HeatherStage2

=Stage 2 Determine Acceptable Evidence.=

Role: Historian Audience: Windham Historical Society Officers/Parents Situation: Mini Workshop Sessions Product/Presentation: Prezi Standards (criteria from both rubrics): Spelling/Grammar, Organization/Sequencing, Content, Neatness/Clarity, Technological Elements, Works Cited Volume/Clarity, Eye Contact, Demeanor and Professionalism, Body Language, Ability to Answer Questions, Content || •Edmodo: Demonstrate an example of a text structure and have students guess the structure you used •Google Docs: Model a written summary paragraph and revise and edit based on peer suggestions •Blog Miester: Post and analyze a credible source and a questionable source. •ReadWriteThink concept map: Use to illustrate a paraphrased notes and have a partner read for clarification. •Video: Use a clip from the interview and compare to a primary source document using inferences. || •Checking for Understanding: Edmodo polls, matching game, large group question/answer session, Numbered Heads, Jigsaw, T chart, Gallery Walk •Timely Feedback: Self Checklist, conferences with teachers, peer check-ins, self directed process groups, rubrics •Reflection: Edmodo polls to reflect on the process, one per week || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: To research and explain how historical events shape our lives, past, present, and future.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * •Audio Clip: Reflect on a past historical event and use that to make a prediction of the future.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Pre-assessment: Edmodo Student Poll

//**What understandings/goals will be assessed through this task?**// **(G)** •A primary source and a secondary source give you a different type of information. || •Writing #2- Write informative/explanatory texts •SS #9- Analyze the relationship between primary and secondary sources ||
 * Understanding || Goal (MLR) ||
 * •A summary includes a topic sentence, supporting details, and a concluding statement.

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 ||
 * •Change || •Inferences ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Ever wonder why life is so different now than when your parents or grandparents were your age? Well, you are going to help unlock the mystery of rising prices, newer technology, and different lifestyles. You will interview someone much older than you to get some background information on a historical event that they feel changed history. You will then find primary and secondary source documents to give you more information on the event and help you make inferences about the change that took place as result. In a Prezi presentation, be prepared to share your own thoughts about a current event and why that may change history for a new generation. All of your conclusions will be shared in a mini workshop session with Windham's very own historical society officers! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •Prezi || •Oral Presentation (in a workshop style session) ||

//**By what criteria will student products/performances be evaluated?**// •Content/Research •Neatness/Clarity •Organization/Sequencing •Technological Elements •Works Cited || •Volume and Clarity •Content •Eye Contact •Body Language •Ability to answer Questions •Demeanor and Professionalism ||
 * Product Criteria || Presentation Criteria ||
 * •Spelling/Grammar
 * 2004 ASCD and Grant Wiggins and Jay McTighe**