S2+Steinhagen,Kelly+Michele

=Stage 2 - Determine Acceptable Evidence.=

• Xtra-normal movie depicting the key points of either: Act 1, scene 5, Act 3, scene 1, or Act 3, scene 4. • Creative writing using the literary devices that will then be posted as video blogs. The creative writing can a song, poetry, a short story, a detailed event, etc. • Comic life of a dramatic scene that is pivotal to the play's themes. Students can choose which scene they would most like to do. • iMovie of a modernized conversation between two characters, completed through role-playing. The students can choose from a list of key scenes. • Online reading quizzes to show comprehension. || • Group discussions following reading assignments. • Finish the statement type of surveys at the beginning and end of the unit to compare the knowledge of before and after. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** To create a podcast that involves interviewing characters about events and situations relating to a specific theme.
 * Role:** An actor that is an expert on Hamlet.
 * Audience:** A Shakespearean organization.
 * Situation:** You want to join the famous theater group and become famous.
 * Product/Presentation:** A podcast and an oral presentation of the podcast to the audience..
 * Standards:** Product: Content, Organization, Originality, Presentation, Grammar/Mechanics, Requirements**.** Presentation:Enthusiasm, Comprehension, Posture and Eye Contact, Complete Sentences, Preparedness, Volume. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Online character journals; students will choose a character and create a blog that reveals deep interpretation of the character.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Rubrics that students must fill out prior to presenting projects.

//**What understandings/goals will be assessed through this task?**// **(G)** symbols, and motifs affect theme. || • Maine Learning Results: English Language Arts- A2- Reading Literary Texts ||
 * **Understanding** || **Goal (MLR)** ||
 * •Students will understand that characters,

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** ||
 * •Hamlet || •Themes ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The world famous Shakespeare Globe's touring company is looking for new employees to join the crew on their tours around the world. The next major play is //Hamlet//, which is a tricky play but luckily you are an expert on its themes! They are willing to pay an expert on the play's characters and themes $60,000 plus traveling expenses, and its a chance to see the world! Your task is to create a podcast where you interview one character about his or her role in the play, including specific events that he or she is involved in, and have them respond according to how you interpret the characters. The podcast must represent thorough understanding of the characters involved and solid evidence of a theme. ||

//**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?**// •Organization-15% •Originality-15% •Presentation-20% •Grammar/Mechanics-10% •Requirements-10% || •Enthusiasm-15% •Comprehension-15% •Posture and Eye Contact-15% •Complete Sentences-15% •Preparedness-20% •Volume-15% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content-30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**