S2+Tracy,+Samantha

=Stage 2 - Determine Acceptable Evidence.=

Presentation: content- 25%, preparedness- 20%, volume- 15%, speaks clearly- 5%, enthusiasm- 15%, posture and eye contact- 20%. Product: creativity- 15%, graphics/relevance-20%, attractiveness- 5%, portrayal of theme- 30%, project quality- 10%, required elements (credits)- 20%. || • iMovie: act out //Romeo and Juliet// as interpreted in modern day on video. • blog: explain songs that you would include on a soundtrack to //Romeo and Juliet//. • comic life: make a comic of //Romeo and Juliet,// feel free to add humor where you feel necessary. • Glogster: make a new book cover for //Romeo and Juliet.// • Biography: write a biography of one of the characters from //Romeo and Juliet// and why they are important to the story. This biography is to be published. || Summary, Question Board, Concept Map, Oral Questioning =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** create a soundtrack to //Romeo and Juliet.//
 * Role:** a music composer choosing songs/music for the soundtrack.
 * Audience:** Atlantic Records music executives.
 * Situation:** choosing songs to create mood during important parts of this new production of //Romeo and Juliet.//
 * Product/Presentation:** make a soundtrack complete with album artwork and description of where each song is to be played on iTunes. The cover will attract students and display the theme of the play, using glogster.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • garage band: make a playlist of songs related to //Romeo and Juliet.//
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * * Pre-assessment: (Thumbs Up Game) Thumbs Up, to the side, or down depending on students understanding of //Romeo and Juliet// and it's plot line.
 * Formative Assessment Part 1: (During Instruction, Check for Understanding) Hand Signals (Thumbs Up Game), One-Minute Essay, Index Card
 * Formative Assessment Part 2: (Timely Feedback on Product) Character Map, Lines from Shakespeare's play, Exit Card, Peer review, reflect in a blog entry, teacher feedback. ||

//**What understandings/goals will be assessed through this task?**// **(G)** of view create the theme in literature (such as humor, romance, tragedy). || Common Core Standards. Reading Grace 8 Literature: //Romeo & Juliet// Craft & Structure. ||
 * **Understanding** || **Goal (MLR)** ||
 * • characters and audiences point

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 Ideas** || **Big Ideas** ||
 * • //Romeo & Juliet// || • theme development ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * A new movie is being made for //Romeo and Juliet// and the production company is desperate for music to be included that will help connect audiences and create mood. Atlantic Records has graciously volunteered to help by offering to sign whichever composer can come up with the BEST soundtrack. This is where you come in. Your job is to create a soundtrack complete with album artwork and descriptions of where each song will be played in the movie. You are limited to 12-14 songs on this playlist which will be put together on iTunes. Glogster will be used to create the album cover, be creative and make sure you portray the important motifs in this play. Best of Luck! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * • Glogster/iTunes || • Presentation ||

//**By what criteria will student products/performances be evaluated?**// • graphics/relevance- 20% • attractiveness- 5% • portrayal of theme- 30% • project quality- 10% • required elements (credits)- 20% || • content- 25% • preparedness- 20% • volume- 15% • speaks clearly- 5% • enthusiasm- 15% • posture and eye contact- 20% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •creativity- 15%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**