S2+Moore,+Kalib

=Stage 2 - Determine Acceptable Evidence.=

Garageband Rubric: Awareness of audience, speaks clearly, duration, enthusiasm, accuracy of facts, point of view. Oral Presentation Rubric: Content, comprehension, stays on topic, creativity, preparedness, enthusiasm. || • Google Docs: Students write an essay explaining cultural altercations of the 1920's. Each student writes a paragraph. • Prezi: Students choose an influential person of the 1920's to cover. • Google Earth: Students make a 3-D tour of the Jazz Age and Harmlem Renaissance movements of the 1920's. • Blog/Wiki: Students make a blog post or web page comparing and contrasting the 1920's economic issues with our current economy. • Comic Life: Students choose an invention of the 1920's. They are to make a digital comic describing the object and how it was used. || • Checking for Understanding: Exit ticket, thumbs-up, "think, pair, share", "1, 2, 3", journals, index cards. • Timing Feedback: Self, peer, teacher. Tools: Checklist, rubric, portfolio. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Create a podcast representing a radio broadcast of the 1920's.
 * Role:** Students will take on the role(s) of any form of newscaster. (i.e. news anchor, sports caster, weather man, politician.)
 * Audience:** The Radio Corporation of America.
 * Situation:** Trying to receive a position(s) at a National radio station hosting a new history themed show.
 * Product/Presentation:** Students will create a podcast using Garage band and submit it online as a try-out for the RCA
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Garageband: Students create a podcast of what a simple radio broadcast would have sounded like in the 1920's
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment: Pre and post survey to determine students' understanding before and after class or quarter.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * • The 1920's was a time of innovation leading to the downfall of a thriving economy. || • MLR. History, E1; A, B, D. ||

What criteria are implied in the standard(s) understanding(s) regardless of the task specifics? What qualities must student work demonstrate to signify that standards were met?
 * **Big Ideas** || **Big Ideas** ||
 * •The Roaring Twenties || • Pre-Great Depression ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Radio Corporation of America (RCA) is looking for a history-themed radio show, hosted by two people, to put on the airwaves. As the historian and up-and-coming radio casters you are, you sign up to try-out for the chance to be on a National radio station! The try-out consists of submitting a 5-10 minute long podcast, using GarageBand, giving a sample of you and your partner's radio skills and history knowledge to the RCA. The options are endless, you can be sports casters and discuss the Yankees countless World Series wins and Babe Ruth's records, news anchors and announce Henry Ford's invention of the Model T, or cover two different topics altogether. The RCA wants the radio show to have style and excitement while covering different major events of the 1920's, so you have many options as long as you stay on topic and relate it to the right time period. Teams that use slang and terms more likely to be heard in the 1920's are more likely to impress the judges. If you stand tall above the rest, you will get the opportunity to co-host the RCA's new history-themed radio show on a National broadcast station! Good-luck! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • Podcast || • Oral Presentation ||

//**By what criteria will student products/performances be evaluated?**// • Speaks clearly - 10% • Duration - 20% • Preparedness - 20% • Accuracy of facts 15% • Point of view - 15% || • Preparedness - 20% • Comprehension - 20% • Stays on topic - 10% • Collaboration with Peers - 15% • Listens to other Presentations - 15% • Enthusiasm - 20% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Awareness of audience - 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**