S2+Brown+Ryanne

toc =Stage 2 Determine Acceptable Evidence.=

Role: You will be being interviewed for a position at the Boston Globe, a job that you have been working towards career wise. Audience: The parent company of the Boston Globe, The New York Times Company C.E.O Janet L. Robinson and a board of hiring executives. Situation: You have been invited for an interview at the Boston Globe, and must bring a narrative story modernized by a Type II technology to prove your up to date skills in journalism. Product/Presentation: Turn your fully developed narrative piece of writing into a digital story using a Type II technology. You will present this product for evaluation, and possibly a job offer! Standards (criteria from both rubrics): Your Presentation standards are Preparedness, Enthusiasm, Attire, Content, Introduction to Product, and Peer Evaluation. The standards for your Product are Awareness of Audience, Images, Economy, Following the Written Narrative, Interest Level, and Creative Elements. || • Storyboard: Before beginning their narratives, students will create visual storyboards to organize their ideas. • Narrative: Following the storyboard, students will create a fully developed piece of narrative writing. || • Pre-assessment: Students will take a quiz on vocab prior to receiving the words and definitions to determine their current understanding of the terms. • Product/Presentation Reflections: When the final product is finished students will reflect on their own presentations and on their fellow students' presentations. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Create a fully developed story that demonstrates understanding for narrative writing to present at your job interview.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Collage: Students will create feeling and tone through images in a collage, and then evaluate peer collages to analyze results.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Blogs: Students will post writing pieces that need work in a blog for self and peer assessments using checklists.

//**What understandings/goals will be assessed through this task?**// **(G)** complex ideas that demonstrate events of reflections. || • Maine Learning Results: English Language Arts B. Writing B2. Narrative writing ||
 * Understanding || Goal (MLR) ||
 * • Narratives should be developed enough to include

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 ||
 * • Narrative Writing || • Organizing Ideas ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * The Boston Globe has finally published their job openings in the paper, and to your surprise, your dream job is finally advertised! You have submitted your application promptly and received a phone call that set up a formal interview. The interviewers have requested that you bring a digital form of a piece of narrative writing to show your modernized skills in journalism.This presentation will be given in front of the C.E.O. of the Boston Globe's parent company, The New York Times Company: Janet L. Robinson! She will be accompanied by a board of hiring executives analyzing your work. These are the people you are striving to impress to have the opportunity to work for their company. Give them your best effort and they will give you the job! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * • Personal Narrative in the form of a digital story. || • Peer and teacher evaluated presentation in the form of a job interview. ||

//**By what criteria will student products/performances be evaluated?**// • Images (15%) • Economy (15%) • Following the Narrative (25%) • Interest Level (15%) • Creative Elements (15%) || • Preparedness (20%) • Enthusiasm (10%) • Attire (10%) • Content (30%) • Introduction to Product (20%) • Evaluates Peers (10%) ||
 * Product Criteria || Presentation Criteria ||
 * • Awareness of Audience (15%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**