S2+Jones,+Timothy

=Stage 2 - Determine Acceptable Evidence.=

• I-Movie: Students will create a 60 Minutes style interview with Atticus Finch about his feelings and demeanor before and after the case. • Comic Life: Students will create a Comic Life accurately depicting a scene where overarching themes of the book are evident. • Brochure: (Microsoft) Students will create a brochure stating the pros and cons of Jem and Scout being exposed and interacting with Boo Radley. • Garage Band: Students will create a podcast describing the major themes of the book and their affects on major characters and the plotline. || • Pre-assessment: Students will receive a pre-assessment to show their knowledge of the time period in //To Kill a Mockingbird.// • Journal Entries: Students will make daily entries into a journal answering specific questions and reflecting on the chapter itself. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Effectively report on the Tom Robinson case.
 * Role:** You are part of a team of reporters sent by the New York Times to cover the Tom Robinson case.
 * Audience:** You will be reporting to the New York Times followers and people across the nation interested in the Tom Robinson case.
 * Situation:** While the Tom Robinson case rages on, the New York Times is slowly losing money by not integrating the latest technology into their reportings. In an effort to raise their revenue and gain new support, the Times has sent you and your team to cover the Robinson case and to create a website with live videos, updates and still frames to help give the viewers an inside look at the case.
 * Product/Presentation:** Students will ultimately construct a Wiki page with play-by-play results of the Robinson case with streaming videos and graphics.
 * Standards (Criteria from both rubrics - product and presentation):** The Wiki page will be graded on: presentation, use of multi sensory tools, requirements are met, originality, content, organization, spelling and grammar and teamwork. The Presentation will be graded on: comprehension, preparedness, group input, content, staying on topic and collaboration with peers. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Blog: There will be a class blog students will discuss on daily, every student will be required to enter one entry of their own as well as responding to another classmates blog entry.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Class debate: An in-class debate will occur almost daily to discuss major themes of the book and their effects on the characters and plotline.

//**What understandings/goals will be assessed through this task?**// **(G)** • Mystery characters in a book can be both positive and negative for characters || • Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts d. Evaluate the theme or themes, whether explicitly stated or implied in a literary text. ||
 * **Understanding** || **Goal (MLR)** ||
 * • Racial inequality can severely affect a characters moral values

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** ||
 * • //To Kill a Mockingbird// || • Themes portrayed throughout the book. ||

//**Through what authentic performance task will students demonstrate understandings?**// You are an up and coming journalist who has just been hired by the New York Times. After months of covering boring stories you've finally gotten your big break! The Times has asked you and your team (of 3-4 members) to chronicle the events of the controversial Tom Robinson case as it unfolds. They have picked you and your team due to your ability to creatively report the news to viewers using the latest technology. In an effort to gain more viewers and earn some money, the Times has asked you to cover the Robinson case via the internet by creating a Wiki page. The Wiki should include analyses of important events of the trial as they unfold, as well as using I-movie to create video interviews with important people such as Atticus Finch and Bob Ewell. Comic Life graphics are also a must in order to truly convey the feelings within the courtroom. ||
 * **Task Description:** **(T)**

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

//**By what criteria will student products/performances be evaluated?**// • Attractiveness • Requirements • Originality • Content • Organization || • Comprehension • Preparedness • Speaks Clearly • Content • Stays on Topic • Collaboration with Peers ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Presentation
 * 2004 ASCD and Grant Wiggins and Jay McTighe**