S2+Rodrigue,+Cassandra

=Stage 2 - Determine Acceptable Evidence.=

Oral Presentation: Preparation 20%, Speaks Clearly 20%, Listens to others 5%, Content 25%, Posture & Eye Contact 10%, Enthusiasm 20% Podcast Product: Content 25%, Delivery 15%, Dialogue 10%, Effects 20%, Grammar 10%, Originality 20% || •IMovie: Groups will create a script and video tape their script. When they are editing the movie they will add subtitles that show the grammar used. They will focus on their audience when writing the script. •GarageBand: Students will make a podcast from the audiences point of view that ells classmates what they want to hear/ what they can read/ etc. Each gets a different audience type. •E-Book: Use the grammar we learned in class and the edits of peers to have a final short story we can turn into an E-book. •Wiki- Journey: Put their rough drafts on the wiki page and correct four people's essays (assigned). •WebQuest: http://imet.csus.edu/imet5/koreen/imetsites/282/student/task.htm They will complete this WebQuest focusing on their own reoccurring Mechanical Errors. || • Self-Correct essays with new Found Knowledge • Write the dialogue you will use in the podcast and peer edit for mistakes or weaknesses. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** The students will be able to utilize grammar rules to better their literature and critique the work of others.
 * Role:** The students will be a member of the Maine Farmers' Bureau. They are losing all of their crops, so they are making an effort to change that.
 * Audience:** Students are addressing the other members of the Farmers Bureau and Governor Garfield.
 * Situation:** Governor Garfield is destroying all of the vegetable crops. He is taking away your life's work and main income. Your neighbor has convinced you to fight back. He thinks that using Garfield's badly written letter as a weapon and broadcasting over the radio and internet would help your cause.
 * Product/Presentation:** A radio show announcing your response to Governor Garfield and to your fellow farmers.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Blog: Students will demonstrate proper sentence and paragraph structure by writing paragraphs in their blogs.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment: Review Common Grammar Errors and take a small quiz utilizing the mechanics.

//**What understandings/goals will be assessed through this task?**// **(G)** • Communication requires proper sentence and paragraph structure || •MLR English D2 ||
 * **Understanding** || **Goal (MLR)** ||
 * • There are many mechanical errors commonly made.

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** ||
 * • Punctuation || • Formatting ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You are a member of the Maine Farmer Bureau. Maine has elected a new Governor, Governor Garfield. His first act in office was to put in motion of plowing down all the vegetable crops in Maine and replace them with sugar cane and maple trees. Your land is great for corn, however you don't think you could support the new agricultural products. He has written a letter to all farmers demanding that they plow down their crops and plant either sugar can or maple trees. You are flabbergasted; your neighbor has decided to fight back and wants you to help. Your life's work is dependent on convincing Governor Garfield to change his mind or to convince the public to vote against Garfield's proposition. There will be a meeting with the rest of the Maine Farmer Bureau members and Governor Garfield will be there. You will present your position to everyone who comes. ||

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

//**By what criteria will student products/performances be evaluated?**// •Mechanics 10% •Originality 20% •content 25% •Dialogue 20% •Effects 10% || •Speaks Clearly 20% •Preparedness 25% •Listens to other Presentations 5% •content 30% •Posture and Eye Contact 10% •Enthusiasm 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Delivery 15%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**