S2+Fasulo,+Leanne

=Stage 2 - Determine Acceptable Evidence.=

•Google Docs: Write an essay for or against Hamlet becoming "mad" during the play. •iMovie: Perform scenes from Hamlet using actions described in the script. •Facebook: Make a Facebook page for each main character showing their importance and relationship to each other. •Wikispaces: Write a modern day short story using a theme from Hamlet. •Podcast: Debate your opinions about Hamlet using evidence from the text. || •Check for Understanding: Exit Ticket, Timed Pair Share, Take and Pass, Quick Writes, Pop It, Flag It •Timely Feed Back: Self Checklist, Peer Checklist, Teacher Rubric || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Your task is to create Facebook profiles for each of the main characters in Hamlet.
 * Role:** Your job is to become web designer and show Mark Zuckerberg your profiles will be the best ones to feature on the website.
 * Audience:** Your client is Mark Zuckerberg, the founder of Facebook.
 * Situation:** The context that you find yourself in is Zuckerberg wants to add profiles of literary characters on the site, and wants people other than his employees to create them.
 * Product/Presentation:** You will create a profile of every main character in Hamlet in order to show Zuckerberg why your profiles should be chosen.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Product:** content accuracy 30%, spelling and grammar 10%, learning of material 30%, layout 10%, work ethic 10%, interest 10%.
 * Presentation:** comprehension 20%, posture and eye contact 10%, time limit 10%, content 20%, preparedness 20%, entusiasm 20%. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Blogspot: Write a journal entry on each main character in first POV on what they have learned (or would have learned if they die in the play) at the end of the play.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre Assessment: Students will write down on paper what they know or think about the topic and then share them with a partner. After sharing with a partner their thoughts will be shared with the class.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •Shakespeare's choices on how he developed the play greatly impacted the work. || •CCSS, Reading, Literature, 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** ||
 * •Hamlet || • Theme, Plot, Characters ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Mark Zuckerberg is the founder of the most popular social networking site in the entire world, Facebook. Millions of people sign into the website everyday to learn more about their friends, and interest pages. It is the easiest way to share information, and learn about what someone is like or interested in. Zuckerberg is expanding his website to not only include real life people, but literary characters too. Students from around the globe will be able to search a character’s profile and learn all about them. Zuckerberg has opened up the project to students everywhere, and will feature the best profiles on the site. Our class has currently finished reading //Hamlet//, and will be entering into this exciting competition. Your goal is to create 3 different profiles and use the text (the actual play) to fill out the profile. Making up information will cause a profile to be disqualified from the contest. Make your profiles as creative and informational as possible to have the best chance of being chosen by Facebook. Get ready for the chance of a lifetime, and good luck! ||

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

//**By what criteria will student products/performances be evaluated?**// •spelling and grammar 10% •learning of material 30% •layout 10% •work ethic 10% •interest %10 || •comprehension 20% •posture and eye contact 10% •time limit 10% •content 20% •preparedness 20% •enthusiasm 20% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •content accuracy 30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**