S2+Cook,Shila+Jo

=Stage 2 - Determine Acceptable Evidence.=

Time Limit 10%, Stays on Topic 15% **Presentation: P**urpose 15%, Evidence 15%, Awareness of Audience 10%, Originality 10%, Grammar 15%, Addresses the Prompt and Requirements 15% || •Inspiration- Use this to organize all of your facts into a web and then use it to make a outline to help yourself writ the paper. • Position paper (Google Doc)- the students will be required to write a 5 paragraph position paper before creating their final projects. This paper needs to completely support their position using evidence from texts and/or website. • Quizlet- Use quizlet.com to create interactive flashcards that the kids can test each other on to show the difference between opinion and argument. • I Movie Debate- A group of three will make a short movie explaining how to recognize a logical argument. Do it creatively, and have fun! • Blog- Students will record their research for their paper and final project in blog enteries. We will set up the blog for this in class, and there will need to have at least a 5 entries. || • Student Self-Assessment: Give the students a checklist for each of the pieces of evidence that they create. • Reflection: Have the student give themselves grades on the final rubric that I will be using to see if they achieved what I wanted them to. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: Make a glogster that argues a specific point using evidence.**
 * Role: You are either a forest ranger or logger.**
 * Audience: The governor of Maine**
 * Situation: You will have to make a more persuasive glogster than the opposing side.**
 * Product/Presentation: You will create an glogster picket poster to either save the forest or cut it down. This is done by making a believable/supportable**
 * position so the governor will choose your side.**
 * Standards (Criteria from both rubrics - product and presentation): Product:** Preparedness 25%, Politeness 10%, Content 25%, Comprehension 15%,
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Glogster- You and a partner are going to make a poster depicting different types of statements (facts and opinions). Add moving parts and have a theme.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment: Have the students make an outline of what they think is a persuasive essay.

//**What understandings/goals will be assessed through this task?**// **(G)** B Writing 3 Argument/Analysis ||
 * **Understanding** || **Goal (MLR)** ||
 * •Academic essays are stronger because of a clear position || • MLR: English Language Arts

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** ||
 * • Clear Position || • Relevant Evidence ||

//**Through what authentic performance task will students demonstrate understandings?**// just how it is right now, and the logging executives are arguing mass tree removal so that they can build a new mass development to house the mass of new families that are moving to Maine. After this is decided you are going to make a glogster picket poster that supports your position. You need to include textual evidence as well as a clear argument in this glogster. Make your glogster as creative as you can, the more fun it is the more convincing it is going to be. You and the other people on the same side (some of your classmates) will then have to present them in such a way that you would outside the governors office. Convince me that you and you're group/side is right. ||
 * **Task Description:** **(T)** ||
 * You are going to take the side of a forest ranger or of a logging company executive. The forest rangers are going to be arguing to keep Baxter State Park a reserve

//**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?**// • Politeness 10% • Content 25% • Comprehension 15% • Time Limit 10% • Stays on Topic 15% || • Purpose 15% • Evidence 15% • Awareness of Audience 10% • Originality 10% • Grammar 15% • Addresses the Prompt and Requirements 15% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Preparedness 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**