S2+Stubbs,+Catherine

=Stage 2 - Determine Acceptable Evidence.=

•Comic Life: Make a digital comic showing an understanding between clear and unclear sentences with the use of independent and dependent clauses as well as phrases. •Wikispaces: Mugshots -- Students will find articles online, cut out on section of them, and then change around some of the grammar to create mistakes. Students will then post these articles to their wikis and other students in the class will be assigned to a certain student and will have to go online onto the student's wiki and edit their page in order to find and fix the mistakes. •iMovie: Students create their own rules for how they want to teach grammar and they then act out what is wrong and what is right about how people in the world should use dependent clauses, independent clauses, and phrases. •Flipbook: This is the final product after the students post their blog entries. Students will use the program Flipbook to post the final product from their short stories from their blogs. Their final short story should demonstrate every part of grammar that was taught throughout the unit. •Audacity: Students will create a new modern day episode of Schoolhouse Rock by using Audacity and Comic Life to create a song and a background comic of the episode they invented. This is the final project for the unit. || •Checking for Understanding: Entrance/Exit Tickets, Journals, Fill in your thoughts, Thumbs up thumbs down, Give one Get one, Quick Writes •Timely Feedback: Self Assessment -- So far, how do the students feel they have been doing individually on the final product? On the unit as a whole? Peer -- Bring in written songs and in their groups, go around and talk to other groups and get good/bad criticism. Teacher -- Revise songs and comic ideas once they have been evaluated by their peers. Let the teacher revise and give feedback on the groups ideas before they complete their final project. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** The challenge is to become a grammar expert and to help the director of Schoolhouse Rock by creating a new song that deals with the different parts of grammar.
 * Role:** The students job is to create a song and a comic using Audacity and Comic Life to make a product of a modern day Schoolhouse Rock episode on grammar.
 * Audience:** The target audience is Tom Warburton who is the director of Schoolhouse Rock.
 * Situation:** The challenge involves dealing with Comic Life and Audacity to show Tom Warburton how grammar can be easy to learn with the use of music and a decent story line.
 * Product/Presentation:** You will create a song and a comic about grammar to prove to Tom Warburton how Schoolhouse Rock can be modernized and still grab the attention of people who want to watch the T.V. show.
 * Standards (Criteria from both rubrics - product and presentation):**
 * Product:** Presentation, Content, Mechanics, Originality, Attractiveness, Requirements
 * Presentation:** Comprehension, Enthusiasm, Vocabulary, Speaks Clearly, Content, Collaboration with Peers ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Blog: Create a weekly blog demonstrating what the students learned about phrases and clauses throughout the week. Students will write about what they learned during the week and then will write a part of a short story that they created and which will demonstrate what they learned. The short story will continue throughout the blog entries.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre- Assessment: Pre and Post surveys will be given out to students asking them what they know before the unit and then comparing that to what they know after the unit is completed.

//**What understandings/goals will be assessed through this task?**// **(G)** •(1)Using different types of phrases and clauses in writing will help to bring more understanding and meaning to the writing. || •Content Area: Language Grade Level: Grade 9-10 Domain: Conventions of Standard English Standard: Demonstrate command of the conventions of standard English grammar and usage when speakin ||
 * **Understanding** || **Goal (CCSS)** ||
 * •(3) Learning grammar will help students communicate effectively outside of the classroom.

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** ||
 * •Grammar || •Clauses and Phrases ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You are an employee at a private grammar expert agency when you get a phone call from the director of the 1973 TV show called Schoolhouse Rock. The director, Tom Warburton explains to you that Schoolhouse Rock was a TV show involving catchy songs that taught the fundamentals of history, grammar, math, etc. to anyone who would watch it. Noticing that his older Schoolhouse Rock videos were a big hit, Tom has decided to create a spinoff of the show, making it more modern in order to attract the viewers of today. He explains that your job is to create a product using Audacity and Comic Life that deals with singing about grammar and more specifically about phrases and clauses. You will be formed into groups of 3 or 4 experts who will then use both of these type II technologies to write a song, and then sing that song while also including a comic strip that will act as the cartoon characters on the T.V. show. Tom is then going to choose which one he believes to be the most creative and understanding presentation and take that group of grammar experts back to his recording studio to work on the rest of the TV series with him. The group that was chosen will also be labeled as the producers of the series and their names will be shown at the beginning and end credits of each episode. This is a chance of a lifetime for one of you grammar experts to finally break out of the agency and create a TV series that will help to interest and educate others about the fundamentals of grammar. Have fun and good luck! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * •Audacity/ComicLife || •Oral ||

//**By what criteria will student products/performances be evaluated?**// •Originality 20% •Attractiveness 20% •Content 25% •Requirements 15% •Mechanics 10% || •Comprehension 15% •Enthusiasm 10% •Vocabulary 20% •Speaks Clearly 20% •Content 25% •Collaboration with Peers 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Presentation 10%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**