S2+Audy+Melissa

toc =Stage 2 Determine Acceptable Evidence.=

Role: An aspiring screenplay writer, who has been asked to demonstrate his/her knowledge of themes and character development in //Weetzie Bat,// in order to become the writer for the entire TV series. Audience: The ABC Family Network television show producers are asking to see a short film that targets young adults, and convinces them that the writer is such an expert on the themes and characters in //Weetzie Bat// that he/she can write an entire subplot that fits along with the novel well. Situation: The writer is placed in a scriptwriting/film contest in which he/she must prove mastery of themes and character development through creating an iMovie film. Product/Presentation: A ten minute preview film, including monologues, will be produced and presented to demonstrate a deep understanding of literary themes and character development. Standards (criteria from both rubrics): Content (of film), Presentation, Attractiveness, Requirements, Originality, Workload, Content (of presentation), Comprehension, Stays on Topic, Preparedness, Enthusiasm, Speaks Clearly || • Students will create a recording in Garage Band of a reading of something they have written to emphasize and explore several literary devices. • Students will select a certain passage from the novel, and write a blog entry discussing the style, and tone used within the passage and how they personally reacted to the passage. • Students will write blog entries in which they will create a distinct voice, strongly developed as Francesca Lia Block's is in Weetzie Bat, and will comment on others' blogs, giving feedback on the authenticity and effect of their peer’s writing. • Students will create a digital story through Comic Life depicting a conflict which represents one of the four classic literary conflicts. They will post their comics to the class wiki. They will write a brief paragraph on which conflict they represented, and how it relates to a conflict in Weetzie Bat, which they will hand in to me. • Students will write two short stories—the same story, but one in first-person and one in third-person. They will use iMovie to film the telling of each story. || •A journal in which students take five minutes each class to record their understanding of the material being covered prior to the actual lesson covering the material. •Students will use a rubric. They will use this rubric to critique and give feedback to peers' presentations.. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Create a short film based on //Weetzie Bat// which demonstrates a deep understanding of the literary themes and character development present in the novel.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Students will create a Comic Life product telling a story which conveys a central theme similar to a theme found in Weetzie Bat. They will write up a brief paragraph along with the product which describes what the central theme is in their product and how it was conveyed. They will then relate it to a theme in Weetzie Bat, providing specific examples from the text that will establish a connection.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •A pre-assessment prompt, written in student's journals, answering the question: What is a literary theme?

//**What understandings/goals will be assessed through this task?**// **(G)** A. Reading A2. Literary Texts d. Evaluate the theme or themes, whether explicitly stated or implied, in a literary text. ||
 * Understanding || Goal (MLR) ||
 * •Character development and conflict can help convey a theme within a literary text. Weetzie's dream of finding "happily-ever-after" is used as a vehicle within the text to introduce deeper themes. || •Maine Learning Results: English Language Arts

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 ||
 * •Students will demonstrate an understanding of literary themes, and the ability to identify and evaluate them. || • Students will demonstrate an understanding of character development, and how it is essential to the plot of the story. They will explore the way in which character development affects the presentation of literary themes. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * The //ABC Family// television network has decided to launch a new TV series based on the characters and themes in //Weetzie Bat.// The show will not be based on the plot of the novel, though it may contain some events which take place in the novel. The show will rather create a subplot to the novel, telling stories using similar themes and accurate character portrayal. You, an aspiring screenplay writer, have been chosen, among other competitors, to write and film either a brief episode or an extended trailer, demonstrating your expertise on the character development and literary themes found within //Weetzie Bat.// You are to convince the ABC production team that you understand the characters and themes far better than anyone else could--so well that you are the only person, aside from the author, Francesca Lia Block, who could accurately write all of the episodes for the entire TV series. ||

//**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?**// •Comprehension 20% •Stays on Topic 10% •Preparedness 10% •Enthusiasm 10% •Speaks Clearly 10% || •Content 35% •Presentation 15% •Attractiveness 15% •Requirements 15% •Originality 15% •Workload 5% ||
 * Product Criteria || Presentation Criteria ||
 * •Content 40%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**