S2+Haskell,+Emily

=Stage 2 - Determine Acceptable Evidence.=

•Garage Band- Students will create a podcast where they interview two or more characters to show what role perspective plays in a literary work. •Persuasion Map- Students will argue why a character acts and feels the way they do using this graphic organizing tool. •Story cube- This will help the students to understand the importance of word meaning. •Profile Publisher- Students will create a fake profile and five to ten posts for a main character on a social networking site to help them understand the importance of perspective and point of view. iMovie- Students will combine their understanding of plot sequence, word meaning, and point of view to convert a scene or scenes to modern English. || •Checking for Understanding- onion ring, quick write, take and pass, timed pair share, decisions decisions, give one get one •Timely Feedback- For each lesson I will use a rubric or checklist for students to use to peer edit, self-assess, and for the teacher to grade. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Students will work together to write a script and produce a movie that shows the "true" meaning of __The Taming of the Shrew.__
 * Role:** Students will be actors trying to land a role alongside Kenneth Branagh.
 * Audience:** A panel of Hollywood movie critic appointed by Kenneth Branagh.
 * Situation:** The winners of the competition will be flown to Hollywood and will star in a re-imagining of __The Taming of the Shrew.__
 * Product/Presentation:** Students will present their work in the form of a film and will also submit a script.
 * Standards (Criteria from both rubrics - product and presentation):** Presentation Rubric: Content 25%, Preparedness 10%, Comprehension 25%, Enthusiasm 10%, Stays on Topic 15%, Collaboration with Peers 15% iMovie Rubric: Content 25%, Attractiveness 10%, Presentation 15%, Workload 15%, Script/Storyboard 25%, Originality 10% ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Comic Life- Students will create a comic to learn the importance of sequence and scene structure.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-Assessment- In the Think-Ink-Pair-Share activity students will explore their current understanding of plot sequence, scene structure, word meaning, and perspective as they apply to meaning.

//**What understandings/goals will be assessed through this task?**// **(G)** Craft and Structure 4,5,6 ||
 * **Understanding** || **Goal (MLR)** ||
 * •word meaning (both connotative and figurative) impact all aspects of a literary work || •CCSS- English Literature

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 Taming of the Shrew__ || •Interpretation and meaning ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Kenneth Branagh and his panel of appointed Hollywood critics are looking for the next great Shakespearian actor. Actors from across the country will submit videos of a scene from __The Taming of the Shrew__, which they have converted to modern English, in order to show their understanding of the play. Here you will take on the role of an actor and create your own interpretation of a scene from the play. The winners will be flown to Hollywood and will have the opportunity to act alongside the great Kenneth Branagh in a re-imagining of __The Taming of the Shrew__. ||

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

//**By what criteria will student products/performances be evaluated?**// •Attractiveness 10% •Presentation 15% •Workload 15% •Script 25% •Originality 10% || •Content 25% •Preparedness 10% •Comprehension 25% •Enthusiasm 10% •Stays on Topic 15% •Collaboration with peers 15% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**