S2+Coombs+Kayla

=Stage 2 Determine Acceptable Evidence.=


 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: The goal is to create a story based on the knowledge about novel development that you have gathered from the unit. You will create an E-book with music to accommodate the literary devices that are present.

Role: You are an author of a book, and you will work in teams of two to create one successful story with music to accompany the literary devices present in your story.

Audience: You will present your book with the music selections to accommodate your literary devices to your boss.

Situation: You have been selected by your boss to work with other employees to create a new product called music-accompanied e-books.

Product/Presentation: You will do an oral presentation where you present your book and music selections.

Standards: For the story writing the following are criteria: requirements, action, creativity, spelling and punctuation, writing process, and characters. For the book presentation the following are criteria: preparedness, requirements, posture and eye contact, speaks clearly, enthusiasm, and attire. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Quizzes will be given after each major topic in the unit.

• Blog posts will be created to reflect on each major topic.

• A class wikispace will be devised to demonstrate overall understandings of the unit.

• Students will demonstrate how they have learned the ways the author has used literary devices by creating a newscast using iMovie.

• Lessons will be created by the students to teach the class their knowledge of how events advance the plot. They will do a Powerpoint presentation.

• Students will make podcasts reading letters in which they have taken the role of Katherine Paterson to explain why they chose to use certain literary devices. ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Each student will reflect on their learnings through their blog postings done at least once a week.

• Students will do and receive peer feedback on their essays and drafts of their stories.

• Students will reflect on the unit by writing a letter for the teacher explaining what they learned, questions that were answered from the unit, and how they have grown. || =Assessment Task Blue Print=

//**What understandings/goals will be assessed through this task?**// **(G)** A 2 Literary Text ||
 * Understanding || Goal (MLR) ||
 * • Characterization techniques make the text through characters' thoughts, words, actions, etc. Jess's internal and external thoughts contribute to the significance of the text. || English Language Arts- A. Reading

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 ||
 * • Literary Devices || • Characterization Techniques ||

//**Through what authentic performance task will students demonstrate understandings?**// "A great novel is a kind of conversion experience. We come away from it changed.”- Katherine Paterson, author of __Bridge to Terabithia__ ||
 * //**Task Description:**// **(T)** ||
 * You work for Random House Inc. publishing company and have been presented the opportunity to work alongside other employees on a new product that will be music-accompanied e-books. Your task is to write a story and pick the most appropriate music to accommodate at least one literary device in the story. You must choose at least three songs for no less than two literary devices in order to complete this job. It will be up to your boss who has the most accommodating music, and if you win, you will receive a raise.

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * • E-book || • Oral Book Presentation/Reading ||

//**By what criteria will student products/performances be evaluated?**// • Action • Creativity • Characters • Spelling and Punctuation • Writing Process || • Preparedness • Posture and Eye Contact • Speaks Clearly • Enthusiasm • Time-Limit • Attire ||
 * Product Criteria || Presentation Criteria ||
 * • Requirements
 * 2004 ASCD and Grant Wiggins and Jay McTighe**