Introduction
Purpose
This assignment is a Performance Based Task (PBT) that is similar to PARCC in both time constraints as well as assessment. The PBT assesses both ability to synthesize information into a concise response as well as ability to comprehend multiple representations of information.
The Partnership for Assessment of Readiness for College and Careers (PARCC) is a group of states working together to develop a modern assessment that replaces previous state standardized tests. It provides better information for teachers and parents to identify where a student needs help, or is excelling, so they are able to enhance instruction to meet individual student needs.
The PARCC test helps ensure that all students, regardless of income, family background or geography, have equal access to a world-class education that will prepare them for success after high school in college and/or careers. New state standards set consistent expectations in English and mathematics for every student, and PARCC provides a valid and reliable evaluation of each student’s progress toward them.
Task
Part 1 Assignment:
You will closely analyze an anchor text (found on the next page under "Process") by reading and taking Cornell notes (including the notes, question, and summary sections) about it. After you have completed this portion of the assignment, you should use your understanding of the anchor text and your notes to answer the following five text-dependent questions. These questions should be answered on a separate sheet of paper (can be typed), and should each be answered in several sentences each with concrete specific evidence from the anchor text.
Note to get full credit: Even though 5A is multiple choice you will still need to explain your answer. Also, even though 5B is selecting quotes that support your answer to 5A, you need to tell me why these particular quotes support your answer.
Text-dependent Questions:
1. What concerns might parents have about their children and the friends they choose?
2. In the 6th paragraph, what argument does the author make regarding peer pressure and conformity?
3. An antidote is something that relieves, prevents or counteracts a negative force. According to the article, what is the best antidote for negative peer pressure?
4. The article discusses the powerful influence that friends have in the life of a teenager. According to the author why do some teens “mimic their peers’ behaviors” ? Is this always a negative thing?
5A. What is the author’s overall purpose for writing the article?
A. Provide advice for adolescents and explain their point of view
B. Condemn parents for putting too many restrictions on their children
C. Analyze an ongoing problem and suggest possible courses of action
D. Justify a common adolescent behavior to show why this behavior is normal
5B. Which two of the following quotes best support your response to question 5A?
a. “The influence that friends exert over one another as teenagers is clearly powerful and, far too often, undesirable”
b. “Rather than trying to break up a friendship, parents might want to ‘ground’ a teen's social life”
c. "Helping your child develop a sense of identity and feel secure in that identity is probably the best antidote," Prinstein says. That's not easy. Adolescents can no longer be told what to believe or how to behave.
d. “My parents had it pretty easy with me when I was a teenager.”
e. “Parents, discouraged by the changes they see in their children, naturally try to intervene.”
f. “Researchers at the University of Oregon surveyed more than 1,200 middle school students”
Part 2 Assignment:
You will read and/or view a variety of texts and media (found on the next page under "Process") that all address the same theme as the anchor text. As you engage with these different texts, you should take notes that will assist you when completing Part 3 of this assignment. Your notes can be in any format that you choose, but should both demonstrate your understanding of the text and its main theme/ideas.
Part 3 Assignment:
You have read a selection of texts that describe concerns around the issues of conformity and social peer pressure. As a GT student at a high achieving school, you are confronted with pressure, both positive and negative, everyday. Based off of your experience, please agree or disagree with one of the following claims:
- School systems are designed for students to act in one, uniform way despite their individual differences.
- For the most part, students are positively pressured to succeed by parents, classmates, and teachers.
- For the most part, students are negatively pressured to succeed by parents, classmates, and teachers.
- Societal peer pressure is needed for high school students to discover who they are.
Your well-developed essay should have a clear claim and evidence from the anchor text and at least two additional sources (from those that you read/viewed during Part 2 of this assignment). In total, your response should be several paragraphs, and in writing it you should clearly indicate which sources you are using (by means of either direct quotes or paraphrases) and may refer to them as Anchor Text, Source A, Source B, and so on after initially introducing them. You may use any of the notes you have previously taken to help you with this essay. Be sure to view the rubric and follow the guidelines provided in order to earn the best possible grade. Do not forget to have a proper MLA heading as well as a creative title.
Process
A Teen's Friends Are a Powerful Influence
By: Valerie Ulene
Behavior is almost contagious among teenagers. Good behavior by peers can spread through the group. But bad behavior can also be modeled.
My parents had it pretty easy with me when I was a teenager. I was a bit of a nerd. I earned straight A's in school, ran for student government and spent much of my free time watching reruns of "Little House on the Prairie." And they had little to complain about when it came to my friends — most of them were as straight as I was. My mom and dad considered them a positive influence.
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Many parents aren't nearly this lucky. Their teens run with kids who prefer partying to homework or fistfights to team sports. It's only natural for these parents to worry about the way their children are being influenced. And it's only logical for them to wonder: Should I allow my child to spend time with these kids at all?
"It's a tricky issue," says Mitch Prinstein, director of clinical psychology at the University of North Carolina at Chapel Hill and editor of the Journal of Clinical Child and Adolescent Psychology. "It's a fair and appropriate question for parents to be asking themselves."
The influence that friends exert over one another as teenagers is clearly powerful and, far too often, undesirable. Unhealthy behaviors can be almost contagious among kids this age. Teens whose friends smoke, drink or use drugs, for example, are more likely to indulge in these behaviors themselves. Aggressive, illegal or self-injurious behaviors also have a tendency to cluster among friend groups, as do concerns about body image and eating.
