S2+Hill,+Colby

=Stage 2 - Determine Acceptable Evidence.=

Content: 45% - Vocabulary and Complete Sentences- 10% - Comprehension - 20% - Enthusiasm - 5% Respectful to others - 10% Preparation - 10% Purpose and Theme: 25% - Technical Production: 5% - Length: 5% - Introduction: 10% - Required Elements: 60% - Planning and source list: 10 % || • Comiclife: Students can use comiclife to give a visual of a different student's written piece. • Google Docs: Constructively criticize each other's work all at the same time. Identify techniques or strategies used. • iMovie - Get inside of their narrative and recreate a scene on video. • Garageband: Create an audio file criticizing a piece I give them. • Tumblr: Use tumblr and create 2 - 3 pages worth of ideas. || • Checking for understanding: fist to five, thumbs up thumbs down, fill in your thoughts, flag it, and entrance/exit ticket. • Using rubrics or checklists, students will self assess their product for each lesson. We will use a peer review process to improve products, and the teacher will provide written feedback using a rubric or checklist. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Task is to create a speech on a podcast using more then just voice to persuade the reader on a current event. Must use the various writing strategies learned throughout the unit to fully impact audience.
 * Role:** A representative of their topic (PETA representative, democrat/republican, etc)
 * Audience:** Skeptics or people with opposing viewpoints
 * Situation:** News companies is accepting TV time for promising high school students who in touch with their literary terms and are able to persuade their classmates.
 * Product/Presentation**: Podcast
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Glogster: Students will become "experts" on a writing technique and use glogster to create a poster giving examples and providing definitions of their chosen technique.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-assessment: pre-survey with a blank box for any question they can ask.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * • in order to write well-developed and engaging narratives, students must use various techniques. || • CCSS; English; Literature; Cluster 1,2,3 ||

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** ||
 * • Writing Strategies || • Description ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * There is a news anchor dilemma because they have all quit! News companies everywhere are searching for high school students who show ability to persuade classmates and are hiring! In order to do this, however, means that students must have a clear grasp of various literary terms. Many of the different strategies must be implemented in order to fully impact the diversity of viewers who watch the news. You have the chance now to implement the different strategies you have learned during the past unit and create a two and half minute speech persuading //some//thing. It can be anything you want: the wackier the persuasion the more ability the companies can see. It’s much harder to convince people to do something weird, but this is not required. Have fun with it! ||

//**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?**//
 * **Presentation Criteria** || **Product Criteria** ||
 * * Content: 45%
 * Vocabulary and Complete Sentences- 10%
 * Comprehension - 20%
 * Enthusiasm - 5%
 * Respectful to others - 10%
 * Preparation - 10% || * Purpose and Theme: 10%
 * Technical Production: 5%
 * Length: 5%
 * Introduction: 10%
 * Required Elements: 60%
 * Planning and source list: 10% ||
 * 2004 ASCD and Grant Wiggins and Jay McTighe**