Paragraph Writing - Summative Assessment Task
Paragraph Writing - Summative Assessment Task
Choose one of the topics below and write a paragraph expressing your opinion. Use the tools provided in your opinion writing package to complete this work. You must also follow ALL steps of the writing process.*
You are required to earn a level 3 on this task.
If you receive less than a level 3 on any criteria on the rubric, you must choose a second topic from the list below and complete a second paragraph. You must continue to write paragraphs until you receive a level 3 OR until you have written a paragraph on each of the topics below.
Good luck and do your very best! ( Paragraph Due:
1. Students should / should not have to take physical education (gym) every year of high school.
2. Students should wear a uniform to school.
3. Teachers should be allowed to hit students.
4. Girls should be allowed to play on the same teams as boys.
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The Writing Process for a Summative Task
Step 1 – Brainstorm
Step 2 – Write your 1st draft (double space this work)
Step 3 – YOU read your 1st draft. YOU review your work.*
Step 4 – Rewrite a 2nd draft (double space this work)
Step 5 – YOU read your 2nd draft. YOU edit your work.*
Step 6 – Peer Edit – Get a classmate (or 2 or 3) to read and make suggestions about editing your work. Make changes if you think they are correct.
Step 7 – Hand in your work. This is where your teacher reads your work and makes suggestions (formative) or grades your work (summative)*.
* Note – In a formative task, you can confer with your teacher as you go.
STAGE 1: OUTLINE
1) Complete opinion paragraph outline sheet.
2) Self-Edit – check your copy against a class created exemplar.
3) Peer Edit – check your peer’s copy against a class created exemplar. Provide feedback to peer.
4) Teacher collects outline and provides written and/or verbal feedback.
STAGE 2: FIRST DRAFT
1) Self-Edit – read aloud with finger tracking and use checklist.
2) Peer – read aloud with finger tracking and use checklist.
3) Teacher collects first draft and provides written and/or feedback.
STAGE 3: GOOD COPY
1) Self-edit
2) Peer edit – peer reads good copy on the computer and highlights errors.
3) Teach collects good copy and assesses using rubric.
4) Students complete exit slip and/or video conference.
Opinion Paragraph - Outline
Topic Sentence_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
Transition _______________________________________,
Point #1 _________________________________________________________________________________________________
_________________________________________________________________________________________________
Explanation #1_________________________________________________________________________________________________
_________________________________________________________________________________________________
Transition ________________________________________,
Point #2 _________________________________________________________________________________________________
Explanation #2_________________________________________________________________________________________________
_________________________________________________________________________________________________
Transition ____________________________________________,
Point #3 _________________________________________________________________________________________________
_________________________________________________________________________________________________
Explanation #3_________________________________________________________________________________________________
_________________________________________________________________________________________________
Transition _____________________________________________,
Concluding Sentence_____________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
_________________________________________________________________________________________________
NAME: ___________________
CHECKLIST
❖ Use this checklist after you have completed your first draft.
_____ First sentence is indented.
_____Paragraph has a title.
_____ Your name appears on the page.
_____The date appears on the page.
_____ Transition words are used correctly.
_____Each transition word is followed by a comma.
_____ Paragraph is double spaced.
_____ One sentence follows the other.
_____ There is punctuation at the end of each sentence.
_____ Capital letters are used when needed.
NAME OF PEER: ________________________
CHECKLIST
❖ Use this checklist after you have completed your first draft.
_____ First sentence is indented.
_____Paragraph has a title.
_____ Your name appears on the page.
_____The date appears on the page.
_____ Transition words are used correctly.
_____Each transition word is followed by a comma.
_____ Paragraph is double spaced.
_____ One sentence follows the other.
_____ There is punctuation at the end of each sentence.
_____ Capital letters are used when needed.
| | | |
|CRITERIA |LEVEL 3 (70-79%) |Comment |
|Application | | |
| | | |
|My work shows the reader that I can |My paragraph is properly structured,| |
|use elements of an opinion |has a topic sentence, three points, | |
|paragraph. |three explanations, and a concluding| |
| |sentence. | |
| | | |
| | | |
| |My title informs the reader in an | |
| |original manner. | |
|Thinking | | |
| | | |
|My points are convincing. |My paragraph presents convincing | |
| |points. | |
| | | |
| | | |
|My explanations support my points. |My explanations clearly relate to my| |
| |points and to my position. | |
| | | |
| | | |
|I used the writing process |I used the writing process | |
|effectively to develop ideas: |effectively. | |
|brainstorm, drafts, editing, | | |
|checklist, final draft. | | |
|Communication | | |
| | | |
|My paragraph uses appropriate |My paragraph contains a few minor | |
|spelling, grammar, punctuation, and |errors, but people can understand my| |
|sentence structure and allows for |writing most of the time. | |
|the reader to understand what I am | | |
|trying to say. | | |
| | | |
|I use transition words effectively. |My paragraph makes use of various | |
| |transitions. | |
|Knowledge | | |
| | | |
|My paragraph demonstrates that I |My paragraph is detailed and | |
|know and understand the topic. |accurate as it relates to my topic. | |
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