S2+Villeneuve,Benjamin+Joseph

=Stage 2 - Determine Acceptable Evidence.=

• Inspiration flowchart analyzing a character other than Winston. • Students will hold and film a small group debate about whether there are more similarities or differences between the world in //1984// and the world of today. • Podcast describing a literary device or term and its usage in //1984.// • Students will keep a personal blog in which they will write guided reflections on what they've read in //1984.// || • Writing prompts where students reflect upon what they like or dislike about the novel, as well as how they feel they're understanding it. • Discussion questions about how students feel about the learning. • Regular quizzes over readings. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: Students will attempt to get their short comic published in a compilation about //1984// put out by Image Comics.**
 * Role: Students will take on the role of a group of creative comic artists. **
 * Audience: The team at Image Comics who determine what properties to pick up. **
 * Situation: Students will use their knowledge of the themes and literary motifs of //1984,// backed up by strong textual citations in their presentation of the material, to be picked up by Image. **
 * Product/Presentation: You will create a comic that incorporates your knowledge of one specific character who you chose to pay attention to when we started our readings, as well as your knowledge of several of the themes and terms involved in //1984,// to construct a narrative in comic form that follows your character throughout portions of their average day. There are some gaps in what Orwell tells us about his world, so you should feel free to fill those in as you see fit, as long as you can back up your additions during your brief presentation of the main points of your comic. **
 * Standards: The Comic Life will be graded based on the images, the pacing and economy, character knowledge, textual basis, use of the comic form, and thematic and literary fluency. The presentation will be graded on preparedness, content, collaboration and evaluation of peers, explanations, and presentation style. ** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Advertisement in Glogster for //1984,// mentioning literary devices/terms.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Discussion before we start reading to determine what students know and how students feel about //1984.//

//**What understandings/goals will be assessed through this task?**// **(G)** • Literary devices can be used to establish an author's style. || • English Language Arts A. Reading A2. Literary texts ||
 * **Understanding** || **Goal (MLR)** ||
 * • Literary characters can either undergo a change or stay the same.

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** ||
 * • Characters in //1984,// and the world in which they live. || • The literary devices used by Orwell to depict these characters and this world. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * Students will take on the role of a group of regular collaborators on comics. They hear that Image Comics, an independent comic publisher will be holding a competition to see who gets to have a short comic addressing a day in the life of a character from //1984,// taking into account the themes and literary devices Orwell uses to get across his ideas. Students will use Comic Life to put together a comic to enter into this contest. They may find that they have questions about a character which aren’t addressed in the novel – in this case, they should feel free to fill in the blanks with their own ideas, as long as those ideas aren’t contradicted by the novel, and there is some textual evidence they can cite for everything they include in their comic. Students will take several minutes to present their comic in front of class and take any questions the class has about what they’ve created. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • Comic Life. || • Presentation summarizing key thematic points of the Comic Life, and explaining literary choices made. ||

//**By what criteria will student products/performances be evaluated?**// Economy and Pacing (10%) Character Knowledge (20%) Textual Basis (25%) Use of Comic Form (10%) Thematic and Literary Fluency (20%) || Preparedness (15%) Content (25%) Collaboration with Peers (10%) Evaluates Peers (10%) Explanations (25%) Presentation Style (15%) ||
 * **Product Criteria** || **Presentation Criteria** ||
 * Images (15%)
 * 2004 ASCD and Grant Wiggins and Jay McTighe**