MeadowS2

=Stage 2 Determine Acceptable Evidence.=

Use figurative language and media to connect your own work/life to that of Sandra Cisneros. You have written a series of vignettes that are based on your own life. A new family of Mexican descent has moved to the area, and there have been issues with bullying connected to this. As a positive role model, y ou have been asked to speak to a group of fifth graders revealing how your lives are similar to the Mexican family in //The House on Mango Street//. You need to convince this group of fifth graders that the experiences/themes in the lives of all people are similar, even if we are from different cultures. The audience is a group of fifth grade students. The context you find yourself in is that a new family has moved to Farmington from Chicago. Students have been bullying one of the girls (a fifth grader) for being Mexican. As a positive role model, you have been recruited to give a short presentation about your life and how it relates to the life of a young Mexican girl from Chicago. You will create a museum box project (or other project using a web based tool such as glogster) connecting your vignettes and life experiences to those of Esperanza, the main character in //The House on Mango Street//. •cube completion •written expression •textual evidence and support (Reading) •Research/Media: Usage of Internet tools (picnik, wordle, comic life, et cetera) •Citations || (//empathy//) •Reflect on your own writing and Cisneros’ writing via a reading and writing notebook. (//self-knowledge//) • Compare and contrast your live and the life of Esperanza via an in class discussion. Discuss where we live vs. where Esperanza lives. (//perspective//) || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * **Goal:**
 * Role:**
 * Audience:**
 * Situation:**
 * Product:**
 * Standards and Criteria for Success: **
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * * generated found poems (eight total) from the text and from their own vignettes //(application)//
 * photographs (taken and manipulated by the students) with quotations from the text (found by students) //(explanation)//
 * evaluate poems, art, images, and songs to illustrate connections to themes in the text //(interpretation)// ||
 * Self-Assessment **(SA)** ||
 * •Assume the role of an author and write a series of four vignettes that use descriptive language and connect to themes within the text.

//**What understandings/goals will be assessed through this task?**// **(G)** Establish Goals: (G)** Students read text, within a grade appropriate span of text complexity, and present analyzes of fiction, nonfiction, drama, and poetry using excerpts from the text to defend their assertions.
 * Understanding || Goal (MLR) ||
 * # Revision entails discussion of and editing of the following: structure, perspective, and style. Without revision there is no true reflection of one’s work.
 * 1) Writers include both unique and universal details in their work so readers can connect with the work in a more personal way.
 * 2) Cisneros writes in a style that is her own. || **Stage 1 Identify Desired Results
 * Maine Learning Results: English Language Arts - A. Reading**
 * A2. Literary Texts**
 * Grades 9- Diploma**

Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes. ||  ||
 * Maine Learning Results: English Language Arts- B. Writing**
 * B1. Interconnected Elements**
 * Grades 9-Diploma**

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 ||
 * * use of figurative language || * connection of students' lives to the life of the main character ||  ||   ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Students will write vignettes that showcase unique yet universal experiences in their lives. Students will use figurative language to create the work and will present the final product via a museum box (or other project such as glogster) to their classmates and, ultimately, to the eighth graders at the middle school. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •Museum Box (or other project) || •In person ||

//**By what criteria will student products/performances be evaluated?**// •written expression •textual evidence and support (Reading) •Research/Media: Usage of Internet tools (picnik, wordle, comic life, et cetera) •Citations || •Delivery •Content Knowledge ||
 * Product Criteria || Presentation Criteria ||
 * •cube completion