S2+Hale,+Jordan

=Stage 2 - Determine Acceptable Evidence.=

Oral Presentation Rubric: Content 30%, Elements Of Public Speaking 25%, Preparedness 15%, Classroom Feedback 15%, Stays On Topic 10%, Collaboration With Peers 5% Google SketchUp Rubric: Buildings 20%, Required Elements 30%, Visual 20%, Software 20%, Mechanics 5%, Title 5% ||
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Design a city block in Portland for Whipple-Callender Architect firm.
 * Role:** You are an architect in an architectural school.
 * Audience:** Whipple-Callender Architect firm will be the judges.
 * Situation:** Whipple-Callender Architect firm will choose the best design.
 * Product/Presentation:** Students will use Google SketchUp to design a model of a city block. Presentations will persuade the firm to choose their design.
 * Standards (Criteria from both rubrics - product and presentation):**

• SmartBoard- Groups present different ways of solving quadratic/linear equations and why it is best. • Prezi- Create a board game involving solving linear/quadratic equations/inequalities with vocabulary as well. • Glogster- Make a poster outlining the steps of how to solve linear/quadratic equations/inequalities via certain strategies to hang up around the room. • Comic Life - Create a comic showing linear/quadratic equations/inequalities examples in real life. • Google Earth - Students will design new roads based on certain parameters such as perpendicular/parallel roads and slope. || • Checking For Understanding: Hands-Up, Exit Tickets, Round Robin, Slap It, Handprint, Fill in Your Thoughts • Timely Feedback: Students will perform a self-assessment. The students then do a peer review for three other students. The teacher then reads the peer reviews and gives additional written comments for feedback. || =Assessment Task Blue Print=
 * **Other Evidence** **(OE)** ||
 * • Google SketchUp- Design a city building with budgeting and area limitations.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment- Give the final test of the unit to the class.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * • Linear/quadratic equations/inequalities with one variable and a coefficient represented by letters. || • Solve Equations and inequalities with one variable ||

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** ||
 * • Algebra || • Linear/quadratic equations/inequalities ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The city of Portland has a whole city block they want to rebuild. You are an architect working at Whipple-Callender Architects and have been asked to submit a design for the new city block. You will present your ideas to the CEO, Mr. Whipple and Mr. Callender. Students will use Google Sketch to design their blocks and then prepare a persuasive presentation to Mr. Whipple and Mr. Callender. The CEO’s will choose the best city block to present to the city council to start building next year. Whipple-Callender is looking to maximum area and minimizes the budget. The winning designer gets a job at Whipple-Callander Architect firm! ||

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

//**By what criteria will student products/performances be evaluated?**// • Arithmetic 20% • Visual 15% • Organization 15% • Creativity 15% • Grammar 10% || • Content 30% • Elements Of Public Speaking 25% • Preparedness 15% • Comprehension 15% • Stays On Topic 10% • Collaboration With Peers 5% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Reasoning 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**