SamS2

=Stage 2 Determine Acceptable Evidence.=


 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Your goal is to help a government official understand poverty and what could be done to help end the cycle in your life.

Role: You are a teen living in poverty (choose any location on Earth) seeking assistance from a high ranking government official.

Audience: The audience is a government official in the position to help you (choose someone from your location).

Situation: You want to enlighten a government official about your plight and what you feel will help to end the cycle of poverty in your life. Be sure to include a brief family or local history describing how and why you are in this position. The movie will be viewed by your selected government official (played by the teacher or a chosen student in class) and his or her staff (students).

Product/Presentation: You have already written a formal letter to the government official explaining in as much detail as possible your situation and what can be done to help. You will also create an iMovie to accompany the letter, and this is the focus of the final product. The letter should pique the interest of the government official to want to watch your movie. The movie should be a moving piece that makes the government official want to meet you and help you. The movie should include pictures, videos, music, etc. Be creative! Spread your wings and fly!

Standards (criteria from both rubrics): • Apply knowledge of the poverty cycle in the form of a drawn diagram (tech. possible). • Writing assignment interpreting what poverty looks like in America, and in our area specifically. || • Empathetic reflection questions about living in poverty. • Student will look at poverty from a different perspective (in Brazil) and reflect in a short writing assignment on their findings. || =Assessment Task Blue Print=
 * The movie must include all of the important details and a plan to help you and others like you
 * Your plan must include ways to end the cycle of poverty
 * Education must be a large part of your plan ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Students will explain poverty to a government official in the form of a letter.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Students display self-knowledge in the form of a pre-test quick-write.

//**What understandings/goals will be assessed through this task?**// **(G)** Grades 9 - Diploma Students will analyze wealth, poverty, resource distribution, and other economic factors of diverse cultures. || 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? diverse cultures and how poverty affects them. || - Students will show an understand of ways to end the cycle of poverty. One example of this is an education. ||
 * Understanding || Goal (MLR) ||
 * • How poverty effects people, and what can be done to end the poverty cycle || Social Studies - C. Economics || C2. Individual, Cultural, International, Global Connections in Economics.
 * Big Idea || Big Idea ||
 * - Students will show an understanding of

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * The task is to create an iMovie depicting your life. This will be viewed by your chosen high-ranking government official. The movie should explain how and why you are living in poverty, and also what your life looks like. The movie must also display your plan to help bump you out of the poverty cycle. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * • iMovie depicting student's life in poverty. || • Students will introduce iMovie and play for the class. The class is playing the selected government official and his/her staff. The rest of the class should be looking at this as an opportunity to judge the merit/need of the presenter. ||

//**By what criteria will student products/performances be evaluated?**// • Professional and attractive • Plan clearly described • Creativity || • Instructs class of their role • Creativity • Poise/Voice ||
 * Product Criteria || Presentation Criteria ||
 * • Information quality
 * 2004 ASCD and Grant Wiggins and Jay McTighe**