S2+Kenison,+Alicia

=Stage 2 - Determine Acceptable Evidence.=

Presentation-reading your column in front of the Editor and other inspiring columnist (read, shown on film, or interactive). Podcast Rubric: Duration of presentation, Emotion, Points of View: Awareness of Audience, Voice-Conversational Style, Economy, and Soundtrack-Originality. || • Comiclife: Here students will experiment with "good" and "bad" editing techniques in a fun and creative way. • Consultation: This is a student-teacher interview about everything that was covered in the unit. Students will hand in corrected works an be able to discuss gained knowledge and their likes and dislikes. • Graph (Venn Diagram): This will allow students to visually compare and contrast the different genres, citing techniques and more. • Slideshow Presentation/Digital Checklist: This will allow students to "blue print" their progress and what column suits them the best for a final result. This will help them stay organized and prepared for the next day's work. • Blog: This will give students a digital way of keeping thoughts and noting definitions and important information to reflect back on for the final steps in creating the column. • Keeping a conversational (dialogue) journal (ongoing blogs) where at the end of the day the student writes and teacher comments.They write about growth and particiation along with concerns and questions. •Exit interviews at the end of each lesson to check progress. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** To master the techniques of where and when each genre belongs and how to keep an ongoing/updated blog to reach the goal of creating a column good enough for "G" Magazine.
 * Role:** To step into the shoes of an inspiring magazine columnist and get accepted to write for "G".
 * Audience:** The Editor of the well-known magazine "G".
 * Situation:** Fighting for a column in "G" through a Podcast presentation.
 * Product/Presentation:** Product-Blog with entries of all the different genres, which genre suits you and why and a final paper (your column).
 * Standards (Criteria from both rubrics - product and presentation):** Presentation Rubric: Posture and Eye Contact, Time-Limit, Content, Enthusiasm, and Attire, and Preparedness.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • iMovie: Here students will tell a story in a different voice to get the idea of how to present themselves to each audience they may face.
 * INSPIRATION: Here students will learn how to organize their data so that the column flows nicely with transitions, pace and flow. ||
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Performance task where students present work and answer questions on what they learned.

//**What understandings/goals will be assessed through this task?**// **(G)** Grade 9 B) Writing B1) Interconnected Elements ||
 * **Understanding** || **Goal (MLR)** ||
 * •Students will understand that different genres can be used in different situations and how to manipulate them to work with any circumstance by using audience, voice and diction clearly as well editing and citing. || •Maine Learning Reults: English

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** ||
 * • Writing: Mastering how to write a paper in a certain genre and keep the "audience" engaged. || • Carrying out a column for "G" magazine that emphasizes a certain genre criteria and has little to no errors and is engaging, fun, interesting and to the point. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Welcome to "G" magazine, Ms DeVille, the editor is looking for a new columnist that will bring new ideas to her magazine and make it a hit seller again. Your job is to blog about the different genres as you are taught them, pick the one you like best and form a column from that. Ms. DeVille will be viewing 20 other blogs and columns to determine which columnist knows their stuff. Over the next two weeks, you are to research all the genres in writing and leave your feelings in the blog. This blog must be at least one paragraph long each. At the end of the two weeks you are to hand in your column and be prepared to perform your Podcast in front of the other inspiring columnists and the editor (herself). The Podcast, your blogs/column and the actual oral presentation will all factor in the grading process. Remember, you are up against 20 other people to fight to be in "G," you must be prepared, enthused and engaging. You want DeVille to pick you! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * •Podcast (blogs and written column) || • Oral Presentation ||

//**By what criteria will student products/performances be evaluated?**// • Emotion 20% • Points of View-Awareness of Audience 15% • Voice-Conversational Style 20% • Economy 20% • Soundtrack-Originality 10% || • Content 20% • Time-Limit 10% • Enthusiasm 20% • Preparedness 30% • Posture/Eye Contact 15% • Attire 5% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Duration of Presentation 15%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**