S2+Simoneau+Andrea

toc =Stage 2 Determine Acceptable Evidence.=

Role: Students will be either a member of the House of Valois or of House of Plantagenet. Audience: The studio audience and their YouTube audience. Situation: House of Valois and House of Plantagenet on "The Jerry Springer Show." Product/Presentation: A presentation that will be performed in front of a live audience as well as a video that will be posted on YouTube for the YouTube audience to vote on. Standards (criteria from both rubrics): Understanding of topic, Information, Organization, Rebuttal, Enthusiasm, Respect for Other Team, Questions, Participation, Character || •students will also produce a song or rap: Students will tell the story of the Hundred Years' War from beginning to end in a rap or a song or even a poem. •end of unit test covering chronology of Hundred Years' War and big concepts discussed in class, such as tradition vs. innovation. || •Reflection paper: a short writing assignment reflecting on interesting things they learned about their role in our Houses of Valois and Plantagenet on Springer project and about the other side, and how what lessons they learned in the course of the unit can be applied to modern life. • || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Gain a thorough understanding of the cause of the Hundred Years' War. Students' immediate goal is to sway the audience (both studio and Internet) to root for their side.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * •class discussions: Teacher leads discussions, teaching new content, and all the while floor is open for class discussion on the matters being taught.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •pre-assessment quiz: What existing knowledge do students have about the Hundred Years' War?

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (MLR) ||
 * •Students will understand both sides of the succession conflict that led to the Hundred Years' War || •E1 ||

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 thorough understanding of the root of the conflict leading to the Hundred Years' War || •Thorough understanding of the points that each side made during that conflict, and how the interaction of those points, as well as outside forces that contributed to the outbreak of the war. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * You are a member of the House of Valois or the House of Plantagenet. You are currently in conflict with the other house over who should ascend to the throne of France. In the middle of your argument, you are transported to the present day (somehow) and find yourself on the set of "The Jerry Springer Show." You agree with the other house to appear on "Springer". Your house, thinking ahead to the possibility of war between France and England, decides to try to sway the audience to their point of view, in hopes of gaining recruits, or at least support. Undoubtedly the other house is thinking the same thing, so you prepare for a debate between yourselves and the other house, to be held in front of a live studio audience and broadcast on YouTube. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •YouTube video || •Debate on "The Jerry Springer Show" in front of a live audience and an Internet audience. ||

//**By what criteria will student products/performances be evaluated?**// •Information •Organization •Rebuttal •Articulation •Polish || •Enthusiasm •Respect for other team •Questions •Participation •Character •Evidence of preparation ||
 * Product Criteria || Presentation Criteria ||
 * •Understanding the topic
 * 2004 ASCD and Grant Wiggins and Jay McTighe**