S2+Sanborn,+Kellie

=Stage 2 - Determine Acceptable Evidence.=

__Presentation__: Content 30%, Enthusiasm 10%, Preparedness 20%, Pitch 10%, Collaboration with Peers 20%, Listens to Other Presentations 10% __Product__: Web Page 25%, Correct Function Usage 10%, Sources 15%, Concluding Page 10%, Support for Position 25%, Opening Page 15% || • Google doc: Students will post their thesis statements in a Google doc and critique each others theses in that document. • Interactive Graphic Organizer: Students will use an interactive graphic organizer to weight the pros and cons of potential arguments. • Online Forum: Students will use an online forum to debate an issue of interest. • Magazine Article: Students will use Adobe InDesign to create a magazine article with fictional interviews from both sides of the issue. • Web Page: Students will use Adobe Dreamweaver to create a web page with pages on each of their "big ideas." || • Checking for Understanding: thumbs up/thumbs down, quick-write, exit tickets, explain to neighbor, individual whiteboards, circle/triangle/square • Timely Feedback: Self //Checklist//, Peer //Discussions//, Teacher Feedback //in-class writer's notebook responses// || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Your task is to convince undecided voters to vote for your side.
 * Role:** You are a lobbyist working for your side of the question.
 * Audience:** The target audience is undecided voters on the question.
 * Situation:** The context you find yourself in is that the state of Maine is considering extending the probationary period of licensed drivers to the age of eighteen.
 * Product/Presentation:** You will create a web page which convinces undecided voters to vote for your side.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Mind Map: Students will use a mind-mapping tool to show potential supporting arguments.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-Assessment

//**What understandings/goals will be assessed through this task?**// **(G)** English Text Types & Purposes 1 ||
 * **Understanding** || **Goal (MLR)** ||
 * • Any piece of writing requires supporting ideas. || • Common Core State Standards

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** ||
 * • Argumentative Writing || • Using Supporting Evidence ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The state of Maine has decided to put up for vote of the people the possibility of extending the probationary period on drivers' licenses to the age of 18. You are a lobbyist working for your side of the question (you pick). Your job is to create a website with pages convincing undecided voters to vote your way. Your web page must contain some form of visual rhetoric (a banner, a video, etc.). Convincing voters and winning this vote will earn you excellent recognition and will surely make for advancement in your political career. ||

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

//**By what criteria will student products/performances be evaluated?**// • Correct Function Usage 10% • Sources 15% • Concluding Page 10% • Support for Position 25% • Opening Page 15% || • Enthusiasm 10% • Preparedness 20% • Content 30% • Pitch 10% • Collaboration with Peers 20% • Listens to Other Presentations 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Web Page 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**