This 7C's Unit PERFORMANCE TASK (PT) PLAN has been developed to support well-planned End-of-Units using "GRASPS" Model for PT development "HOW TO" PT Video *FILL IN TEAL HIGHLIGHTED AREAS 7C's PERFORMANCE TASK PLANNER using GRASPS Model Teacher Name: Eddins Grade: 6 PT Subject: Writing PT Title: Cursive handwriting PT Date(s): 8/12/24, 08/13/24, 08/14/24 # of Days: 3 8#Period (mins):55

OALS from the Performance Task GRASPS Model fits with the "Construct It" section to set the objectives for the PT assessment. -ABSTRACT: Provide a short overview of the Performance Task. -STANDARDS: Cut/Paste OR Develop Student-friendly Academic Learning Goals by "Unlocking" the Grade Level (ELA, Math, NGSS) State Standards and ELDStandards. -DOK LEVEL: PT's should assess student's DOK Levels 3 & 4 thinking and actions. Justify how this PT reaches DOK level. PT Abstract (Goal) Provide PT Overview: The goal of this performance task is to improve students' cursive handwriting skills. Over the course of three days, students will practice and refine their cursive writing, focusing on letter formation, consistency, and legibility. By the end of the task, students should be able to write a short paragraph in cursive with improved fluency and neatness. Day 1: Introduction to cursive handwriting, focusing on individual letter formation. Day 2: Practice connecting letters to form words and short sentences. Day 3: Write a short paragraph in cursive, focusing on overall legibility and consistency.

PT CCSS Standards: Copy and paste Unit Standard(s) for the PT: CCSS.ELA-LITERACY.L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. CCSS.ELA-LITERACY.L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. CCSS.ELA-LITERACY.W.6.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Unpack Student-Friendly Standard(s) for PT: L.6.1: I can use correct grammar and sentence structure when I write or speak. L.6.2: I can use correct capitalization, punctuation, and spelling in my writing. W.6.10: I can write regularly for different tasks, purposes, and audiences, both over long periods and in shorter time frames. PT DOK LEVEL(s): Justify how the PT reaches DOK Levels 3 & 4: DOK Level 3: Strategic Thinking - Students will engage in more complex reasoning and planning as they practice and apply cursive writing to create coherent sentences and paragraphs. DOK Level 4: Extended Thinking - Students will synthesize their cursive writing skills to produce a final written piece that demonstrates their ability to maintain legibility and fluidity over an extended text. Justify: DOK Level 3: The task requires students to apply their knowledge of cursive writing to create sentences and paragraphs, which involves strategic thinking and planning. DOK Level 4: The final task of writing a paragraph in cursive requires extended thinking as students must synthesize their skills to produce a coherent and legible piece of writing, demonstrating mastery over an extended period. PT ELD Standards (as needed): Copy and paste Unit Standard(s) for the PT: ELD Standard 1: Exchanging information and ideas with others through oral collaborative discussions on a range of social and academic topics. ELD Standard 2: Interacting with written English in various forms, including cursive writing.

Unpack Student-Friendly Standard(s) for PT: CCSS.ELA-LITERACY.L.6.1: I can use correct grammar and sentence structure when I write or speak. CCSS.ELA-LITERACY.L.6.2: I can use correct capitalization, punctuation, and spelling in my writing.

OLES is the next step in developing a PT. Use Roles to "Capture" the students' interest for the PT. Describe both Teacher and Students roles to foster fun, exciting, and challenging tasks. Teacher's PT Role Other (list below) Demonstration Describe the Teacher's role: The teacher will begin each session with a demonstration of cursive writing on the board, showing the correct formation of letters and how to connect them. The teacher will provide guided practice, offer feedback, and support students as they work on their cursive writing.

Student's PT Role Other (list below) Hands on activity Describe the Student's role: Students will actively participate in hands-on activities, practicing cursive writing on worksheets and in their notebooks. They will follow along with the teacher's demonstrations, practice independently, and collaborate with peers to improve their skills. By the end of the PT, students will write a short paragraph in cursive to demonstrate their learning.

