S2+Wadsworth,Alyssa+Gabrielle

=Stage 2 - Determine Acceptable Evidence.=

Presentation: was it...engaging, enthuiastic, clear, on topic, prepared, and was the presenter properly attired? Product: I am looking for creativity, completion, comprehension, organization, proof of effort, and content. || • **Blog:** Students will create and use a blog to discuss the meaning of poetry and how it is conveyed so that others may see it. They will be encouraged to experience conveying meaning through poetry by writing a short poem, but the main idea of the blog is to talk about how poets convey meaning through their works. • **Digital story:** Students will create a digital story of their own in which they will be required to use literary devices learned in class to prove understanding of the literary devices they have learned and seen in literary texts. This is completely experiential learning, where they are using literary devices rather than analyzing how they are used. This means that there is not really a choice to avoid the experience of using the literary device, unlike most of the other projects, but it is also broader so they have the choice of which literary devices to use. • **iMovie:** Students will use at least two different types of narration in an iMovie to prove understanding of the uses of narration, both in literary texts and outside of the classroom. • **Glogster:** Students will create a Glog that displays the theme or themes used in a literary text to show understanding of what theme is and how it is used in literary texts. They do have the option of relating the theme or themes they choose to their personal lives, which helps them to better understand the book and Aldous Huxley, and what theme they use is entirely optional, as long as it is a major theme of //Brave New World//. • **Powerpoint:** Students will make a Powerpoint slideshow and present it to their peers to show synthesis of character conflicts in a literary text. Creativity is a big part of this project because although they are synthesizing character conflicts, they want the presentation to be engaging and interesting. || • Self Assessment-a reflection on what they have learned. • Observations-everyday observations of students in the class. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** The goal is to create a book cover displaying a major theme of //Brave New World// in order to win a $1000 prize and a free round trip to New York City, New York.
 * Role:** The role of the participants is that of a book cover artist competing for the prize.
 * Audience:** The audience of the book cover and persuasive presentation are the editors of Perennial Classics publishing company and Aldous Huxley, the writer of //Brave New World//.
 * Situation:** The situation is to try to portray one of the major themes of the book //Brave New World//. Unfortunately, there will be limited research on the author of the book because the ideas for the book cover must come from the artists and not the author.
 * Product/Presentation:** The product is a book cover in the format of a Glog so that the publishing company can use it for e-books to the full potential of Glogster, because it will be catchier. As an artist, the participants will give an oral persuasive presentation of any medium explaining why their product is the best and should win the prize.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • **Podcast:** Students will create a podcast on Garageband in order to discuss the uses of genre in literary texts. They can use a genre of radio show, music, et cetera in their podcast to understand how to use genre as a literary device, but they will be required to discuss the uses of genre in literary texts.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-assessment-what did they know before the unit began?

//**What understandings/goals will be assessed through this task?**// **(G)** essential ideas and arguments, //and// interpret and analyze literary texts. || •MLR: English Language Arts: A: Reading A2: Literary texts ||
 * **Understanding** || **Goal (MLR)** ||
 * •That a variety of strategies can be used to comprehend

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? //Brave New World.// ||
 * **Big Ideas** || **Big Ideas** ||
 * //•Brave New World// || • The major theme or themes of

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You are a book cover artist and Perennial Classics has invited you to compete against other artists in creating a new book cover for Aldous Huxley's book //Brave New World//. You must portray what you think of as the major theme or themes of the book. You will present your book cover to the editors of Perennial Classics (the class) and Aldous Huxley (me), using a Glogster. After the product is finished, you will present your product to explain why your book cover is the best representation of the major theme of the book and should win the 1000 dollar prize and the free round trip to New York City to see your cover reprinted. In order to do this, you need to develop a true sense of the book so that when others read the book, they understand why you put on the cover what you did. Unfortunately, you cannot research Aldous Huxley's personal view on what the major theme of the book is, except through the use of the book. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • Glogster collage or poster || • Oral presentation ||

//**By what criteria will student products/performances be evaluated?**// •content •organization •comprehension •proof of effort •completed work || •engaging •enthusiasm •speaks clearly •stays on topic •preparedness •attire ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •creativity
 * 2004 ASCD and Grant Wiggins and Jay McTighe**