AndreaS2

=Stage 2 Determine Acceptable Evidence.=


 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * **Goal:**
 * Students will be able to identify, create and extend patterns in the world around them the create a dance comprised of steps or movements preformed in a repeated pattern.


 * Role:**
 * Students will become the choreographer for their own patterns dance.


 * Audience:**
 * A Kindergarten class, Phys. ed teacher and music teacher.


 * Situation:**
 * Students will work on creating a short dance using repeated movements and steps.

describe, and extend pattens given a pattern or a rule. •a describe, extend, and create repeating patterns. b.describe, extend, and create growing patterns. ||  || • patterns created with manipulatives • samples of patterns they create examples of patterns they find in the classroom and in the world || • cooperative learning game • find patterns in the classroom || =Assessment Task Blue Print=
 * Product/Presentation**:
 * Students will create a visual representation to teach their dance to others in the class, with pictures and everyone will have a chance to preform their dance. They need to make a keynote to help teach their dance.
 * **Standards (criteria from both rubrics):**
 * Student understand how to create, identify,
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • observations
 * Other Evidence **(OE)** ||
 * • observations
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • perception survey

//**What understandings/goals will be assessed through this task?**// **(G)** describe, and extend pattens given a pattern or a rule. || •a describe, extend, and create repeating patterns. b.describe, extend, and create growing patterns. ||  ||   ||
 * Understanding || Goal (MLR) ||
 * •Student understand how to create, identify,

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? Rhythm and cadence aid in fluency and in comprehension. ||
 * Big Idea || Big Idea ||
 * •The big ideas presented in this unit are that patterns are everywhere. || •Patterns can assist in decoding unknown words.

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Students will use what they know about patterns to create a dance to teach to the rest of their class. They will create a visual representation of their dance using symbols, this may be done using keynote, powerpoint or using another program. They need to use at least 3 movements in their pattern. Students will create a slideshow that repeats through there movements. a partner will take a picture of each movement for the slideshow. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •students will create a dance using a patterns || • Slide show to music representing their pattern ||

//**By what criteria will student products/performances be evaluated?**// •pattern needs to be repeated 3 times • needs to use pictures to show the steps clearly •ask questions of the audience to check for understanding • needs to have transitions to make the pattern flow. • give feedback when audience "chooses the correct answer. || * looks at the audience
 * Product Criteria || Presentation Criteria ||
 * •students will create a visual representation of their pattern
 * •students will create a visual representation of their pattern
 * speaks loudly and clearly to their audience.
 * speaks at an appropriate pace.
 * explains the pattern in a way that others can understand. ||  ||
 * 2004 ASCD and Grant Wiggins and Jay McTighe**