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Performance Task

Create a short story or poem about Inuksuks, or dangers of the land.

● (ELA 2 responding to 1 of the 2 texts covered in class)

● SS 2.1 appreciation of connections to the land

○ Using oral story passed down to create their own story

○ Appreciating diversity: writing about another culture

Written or spoken words with visual representation (drawings/ paintings/ symbols/ build

something)

● Experimenting with language ELA 3

PowerPoint, story book, comic strip, poem with pictures, oral story with images

● Visuals to demonstrate knowledge or discovery (Art level 1 expression)


Your Inuit Story

As we have talked about in class, stories are an important way of sharing

knowledge in the Inuit culture. In partners you will create your own story

about Inuit ways of life!

Step 1
Decide: will you write about the meaning of Inuksuks or a warning about dangers of
the land?
Circle 1
Inuksuks Inuit Land

Step 2
Tell me what you know about Inuksuks or Inuit land dangers
Inuksuks Dangers of the land

What can Inuksuks mean? Where do Inuit people live?

Where do people put Inuksuks? What is dangerous about their land?

How do you make Inuksuks? What does the land tell us?

Who first used Inuksuks? How do Inuit stories tell people about
the land?
Step 3
Write and draw a story about building an Inuksuk or to warn people about Inuit
land.

Choose 1 to create:
● PowerPoint with pictures
● Illustrated story book
● comic strip
● poem with pictures
● oral story with images
Planning Sheet: Your Inuit Story

Use your Mind map to create a story about Inuksuks or a warning about Inuit Land

Your drawings should be a rough sketch, not your final work!

Who will be the main characters?

What will be the setting?

Beginning: write and draw 1 sentence

___________________________________________________________________

Middle: write and draw 3 sentences

● _____________________________________________________________

● _____________________________________________________________

● _____________________________________________________________
End: write or draw 1 sentence

● _____________________________________________________________

● Now put it all together in your story book, comic strip, poem and pictures,

PowerPoint, or practice your oral story and make your visuals

STOP! Ask another group to look at your planning sheet and complete 2 Stars and a

Wish!
Checklist:

❏ We wrote about Inuksuks or Inuit land?

❏ Did you answer your 4 questions?

❏ Does your story have a beginning, middle, and end?

❏ Did you include the setting?

❏ Is your story creative and new?

❏ Is there a mix of words and images?

❏ Are your visuals connected to the story?

❏ Did you complete 2 stars and a wish?


Assessment Criteria Rubric Template

Level 4 3 2 1 Insufficient / Blank *


Criteria Exemplary Accomplished Developing Beginner*

Respond to text Insightfully understand Understand the class story Demonstrates some Misunderstood the class story No score is awarded because

the class story and are and are able to use some understanding of the class able to use limited information there is insufficient evidence of

able to use the meaning meaning and some story and are able to use to retell a story. student performance based on

and information to information to create an some information to create a the requirements of the

create an original and original and coherent story story. Does not demonstrate assessment task.

excellent story meaning, story is more of a

retelling with some changes.


Experiment with Students are creating a Students are creating a story Students are creating a story Students are creating a story * When work is judged to be

language story through through proficient language through adequate language through limited to no language limited or insufficient, the teacher

makes decisions about


sophisticated language and has a coherent and has a weak beginning, and has a poor beginning,
appropriate intervention to help
and has a strong beginning, middle and end middle and end. middle and end.
the student improve.
beginning, middle and

end.

Value oral histories Student’s story and Student’s story and visuals Student’s story and visuals Student’s story and visuals

and stories as a way visuals develops develops proficient develops adequate develops limited connections

to learn about the insightful connections connections between Inuit connections between Inuit between Inuit people and the

vastness of Canada's between Inuit people and people and the land people and the land land

land and people the land

Knowledge gained Student’s visuals are Student’s visuals are Student’s visuals are Student’s visuals are creative

from study or insightful and creative somewhat insightful and coherent and creative demonstrating limited meaning

demonstrating excellence creative demonstrating demonstrating adequate in the story


experimentation
meaning in the story proficient meaning in the meaning in the story
can be recorded
story
visually

Comments for growth:


Performance Task Rationale
This performance task is enhanced in terms of reliability because it is clearly explained in
appropriate language for a Grade 2 class which relates to systematic error. In addition, it is only
marked on content relating to lesson outcomes and curriculum included in the Program of Study.
There is also no cultural bias, as there is a German student in the class, because it is a group
project that can be done orally, about a culture that will be new to most students. This task will
produce consistent results because of the comprehensive planning guidelines and checklist
available for all students which can be referred to in addition to their performance to check for
understanding in more than one way. This performance task connects directly to the learning
outcomes in the previous three lessons, enhancing construct validity, as well as to the Program
of Study for ELA, Social Studies, and Art in order to enhance content validity. Since group work
can be stressful for some students, the groups are created fairly by the teacher and supported
with clear planning, so all students can participate, enhancing consequential validity by reducing
the stress as an unintended outcome. In order to enhance concurrent validity, the expectations
of this task are clear and draw on what is taught in class, and what is scaffolded throughout all of
the lessons.