A study published in February in the Journal of Early Adolescence showed that friendships can also make the difference between good and bad grades at school. Researchers at the University of Oregon surveyed more than 1,200 middle school students and asked them to identify their three best friends. They found that students whose friends were prone to misbehave didn't do as well in school as kids whose friends were socially active in positive ways, such as participating in sports at school or completing their homework on time.
Even though it's easy for parents to blame their children's bad behavior on peers and assume that other kids coerce them into doing things like drinking, smoking, stealing or cheating, poor decision-making among teens isn't all about pressure. Kids actively want to emulate their peers. During adolescence, they are looking for ways to separate from their families and begin to define themselves as individuals. To that end, they turn to friends for guidance and direction. They tend to mimic their peers' behaviors and adopt the same attitudes. Conforming to social norms helps them redefine themselves while earning them acceptance and approval. Fitting in simply feels good.
Parents, discouraged by the changes they see in their children, naturally try to intervene. They may encourage their kids to spend less time with friends they perceive as troublemakers or forbid these friendships entirely. But interfering in a teenager's life too much, particularly with friendships, can make matters worse. "Meddling with children's relationships has a high potential for backfiring," Prinstein says. "It can actually fuel rebellion."
There are things parents can do, however, to temper the influence that teenagers have on one another. "Helping your child develop a sense of identity and feel secure in that identity is probably the best antidote," Prinstein says. That's not easy. Adolescents can no longer be told what to believe or how to behave. They have to be allowed to develop their own sense of what's important.
Teens require a certain amount of independence. But that doesn't mean they should have free rein. Adolescents aren't exactly known for their good decision-making, and parents need to impose some boundaries. When rules are broken and friends are involved, there need to be consequences — reasonable ones. Rather than trying to break up a friendship, parents might want to "ground" a teen's social life, allowing the child to see friends at home under watchful parental eyes but not to go out with them.
The good news is that adolescence doesn't last forever. Kids are most susceptible to their peers' influence during middle school, around the age of 13 or 14. By high school, there's already a dramatic shift in the way their brains are working, and the sway that other kids hold over them isn't nearly as strong.
I have two teenage daughters, and both have wonderful friends. The girls they choose to spend time with are hard-working and bright, and I can count on them to make good choices most of the time. It's my 9-year-old son I worry most about at this point. Though with him, I'm not sure what I'm most afraid of: The influence his friends will have over him or the naughty behavior he'll model for his pals.
Source A: “We Wear the Mask” - Paul Laurence Dunbar
We Wear the Mask
We wear the mask that grins and lies,
It hides our cheeks and shades our eyes,—
This debt we pay to human guile;
With torn and bleeding hearts we smile,
And mouth with myriad subtleties.
Why should the world be over-wise,
In counting all our tears and sighs?
Nay, let them only see us, while
We wear the mask.
We smile, but, O great Christ, our cries
To thee from tortured souls arise.
We sing, but oh the clay is vile
Beneath our feet, and long the mile;
But let the world dream otherwise,
We wear the mask!
Source B: "Peer Pressure for Teens Paves the Path to Adulthood" Shirley Wang
http://docmedik.net/news.php?readmore=3
Source C: "Asch Conformity Experiment"
Source D: "Dead Poets Society - Conformity Scene (1989)"
Source E: Image from "Another Brick in the Wall"
https://s.blogcdn.com/blog.moviefone.com/media/2010/11/another-brick-in-the-wall.jpg
Evaluation
Below is the rubric for this assignment:
Total: _____/100 Name: _______________
Class Period: _____
The Challenges of Conforming to Social Norms: Performance-Based Task
Scoring Rubric
Task 1: Cornell Notes and Text-Dependent Questions about the Anchor Text
- Cornell Notes Activity: _____/12
- Notes Section: _____/4
- Main Ideas/Questions Section: _____/4
- Summary Section: _____/4
- Text-Dependent Questions and Explanations: _____/18
- Question 1. _____/1 Explanation: _____/2
- Question and Explanation 2. _____/3
- Question and Explanation 3. _____/3
- Question and Explanation 4. _____/3
- Question 5A. _____/1 Explanation: _____/2
- Question 5B: _____/1 Explanation: _____/2
Task 2: Notes about Other Sources
- Note-Taking Activity: _____/20
- Source A: _____/4
- Source B: _____/4
- Source C: _____/4
- Source D: _____/4
- Source E: _____/4
Task 3: Explanatory Essay
- Total: _____/50
Explanatory Writing- Grade 9
|
Support your claim with solid and relevant information. The reader must be able to understand your ideas and follow logically and smoothly the points that you are making paper. |
Ideas
Organization
|
25 points |
|
Let the reader see you as a real person who actually cares about what you are saying. |
Voice Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. -Present Tense -Third Person
|
5 points |
|
Select words purposefully and deliberately when explaining and clarifying ideas. |
Citation Information is properly cited and creators of the work are given proper credit.
|
5 points |
|
In order to keep the reader’s interest, use well-chosen transitions between and among your varied sentences as you develop your thesis. |
Sentence Fluency Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
|
5 points |
|
This is not the time to show carelessness. Misused words or incorrect spellings and other grammatical errors can get in the way of your message. |
Conventions Paper is clear of mistakes in
|
5 points |
|
This is the place to show that you care about a first impression. Does the paper look as though you took pride in what you produced? |
Presentation
|
5 points |
Conclusion
By completing this PBT, you have gone through a process that will help to introduce you to the types of tasks that you may be asked to complete on the PARCC Tests when the time comes. Hopefully it has helped you to see that several texts will be presented in various ways, and that you will need to synthesize the information from these texts in several short activities and one longer written response.