S2+Martel+Elizabeth

=Stage 2 Determine Acceptable Evidence.=

• Role: Students will take the role of not only an actor but choose one of the following: director, cinematographer, writer, or manager within their own groups. They will also become a contestant in Fox TV's contest inspired by F. Scott Fitzgerald's book, "The Great Gatsby". • Audience: The other students within the classroom will be representing a panel of judges associated with F. Scott Fitzgerald and Fox TV. They will view the final product along with the author of the book and Fox TV and rate the projects in order to determine a winner. • Situation: Students are trying to persuade Fox TV and the author, F. Scott Fitzgerald, that their alternate ending is the best one and therefore should not only win the contest but should be the idea for the new TV show. • Products: A printed version of their chapter as well as a digital performance or product of their ending. Students will then create a digital presence online (a class wiki for example) for others to view the final product. • Standards: Rubrics will be created to evaluate their digital presentation as well as their script for their ending. 1.) A multimedia project rubric evaluating the concept, teamwork, content, organization, preparedness, and speech. 2.) A script rubric evaluating the content, MUGS (mechanics, usage, grammar, spelling), evidence/examples, organization, and creativity. || • Class Discussion: Students will be discussing various topics related to the pieces of material at hand. • Blogs and Wikis: Students will be asked to post findings, research, and personal opinions and ideas throughout the course. • ComicLife: Students will take on the role of the author and then choose an event or scene from the book and create an alternate using ComicLife. Students will also portray this within a writing sample of how the book has now changed or been affected. • Quiz: Students will be quizzed over the vocabulary within the book as well as the meanings of the different literary devices used. They will also be creating their own vocabulary quiz. • PowerPoint: Students will write a story about one of their own personal life experiences, similar to a character in the book. They will then turn this story into a PowerPoint/digital presentation and post/link it to the class wiki. • GarageBand: Students will create an audio clip using GarageBand to describe and inform others about the different themes in their favorite book. ||
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * • Goal: Students will analyze and understand the vocabulary, setting, themes, symbols, literary devices and characters in "The Great Gatsby". They will then be able to create a fun and interesting contest convincing the author their alternate ending is the best.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * //Other Evidence **(OE)**// ||

· Students will keep a journal/blog about each chapter and reflect on how they view that individual chapter as well as the book as a whole. · Students will keep a journal of what work has been completed for each day and then reflect upon that work. || =Assessment Task Blue Print=
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * · Pre-assessments will be taken to determine their knowledge of vocabulary and content of the book

//**What understandings/goals will be assessed through this task?**// **(G)** > (Secondary) A2 Literary Texts ||
 * Understanding || Goal (MLR) ||
 * * Every piece of literature has multiple meanings allowing for many different interpretations. || * Maine Learning Results: English Language Arts

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? || • Every piece of literature has multiple meanings allowing for many different interpretations. ||
 * Big Idea || Big Idea ||
 * · Analysis of their literary work

//**Through what authentic performance task will students demonstrate understandings?**// Fox TV wants to create a new TV show inspired by "The Great Gatsby". However they do not like the ending of the book as written by F. Scott Fitzgerald. Fox and F. Scott Fitzgerald have decided to hold a contest for submissions as to ideas about the new TV show. You will take on the role of a contestant and create an alternate ending to the book as your contest entry. You must work with your group to illustrate and continue the themes, plot and setting from the book. However how the book ends and even continues from there is in your own hands. Through your role of a writer you will write a script for this TV show/ alternate ending of the book and then demonstrate this script through a performance, this will be your contest entry. Then as a director, cinematographer, or manager you will work with your group to compile a multimedia presentation, you will film this final product. You need to convince not just the class but more importantly Fox TV and F. Scott Fitzgerald that not only is your ending and idea for the TV show the best choice but the winner. ||
 * //**Task Description:**// **(T)** ||
 * You have read "The Great Gatsby", discussed it in class, analyzed the text, and have heard what other classmates had to say about these topics. Now you must combine all of your knowledge into this multimedia project/presentation. You must take on the role of not only a writer and actor but either a director, a cinematographer, or a manager as well as a contestant.

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

//**By what criteria will student products/performances be evaluated?**// · Content (30%) · MUGS (mechanics, usage, grammar, spelling) (10%) · Evidence/examples (15%) · Organization (15%) · Creativity (15%) · Teamwork (15%)
 * Product Criteria || Presentation Criteria ||

|| · Concept (30%) · Teamwork (15%) · Content (25%) · Organization (10%) · Preparedness (10%) · Speak clearly (10%) ||
 * 2004 ASCD and Grant Wiggins and Jay McTighe**