S2+Lawson,+Michael

=Stage 2 - Determine Acceptable Evidence.=


 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Students will write an article and record a interview (podcast) covering the actions and life of one of the many media figures of the 1920's.
 * Role:** Students must assume the role of a journalist for the //New York Times.//
 * Audience:** Students will present their article to board members of the //New York Times//, who will select one male and one female figure out of the articles for the **front page story** entitled "The Dame and Daddy of the Decade".
 * Situation:** Students will have to apply their knowledge of the 1920's. Finding out what information and the public is interested in will make the board members decision much easier.
 * Product/Presentation:** Students will read their article and play their interview in front of the board members (classmates) who will vote on which Dame or Daddy was the real figure heads of the 1920's.
 * Standards (Criteria from both rubrics - product and presentation):** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Wiki Space- Students reflect upon interesting points they learned about from lecture, class discussion, and reading.

• iMovie- Students create a movie depicting them as an important figure from the 1920's. "A day in the life of."

• Comic Life- Create a compare and contrast from the 1920's and today using colors and themes to determine which pictures are from then and now. One slide could be in black and white showing dancers from the 1920's and then a picture next to it in color showing people dancing now.

• Blogs- Students keep a blog of their days in the point of view of someone in the 1920's. Students would use the terminology of the time to create an authentic 1920's journal. Blogs will be read periodically by me and comments and feedback will be left.

• Podcast- Students could be in teams and create a radio show playing 1 or 2 songs from the 20's and talking about any important events that they find interesting, making sure to mention the correct date correlating to their event at the beginning of their show.

• Quizzes- Students will be given weekly quiz questions covering general material covered in reading and in class. Groups of two will be formed and studnets will answer questions by posting them on the classes wikispace. Quizzes will only be graded as feedback to see where students are and how they are doing. || •Reflection: Students keep a running blog recording what they've learned and what they think about the project and the unit in general. •Self-Assessment: Student will be assessed on their product in class by their classmates after the presentation, and by the teacher with a rubric. || =Assessment Task Blue Print=
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-Assessment: In class writing period. Explaining what student knows about the topic at hand.

//**What understandings/goals will be assessed through this task?**// **(G)** E. History Grades: 6-8 E1: Historical knowledge, concepts, themes and patterns. ||
 * **Understanding** || **Goal (MLR)** ||
 * • The 1920's was the most influential decades of the past century. || • MLR: Social Studies.

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** ||
 * •1920's Prosperity and Problems || •Change in economic and social patterns and trends through government actions and the post-war way of life. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * It's the 1920's and the most exciting decade in recent history is about to kickoff with an explosion of fabulous parties and cool new lingo. There are celebrities everywhere, on the baseball field, on screen, or even flying over us in their planes. As an up and coming journalist for the //New York Times// you must choose a celebrity that you think is worth of the title "Dame or Daddy of the 1920's". You must pull out all the stops to not only write an article covering the actions of your media figure during the decade, but also get an interview with them. Record your interview as a podcast in Garage Band so it can be heard in class. After you compile all of your resources you, and your colleagues will read your article, and present your interview through a podcast to the board members of the //New York Times// to see which Dame and Daddy get chosen for the front page of next weeks issue. ||

//**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?**//
 * **Product Criteria** || **Presentation Criteria** ||
 * * Content 25%
 * Preparedness 25%
 * Quality 15%
 * Originality 15%
 * Peer Evaluation 10%
 * Time Limit 10% || * Preparedness 30%
 * Enthusiasm 20%
 * Comprehension 20%
 * Posture/Similarity 10%
 * Vocabulary 10%
 * TIme Limit 10% ||
 * 2004 ASCD and Grant Wiggins and Jay McTighe**