UDIENCE identification and "Consider It" works together to set who will be viewing the PT Products and Performances. Determine what UDL barriers could affect full student access to the PT. List strategies you will address in each section. AUDIENCE: The primary audience for this PT is the students themselves, as they will be working to improve their own skills. Additionally, their peers will serve as an audience during peer review sessions. UDL Representation Barriers & Strategies Representation (Chunk It connection) Cut/Paste: Barriers: Students may struggle with the fine motor skills required for cursive writing. Students may have difficulty maintaining focus during handwriting practice. Strategies: Chunking: Break down the task into smaller, manageable parts, such as focusing on a few letters at a time. Visual Aids: Use visual aids and examples to demonstrate proper letter formation. Frequent Breaks: Incorporate short breaks to help students maintain focus and avoid fatigue. Peer Support: Encourage peer support and collaboration to provide additional feedback and motivation. UDL Engagement Barriers & Strategies Engagement (Connect It connection) Barriers: Lack of interest or motivation in learning cursive handwriting. Strategies: Incorporate engaging activities such as writing letters to pen pals or creating decorative name tags. UDL Action/Expression Barriers & Strategies Action/Expression (Check It connection)UDL Action/Expression Barriers & Strategies Barriers: Difficulty in physically forming cursive letters. Strategies: Provide various writing tools (e.g., special pens

ITUATION provides for the step-by-step instructions using "Chunk It" strategies for the PT implementation. PT Situation List the step-by-step instruction for PT implementation: Day 1: Introduction to Cursive Handwriting Introduction (10 mins) Teacher Eddins will introduce the goal of the performance task: to improve cursive handwriting skills. Discuss the importance of cursive writing in terms of fine motor skills, historical significance, and personal expression.

Demonstration (15 mins) Teacher will demonstrate the correct formation of individual cursive letters on the board. Focus on both uppercase and lowercase letters, emphasizing the starting and ending points of each letter.

Guided Practice (20 mins) Students will practice writing individual letters on worksheets provided by the teacher. Teacher will circulate the room, providing feedback and assistance as needed.

Independent Practice (10 mins) Students will continue practicing individual letters in their notebooks. Encourage students to focus on consistency and legibility.

Day 2: Connecting Letters to Form Words and Short Sentences Review (10 mins) Quick review of individual letter formation from Day 1. Address any common issues or questions that arose during the previous session.

Demonstration (15 mins) Teacher will demonstrate how to connect letters to form words and short sentences. Show examples of common letter combinations and how to maintain fluidity.

Guided Practice (20 mins) Students will practice writing words and short sentences on worksheets. Teacher will provide feedback and correct any mistakes in real-time.

Independent Practice (10 mins) Students will write a few sentences in their notebooks, focusing on connecting letters smoothly. Encourage peer review to provide additional feedback and support.

Day 3: Writing a Short Paragraph in Cursive Review (10 mins) Quick review of connecting letters and forming words from Day 2. Address any remaining issues or questions.

Demonstration (10 mins) Teacher will demonstrate writing a short paragraph in cursive on the board. Emphasize the importance of legibility, consistency, and fluidity.

Guided Practice (15 mins) Students will begin writing their own short paragraphs in cursive. Teacher will circulate the room, providing feedback and assistance.

Independent Practice (20 mins) Students will complete their paragraphs in their notebooks. Conduct a peer review session where students exchange notebooks and provide constructive feedback.

Performances Connections Select a Connection Type List the step-by-step instruction for PT implementation:

TANDARDS & CRITERIA form the structure of the grading Rubric. Develop the 3x3 Rubric for Part B Below using the separate template provided. Standards (Top of Rubric Table) List the three Standards used for grading the PT: Criteria (Left Side of Rubric Table) List the three Criteria used for grading the PT:

UNIT PT PRODUCT/ PERFORMANCE SHARING: Describe how you will reveal the PT Student Product(s) and conduct the Student Performances for the PT. Discuss the connection to the next unit. Reveal PT Product(s) Write how the PTProducts will be revealed: Conduct Performance(s) Write how the PT Performances will be conducted: Closure Write how PT Key Point(s) will be reviewed:

Share the Next Unit's Connection: