Performance Task

Performance Task Title: 2^nd grade National and State Government Leaders

Submitted by: Shana Lawrence

Date: October 15, 200710/15/07

Performance Task – GRASPS

Goal – You will find out about state and national capital and where each are located. You will find out about leaders in both our state and national capitals and what their position is along with the jobs they do.

Role – You will think like one of our countries leaders and role models. You will learn and take note when writing down their responsibilities and what their main focus in on an every day basis. You will then present to the rest of the group what you have learned about that particular leader.

Audience – You will be reporting what you learn to your group and sharing facts with them as well as with the class.

Situation – Each group will be role playing one of our leaders we learn about in class. You will come up with a group name and back up your leader’s position with facts about why you should be the ones to take over that particular job. You should state the reasons why the rest of the class would put you in that position of leadership.

Product/Performance – You will work individually as well as with your group to state key roles of the Mayor, Governor and the President using a tri-fold booklet that is self-created. You will share thoughts and ideas with your group on what your chosen leader does on a regular basis.

Presentation should include the following:

What is their position?

Where are they located?

What is their role?

What kinds of jobs do they do?

Why is their job important?

Standard/Criteria for Success – see rubric

Presentation Rubric: What Do We Know About
National And State Government?

CATEGORY	4 - Excellent	3 - Good	2 - Fair	1- Needs More Work
Comprehension	Student is able to accurately speak about the leader (naming their title, position, role and jobs they perform) and can also answer questions posed by classmates about the leader.	Student is mostly able to accurately speak about the leader (naming their title, position, role and jobs they perform) and can answer most questions posed by classmates about the leader.	Student is somewhat able to speak about the leader – naming one or two key facts (title, position, role and jobs they perform) and answer a few questions posed by classmates about the leader.	Student is unable to share any facts about the leader (title, position, role and jobs they perform) or answer any questions posed by classmates about the leader.
Collaboration with Peers	Almost always listens to, shares with, and supports the efforts of others in the group as they share information about other leaders. Tries to keep people on task and works well with the rest of the group.	Usually listens to, shares with, and supports the efforts of others in the group. Does not cause "waves" in the group by interrupting others; presentation and sharing of information.	Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member.	Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Listens to Other Presentations	Listens intently to others’ presentation of leader facts. Does not make distracting noises or movements.	Listens intently but has one distracting noise or movement.	Sometimes does not appear to be listening but is not distracting.	Sometimes does not appear to be listening and has distracting noises or movements.
Vocabulary	When presenting, uses key vocabulary for the unit when appropriate. Extends audience vocabulary by defining words that might be new to most of the audience.	When presenting, uses key vocabulary when appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.	Uses some vocabulary that would be appropriate for the audience. Does not include any vocabulary that might be new to the audience.	Uses several (5 or more) words or phrases that are not understood by the audience.
Stays on Topic	Stays on topic all (100%) of the time.	Stays on topic most (99-90%) of the time.	Stays on topic some (89%-75%) of the time.	It was hard to tell what the topic was.

Rubistar. (2007). Retrieved October 1, 2007, from http://rubistar.4teachers.org/index.php