S2+Rines,Kyle+Jacob

=Stage 2 - Determine Acceptable Evidence.=


 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: The goal is to use a distinctive voice in narrative writing.**


 * Role: You have been asked to create a blog and post diary entries/letters home as if you**
 * were taking on the role of another person.**


 * Audience: The target audience is a group of editors who have volunteered their time to edit your letters/posts.**


 * Situation: The challenge involves use of imagery, diction, tone, and syntax to establish a narrative**
 * from the view of another person.**


 * Product/Presentation: You will post diary entries/letters on a blog, explaining what life is like as your character.**


 * Standards (Criteria from both rubrics - product and presentation): A successful result will result thorough**
 * blog that involves many posts that eventually lead to an accumulative narrative story about your character.**


 * Blog - Content (35%), Layout (10%), Links (5%), Compatibility (10%), Spelling and Grammar (15%), Learning of Material (25%)**

• Descriptive Photo Album of your surroundings (Imagery Exercise) • iMovie that illustrates your character's life (Imagery Exercise) • Garageband to place audio within the blog, do a blog entry with just audio • Glogster within the blog to show all aspects of narrative writing (imagery, diction, syntax, tone) • Wiki/Google Doc. Editing will be used to edit and revise the final product (Accumulative Narrative) || • Pre-Exercise - What do the students already know about narrative writing and how do they compare at the end of the unit? • Grade Yourself - Grade yourself on the interactive aspects of the unit. (iMovie, Glogster, Garageband, Photo Album) || =Assessment Task Blue Print=
 * Oral Presentation - Preparedness (15%), Time-Limit (15%), Speaks Clearly (10%), Content (20%), Posture and Eye Contact (15%), Comprehension (25%)** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Interactive Blog Posts from another's point of view
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Peer Editing before they post onto the blog. Make sure their narrative is presentable.

//**What understandings/goals will be assessed through this task?**// **(G)** • Showing what is happening, not telling what is happening • Effective transitions are necessary when organizing ideas || Maine Learning Results - English Lang. Arts - Reading B2 Narrative Writing Grades 9 - Diploma Students embed narrative writing in a written text when appropriate to the audience and purpose ||
 * **Understanding** || **Goal (MLR)** ||
 * • Using imagery, diction, syntax, and tone to give your writing voice

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** ||
 * • Narrative Writing || • Interactive Blog Posts ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Students have been asked to take on the role of another person. Their job is to post two blog entries a week, writing a letter home or a diary entry from the perspective of this new character. I will be the recipient of these blog entries, giving my own narrative back to the students, along with feedback. Some examples might be writing from the perspective of someone in the military, circus, rock star, athlete, or scientist. The students must show attention to good narrative and practice using imagery, tone, syntax, and diction to establish a distinctive voice of their chosen character. Throughout the unit, student will be asked to use the blog to practice imagery (as well as diction, syntax, and tone) use exercises using applications such as iMovie, Garageband, and Glogster. The final product of the unit will be an accumulative narrative put together from what the students have written within their blogs and give an Oral Presentation to the class. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • Blog || • Oral Presentation ||

//**By what criteria will student products/performances be evaluated? AND THIS PART OF THE WIKI**// • Layout (10%) • Links (5%) • Compatibility (10%) • Spelling and Grammar (15%) • Learning of Material (25%) || • Preparedness (15%) • Time-Limit (15%) • Speaks Clearly (10%) • Content (20%) • Posture and Eye Contact (15%) • Comprehension (25%) ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Content (35%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**