BethCS2

Link to New Stage 2 =Stage 2 Determine Acceptable Evidence.=

Role: You are a recent college graduate looking to use your love of poetry, art and nature to help pay the rent. Audience: You need to convince the the members of the Boynton hiring team that your pitch will work to secure a new market of greeting card connoisseurs. Situation: Your goal is to secure a job creating a new line of cards for Boynton. The card company is looking to increase greeting card consumption. Boynton wants you to find a nich in order to boost sales and appeal to a new market of consumers. Product/Presentation: You will create a video of a commercial to pitch your line of greeting cards. Your card will include a cinquain structure and a relevant illustration to communicate your message. Standards (criteria from both rubrics): A successful result would provide you with a full time job as a writer/illustrator on the staff of the Boynton Greeting Card Company. || •Students make meaning of new reading strategy work during independent reading conference. =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: The goal is to understand cinquain structured verse and onomatopoeia.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * *Students explain the sound observation chart generated in a reading conference.
 * Students demonstrate an understanding of self-editing using an individual spelling observation checklist.
 * Students will teach the meaning of sound words in Dr. Seuss read aloud texts to classmates. ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Students will reflect on teacher feedback from writing folder work samples during teacher/student writing conference.
 * Students will analyze their own reading of new text after strategy lesson during teacher/student reading conference.
 * Students will criticize their own cinquain using the reflection worksheet.
 * Students will self-assess the quality of their cinquain using the writing scoring guide.
 * Students will assume the role of teacher as they critique their own writing on the writing assessment inventory.
 * Students will reflect on their greeting card pitch using the speaking assessment rubric. ||

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (MLR) ||
 * •Students will apply their understanding of onomatopoeia and cinquain structure so that they may create and present a cinguain poem. || •Students will use spoken, written, and visual language to accomplish their own purposes. ||

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 Idea || Big Idea ||
 * •Students will select a focus for writing and develop an idea for a particular audience and purpose. || •Students create legible final drafts of their poems which they will present to the class. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Students collect and record sounds of animals and their habitats through web research and use their findings to create cinquain sound poetry. They will use various web resources for exploring sound words and will use video cameras to film their greeting card pitch. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * *video of commercial || *Introduction of greeting card design pitch commercial ||

//**By what criteria will student products/performances be evaluated?**// •Evidence of voice. •Uses appropriate volume, grammar, and tone. •Speaker is engaged with audience and makes appropriate eye contact. ||
 * Product Criteria || Presentation Criteria ||
 * *One topic
 * Fluently developed beginning, middle and end.
 * Beginning, middle and end of video commercial contains rich details and interesting language.
 * Uses appropriate volume, grammar and tone.
 * Communicates clearly a well-developed greeting card pitch. || *Introduces the video in a clear, well-developed manner.
 * 2004 ASCD and Grant Wiggins and Jay McTighe**