S2+Mourkas+Margaret

=Stage 2 Determine Acceptable Evidence.=

__Presentation (Oral):__ Speaks Clearly, Enthusiasm, Purpose/Focus, Accuracy, Posture/Eye Contact, Duration __Product (iMovie):__ Script, Teamwork, Equipment Preparation, Concept, Creativity, Clarity/Viewing Quality || • **Letters:** On a blog website students are going to write letters from one of the book's characters to Paul or Norman. These letters are going to be written in the point of view of the student's assigned character. The letters will be a written as a reaction to a pre-determined set of events. When all of the letters are written then the students will write 2 or 3 letters where they will respond to the opposite brother's letters still in character. • **Work Samples:** GarageBand interview, wikispace, SmartBoard project, 2 ComicLife • **iMovie:** Students are going to take on the role of a segment producer for the station //Angler Angst//. They will create a 5-10 minute imovie that overviews Paul's life and comes to a conclusion as to whether their station feels as if Paul deserved the ending he received. || • **K-W-L:** Pre-assessment to unit with a section for what the students want to learn. Then after the unit the students will fill out another survey that acts as a follow up to the unit. • **Blogs:** After each chapter students will write an abstract and reflection for each reading. =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * **Goal:** To determine whether or not Paul deserved the ending he received.
 * Role:** A news anchor and segment producer for a television program.
 * Audience:** Representatives from //Angler Angst// and the viewers of //Angler Angst.//
 * Situation:** Anchoring and producing an "Entertainment Special" over viewing Paul's life and somehow include if your station thinks he deserved his ending.
 * Product/Presentation:** Students will create an iMovie presentation in order to visualize their newscast. They will also need to develop a full script for their movie.
 * Standards (criteria from both rubrics):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • **Quizes:** 3 quizzes, one after each set of readings assigned. 5-10 assorted questions on the quiz about the section of reading to make sure the students read the assigned section.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • **Check-list:** Students will complete a checklist of all accomplished steps described on the handout. At the end of the checklist there will be a space for the students to write a small paragraph to reflect on the production process. This will be done for every lesson's major assignment.
 * • Peer Assessments:** Students are going to assess their peers blogs and comment on them. ||

//**What understandings/goals will be assessed through this task?**// **(G)** A Reading A2 Literary Texts ||
 * Understanding || Goal (MLR) ||
 * • The characters are all "silently" working together to resolve the conflict || • Maine Learning Result

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 Idea || Big Idea ||
 * • A River Runs Through It || • Character Analysis ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Following the recent death of Paul Maclean, //Angler Angst// has decided to do a special segment on Paul's life. However, the station has found themselves shorthanded as far as segment producers go. Due to this issue they have opened their doors to the local high school students to act as a fill in segment producer. Students are to produce a segment that outlines Paul's life and the major events that happened in it. Students are also asked to explain Paul's death and state whether or not they think that Paul deserved his ending. The latter should be done in a creative manner instead of just stating yes or no. Students will submit their iMovie presentation to the representatives from //Angler Angst// who will be reviewing all the entries. The representatives will then collectively choose the iMovie that they feel meets all the requirements that have been previously given to the students via a handout. The winner will have their segment aired on //Angler Angst//, will receive a job working as a part-time producer at //Angler Angst,// and will also be able to go to the college of their choice with all expenses, including books and room and board, paid for. ||

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

//**By what criteria will student products/performances be evaluated?**// • Teamwork - 20% • Equipment Preparation - 10% • Concept - 10% • Creativity - 20% • Clarity/Viewing Quality - 20% || • Speaks Clearly - 10% • Enthusiasm - 20% • Purpose/Focus - 20% • Accuracy - 25% • Posture/Eye Contact - 5% • Duration - 20% ||
 * Product Criteria || Presentation Criteria ||
 * • Script - 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**