S2+Trautvetter+Jennifer

=Stage 2 Determine Acceptable Evidence.=


 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * **Goa**l: To research peer pressure in order to be an informed crisis hotline staff member.
 * Role**: You volunteer for a crisis hotline.
 * Audience**: Those who seek help by calling the hotline (specifically characters from the book), and also the crisis center staff.
 * Situation**: You provide information and assistance to those in need.
 * Product/Presentation**: To create an iMovie presentation describing a specific pressure, how to avoid it, the signs and symptoms of someone who has been affected, and what you can do to help yourself if you have succumb to peer pressure.
 * Standards** (criteria from both rubrics):

Product
•Sound Setup 10% •Content 40% •Videography-Clarity 10% •Videography-Interest 10% •Teamwork 15% •Script 15%

Presentation
•Time-Limit 5% •Speaks Clearly 10% •Stays on Topic 10% •Preparedness 50% •Appropriateness 20% •Authenticity 5% || • a song incorporating alliteration using GarageBand. • a talk show with author as guest speaker using iMovie. • project for //Speak// using MuseumBox. • ComicLife that tells a story using vocabulary words. • blog bank using Blogger • webquest || • Blog about one thing you learned that you don't think you'll ever forget and why. • Peer and self reflections on presentations (blogged). || =Assessment Task Blue Print=
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • three 'pages' of an iMovie dictionary.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Capzles - reflect on movie screen shots.

//**What understandings/goals will be assessed through this task?**// **(G)** A1: Interconnected Elements: Comprehension, vocabulary, alphabetics, fluency. Grades 9-Diploma: //Speak// by Laurie Halse Anderson Students read and evaluate texts within a grade appropriate span of text complexity, by applying their knowledge and strategies of comprehension, vocabulary, alphabetics, and fluency. b: Demonstrate ownership of appropriate vocabulary effectively using a word in different contexts and for different purposes. ||
 * Understanding || Goal (MLR) ||
 * • Relating texts to your own life can help you understand both texts, and your life, better. || •Maine Learning Results: 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 Terms || • Text Analysis ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * You have just started volunteering for a local crisis center. Right now you're just learning the ropes, getting to know the staff, training to work the crisis hot line by researching and finding resources. So far, everything has been going okay, but then you are told by the director of the center, that they will be short staffed tonight and they need you to help answer calls. This is your big chance to prove to the staff that you've been researching how to handle any crisis. You still have a little time to keep researching what kinds of calls you might receive and how best to help the caller. You're confident that by tonight, no matter what the problem, you will be able to help any person who calls. The director, staff, and callers are counting on you! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •iMovie || •Visual and Oral Presentation ||

//**By what criteria will student products/performances be evaluated?**// •Content 40% •Videography-Clarity 10% •Videography-Interest 10% •Teamwork 15% •Script 15% || •Time-Limit 5% •Speaks Clearly 10% •Stays on Topic 10% •Preparedness 50% •Appropriateness 20% •Authenticity 5% ||
 * Product Criteria || Presentation Criteria ||
 * •Sound Setup 10%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**