S2+Buys,+John

=Stage 2 - Determine Acceptable Evidence.=

Role: Students are travel agents. Audience: Travelocity is eager to know the best informative vacation destinations in the USA. Situation: Agents need to advertise a destination based on a literary text's cultural presence. Product/Presentation: Students will create a multimedia glogster about the regional work's cultural presence. Standards (Criteria from both rubrics - product and presentation):Product: Regional Content (20%), Integration of Multimedia (20%), Regional Content (20%), Economy (15%), Creativity (15%), and Conventions (10%)Presentation: Content Literacy (20%), Composure (20%), Organization (20%), Enthusiasm (15%), Preparedness (15%), and Conventions (10%). || • Google Docx: This interactive paper will compare and contrast regional versus universal relevance of culture in literature. • Glogster: Using a variety of mediums, students will present a theme in three different mediums and explicate how it is translated differently for each. • Imovie: Students will either be an author or character from a work and will interview each other to establish what cultural influences exist. • Blog: This will be a forum for students to reflect on the literature as well as their own cultural experiences and reactions to them. • MTN2 Online Newspaper: Students will be asked to analyze the benefits and disadvantages from a journalist's perspective. || •Checks for Understanding: Journals, Discussion, Debate, Exit Tickets, Clickers/Pollster, and Color Cards •Timely Feedback: Self (Rubric), Peer (Checklist), and Teacher (Rubric) || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * Goal: Students understand how cultural experience influences a literary work.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Wiki: This page will generate discussion and responses about characters, plot, and themes to gauge understanding
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-assessment: Pre- and Post-Survey that analyze student's understanding of cultural influence in literature and deployment of these experiences.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * • Authors' different and divergent cultural experiences are reflected within literary texts. || • CCSS: Reading, Literature: 3,6, and 7 ||

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** ||
 * •Regionalism || •Cultural Experience's influence in characters' motivation and complexity, plots, and themes. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Travelocity has a “novel” idea for marketing regional destination packages within the United States. They want to incorporate the literary masterpieces of places to characterize the cultural experience. You have been selected for your understanding of marketing and traveling as a top travel agent to create the pitch for selling a location in the US. Their only stipulation requires that it needs to be multimedia and digital in order to advertise it on their website. The corporate level is expecting dialect, setting, themes, characters, etc. to reflect the destination from the perspective of one of the literary works via video, photos, audio recordings, etc. The digital presentation should also encourage potential vacationers to read the book for tips on handling the locals. No gnomes necessary. ||

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

//**By what criteria will student products/performances be evaluated?**// •Integration of Multimedia (20%) •Regional Content (20%) •Economy (15%) •Creativity (15% •Conventions (10%) || •Content Literacy (20%) •Composure (20%) •Organization (20%) •Enthusiasm (15%) •Preparedness (15%) •Conventions (10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Literary Content (20%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**