S2+DePue+Margaux

toc =Stage 2 Determine Acceptable Evidence.=


 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: For students to understand the concept of a dystopian novel and how the society in Brave New World allows us to reflect on our own society today. Also, students will be able to explore certain themes in the novel by examining the values of their own society and comparing it with those of the society in Brave New World.

Role: Students are the founders of a new society in Northern Maine are finding ways to convince others to become citizens in their society. They must roughly structure a society with values, beliefs, goals, and jobs for future citizens and compare this to the society in Brave New World. They must also keep in mind the needs and wants of the possible citizens- how will they get the citizens to move and remain there?

Audience: Since the population is so high and resources are so low in Southern Maine, students must choose one of the new societies in Northern Maine to become a citizen of. They will be living here for a significantly long time, so they must choose the one that would most meet their needs and interests.

Situation: Resources are running low in Southern Maine, so several new societies have been created in Northern Maine and students must choose where they would like to live.

Product/Presentation: Students must use iMovie to create propaganda that convinces the citizens of Southern Maine to join one of their societies in Northern Maine. They must find creative ways to compare and contrast their society to that of the one in Brave New World as well as how the values and beliefs of their societies differ or are similar to that of Brave New World. Students will then have a debate about why their society is the best for the needs and wants of their possible citizens and how these societies compare/contrast with that of the society in Brave New World.

Standards (criteria from both rubrics): Movie: Teamwork, Professionalism, Content, Clarity, Creativity, Script Presentation: Content, Clarity, Interaction, Preparation, Courtesy, Enthusiasm || •Digital Portfolio; Travel drive with examples of work over the course of the semester •Term Paper: Thesis paper about what they have read over the course of the semester || •Blogs; Students will journal online as they read Brave New World about ideas, themes, conflicts and imagery found in the novel and use this information for projects as well as reflection to see how they develop analyzing skills over the course of the semester •Student rubrics; short rubrics for everyone to evaluate projects in class, using a simple 1-5 scale (one meaning "needs improvement" and five meaning best work quality). || =Assessment Task Blue Print=
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * •Blogs; Daily writing responses to prompts given in class
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Pre-assessment: Students will have a writing assessment consisting of a take-home essay with a poem/ piece of short literature and a prompt and it will be discussed in class the next day, not graded

//**What understandings/goals will be assessed through this task?**// **(G)** Students read text within a grade appropriate span of text complexity and present analyses of fiction using excerpts from texts to defend their assertions. ||
 * Understanding || Goal (MLR) ||
 * •e.) Recognize themes that are explicitly stated in the text to aid comprehension || •MLR: English Language Arts- A2 Reading Literary Texts

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 ||
 * •Exploring literary themes in and analyzing them based on textual evidence. || •Understand the genre and concepts of dystopian novels (why are dystopian novels written and what are their purposes for their audiences?). ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Resources, jobs and space are running VERY low in Southern Maine, so the state is opening up territory in the Northern Woods for development. You are one of the founders of a new society and will create a 2-3 minute movie on iMovie trying to recruit others to become citizens in your new utopia. Your goal is to recruit as many new citizens as possible, so think about what kinds of jobs, activities and other characteristics will attract the most people. As the founders, you will need to ask yourselves what values and beliefs your society will have and ask yourselves guiding questions such as “How will we meet the needs and desires of our citizens?” or “How do we want to control/govern our citizens?” and “How can we keep our utopia from being transformed into a dystopia?” The founders of each society will present their propaganda to prospective citizens at an informational meeting and a discussion will be held am about why theirs is the most effective or appealing, NOT over which society is “the best.” They will also discuss these similarities and differences between their societies and that of Brave New World and how their utopias could be transformed into dystopias. ||

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

//**By what criteria will student products/performances be evaluated?**// •Professionalism •Content •Clarity •Creativity •Script || •Facts/Evidence •Clarity/Understanding •Information •Preparation •Courtesy •Enthusiasm ||
 * Product Criteria || Presentation Criteria ||
 * •Teamwork
 * 2004 ASCD and Grant Wiggins and Jay McTighe**