S2+Daigle,+Joshua

=Stage 2 - Determine Acceptable Evidence.=

Product: Attractiveness of news article 10%, Requirements of project 30%, Content 25%, Organization 10%, Originality 10%, Mechanics 15% Presentation: Preparedness 25%, Content 20%, Comprehension 30%, Collaboration 10%, Enthusiasm 10%, Eye contact 5% || • Students will create a blog that will discuss and allow for comments regarding the contributions of the Franco-American's in Maine. • Students will develop a Wikispace containing a news article on the history of Franco-Americans in the surrounding communities. • Students will create a web page outlining the political perspectives of Native Americans throughout the United States. • Students will use a webquest to help understand and analyze the intricacies of Maine politics and cultures. • Students will make an iMovie through conducting interviews with members of the community regarding the impact economically and otherwise of the immigration of Somalis to Maine. || • I will add pop quizzes throughout the unit that outline major topics and include open response questions to see what the students really know. • I will organize small group discussions where information is gathered by all members of the "team" and reported out to the rest of the class to be sure all students are on track. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** To gather information on the historic significance of Franco-Americans in Maine.
 * Role:** You are a news reporter for the local Sun Journal, writing an article on the history of Franco-Americans in Maine for your next big news column.
 * Audience:** All subscribers to the local newspaper, and anyone with internet access that will view the article from the paper's website.
 * Situation:** Dealing with community members through interview to gather critical information, along with conducting personal research on the topic.
 * Product/Presentation:** You will create a Wikispace as a format for "publishing" your article. You will also create an audio recording of the interview and make a digital file using Garageband to post in on the newspaper's website.
 * Standards (Criteria from both rubrics - product and presentation):** You will present the research you found about how Franco-American's helped economy in Maine flourish.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Students will use Google Earth to view historic and present day locations of Native American reservations.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • I will lead a class discussion to reflect on the topic and ask questions to assure all of the students are on the same page.

//**What understandings/goals will be assessed through this task?**// **(G)** Social Studies B3 ||
 * **Understanding** || **Goal (MLR)** ||
 * • The Franco-American base is one of the major cultural contributors in the state. || • MLR

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 Ideas** || **Big Ideas** ||
 * • Immigration || • Work ethic ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You are a news reporter for the local Sun Journal gathering information on the history of Franco-Americans in Maine for your next big news article. Along with conducting personal research on the topic, you are to conduct an interview with a member of the community who worked in the mills/shoe shops/etc. to get a personal understanding of what life for those families was like and how they were a big part of Maine's industrial boom during that period of time. You will take your research and transform it into an informative piece about this rarely discussed time in Maine's history by publishing your news article and the audio recording on a Wiki. Through this you will interest and educate community members on the cultural history of their town and form a general appreciation for local history. ||

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

//**By what criteria will student products/performances be evaluated?**// • Requirements of project 30% • Content 25% • Organization 10% • Originality 10% • Mechanics 15% || • Preparedness 25% • Content 20% • Comprehension 30% • Collaboration with peers 10% • Enthusiasm 10% • Posture/eye contact 5% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Attractiveness of news article 10%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**