needed.
What supplies will you use?
____________________________________
______________________________________________________________
Neatly illustrate card.
Paint
Decide on a design to paint on your cover.
What will you paint? __________________________________________

______________________________________________________________
_
Choose colors and supplies needed.
List a few supplies.
____________________________________________
______________________________________________________________
Make a neat illustration on your cover.
Social Skills
Stay on task as a group

Contribute to the group by sharing ideas
Encourage others with positive constructive comments
Reflection
Do you believe you tried your best to make a neat product?

Were your illustrations appropriate to the generation receiving
the card?
Student Comments:
Teacher Comments:
Student Signature:
Teacher Signature:

Weighted Rubric Template
Standard: Students will create a friendly letter to a resident at Happy Harbors
Assisted Living using appropriate organization, information, as well as correct
usage, conventions, and letter format.
Criteria
The Student:
Purpose of the
Letter
Introduce self
Express or
entertain reader
Ask questions or
engage reader
1
Below the
standard
Evidence of
1 element
2
Approaching
the standard
Evidence of 2
elements
3
Meets the
standard
Evidence of 3
elements
4
Exceeds
the
standard
The letter
includes all
elements & is
considerate
of the
intended
audience
Score
_____
x7=
Organization
Introduction
Told about event or
shared
Asked reader @
least 2 ?s
Has a conclusion
Evidence of
1 or 2
elements
Evidence of
2 or 3
elements
Evidence of 4
elements
Evidence of
1 element
Evidence of 2
elements
Evidence of 3
elements
Letter Format
Heading (Address
& Date)
Greeting
Body (Paragraph
Format) w/ @ least 2
paragraphs
Closing
Letter
includes all
elements &
includes
descriptive
information &
thoughtful
questions
The writer
follows the
standard of
friendly letter
writing &
capitalizes &
punctuates
all elements
_____
x6=
_____
x6=
Signature
correctly
Usage
Complete
Sentences
Correct Grammar
Correct
Subject/Verb
Agreement
Evidence of
1 element
Evidence of 2
elements
Evidence of 3
elements
The writer
demonstrates
correct usage
& uses
appropriate
transitions for
coherence
_____
x3=
Conventions
Capitalization
Punctuation
Spelling
Grade Equivalents:
64
Evidence of
1 element
Evidence of 2
elements
Evidence of 3
elements
A = 90 100
D = 69 -
B = 80 89
F = 63
Polished &
good use of
mechanics
_____
x3=
Total Points:
-0
C = 70 - 79
Name
____________________________________________________________

Updated Kelly Watkins - Transformative Learning Performance Task Templates 12-13

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A Happy Harbors Holiday

Performance Task Unit Cover Sheet

Standards: Writing 4.7, 4.8, & 4.9

Goals: Letter Writing

Primary or Focus Standards (Repacked SOL):

Additional Standards Addressed (from same subject area as well as

A Happy Harbors Holiday

Transformative Learning Task:

Individual Work: Each student will complete the following.

A Happy Harbors Holiday

Purpose of the Letter: Did you

Ask questions and/or engage the reader?

resident can write you back if he/she would like.

Include a Greeting? Which word/s did you use?

your paper? _________

Include a Closing? Which word/s did you use?

Punctuation. How many punctuation marks did you use? __________

A Happy Harbors Holiday

Use language and style appropriate to the audience, topic,

Communicate new ideas to others.

Did you give specific examples of areas to improve writing?

Check for partners use of commas in series, dates, and

Check your partners use of correct grammar, capitalization,

Use the following social skills during your group activity:

Respect the opinions of peers sharing their letter

A Happy Harbors Holiday

Create a list of symbols and decorations to add to your card.

Format: Only complete the group section you chose.

What will you paint? __________________________________________

Stay on task as a group

Do you believe you tried your best to make a neat product?

A Happy Harbors Holiday

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