S2+Brouse,+Cara

=Stage 2 - Determine Acceptable Evidence.=

// •Using glogster, show the figurative language and literary devices that are used in a text from The Romantic Period. •Analyze, compare, and contrast texts from The Romantic Period using a discussion board on wiki (the texts for discussion will be given). • // // Using MySpace, the students will role-play that they are a poet or a person living during The Romantic Period. // //Using My Space, the students will role-play that they are a poet or a person living during The Romantic Period.// **Student Self-Assessment and Reflection** •Student posts their understandings and misunderstandings in a blog. •Student answers a "big idea" question at the end of each lesson. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * // Goal: //**// The students will be put in groups of three. In these groups, the students are to pick a text from The Romantic Period (fiction, poetry, drama, etc...one of interest!). The students must think of either a song that uses common themes and/or writing styles/techniques or think of a musician who they feel would write a great song based off of the chosen text.
 * Role:** An unemployed musical director of films looking for work (and money!).
 * Audience:** The director of the film.
 * Situation:** A film adaptation is being made of a text from The Romantic Period. You've been chosen to create the soundtrack by either picking songs which have already been written or by finding a musician/band who you feel would write the perfect song for the film.
 * Product/Presentation:** The student must create a short movie (using imovie or window movie maker) showing why they made their choice to "sell" their idea to the film director. They will have a chance to verbally explain their musical choice to the director prior to showing the movie or after showing the movie (whichever they feel would help them to explain their movie best).
 * Standards (Criteria from both rubrics - product and presentation):** **Product:** Content, attractiveness, originality/creativity, credits, planning, images and/or video. **Presentation** Posture and eye contact, listens to other presentations, enthusiasm, preparedness, evaluates peers, and content justification. //
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * **Other Evidence** **(OE)** ||
 * **Self-Assessment** **(SA)** ||
 * •Short (non-graded) quizzes

//**What understandings/goals will be assessed through this task?**// **(G)** The audience impacts how and what an author writes. || •English Language Arts A2. Literary Texts D. Students read text, within a grade appropriate span of text complexity, and present analysis of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertion. ||
 * **Understanding** || **Goal (MLR)** ||
 * •The themes and ideas used during The Romantic Period and their origins.

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? Figurative language, style, voice, and other literary devices. ||
 * **Big Ideas** || **Big Ideas** ||
 * •The Romantic Period || •Themes and ideals: Imagination, the supernatural, the end of the French Revolution, focus of nature.

//**Through what authentic performance task will students demonstrate understandings?**// //A film adaptation is being made of a text from The Romantic Period. You and your partner are musical directors and have been chosen to create the soundtrack from this film. To do this, you and your partners can use a song that has already been written or find a musician/band who you feel would make a great song for this song. Remember, songs that are used for soundtracks generally have the same themes, ideals, literary structuring, and tone as the scene that they are played during. To show your idea to the director, you will create a movie representing the similarities (in terms of writing, themes, and ideals) between a text from The Romantic Period (which you and your partners can choose yourselves) and the chosen song or musical artist. You can create a movie that involves moving text and/or pictures, a music video, etc. Be creative! Convince the director that your choice is perfect.//
 * **Task Description:** **(T)** ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * •Imovie or Windows Movie Maker || •Oral Presentation ||

//**By what criteria will student products/performances be evaluated?**// // •Content (representation of common themes and styles) •Attractiveness of movie •Originality/Creativity •Credits •Planning/Storyboard •Images and/or video // // •Posture and Eye Contact •Listens to Other Presentations •Enthusiasm •Preparedness •Evaluates Peers // // •Content (detail, cover what isn't represented in the movie) //
 * **Product Criteria** || **Presentation Criteria** ||
 * 2004 ASCD and Grant Wiggins and Jay McTighe**