S2+Lind,+Kevin

=Stage 2 - Determine Acceptable Evidence.=

•iMovie: Make a video advertisement showing your audience what being a citizen means. •Livejournal: Keep a blog in which you describe your day-to-day civic duties. •Comic Life: Use Comic Life to make a brochure analyzing constitutional rights. •Garageband: Create a talkshow in which guests will role-play as citizens. •Wikispaces: Make a wiki that shows your thoughts on civic duties and resposibilites. || •Formative Assessment part 1: Studuents will use the "Is That a Fact?", "Definitions are Us", and "One Last Question" exercises. (Checking for Understanding) •Formative Assessment Part 2: Students will be given a rubric that show how accurate their understanding is. (Timely Feedback) || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:Your task is to effectively explain the constitution's role in modern courts.**
 * Role:You are a lawyer working toward a position at Davis Polk and Wardwell**
 * Audience:Your clients are Davis Polk and Wardwell**
 * Situation:The contest you find yourself in is a competition to show how the constitution can be used in modern courts.**
 * Product/Presentation:You will create an Xtranormal in order to explain contemporary constitutional rights.**
 * Standards (Criteria from both rubrics - product and presentation): Product: content 30%, originality 20%, mechanics 20%****, organization 15%, sources 15%. Presentation: content 30%, terminology 10%, preparedness 20%,**
 * evaluating peers 20%, time-limit 10%, speak clearly 10%** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •Podcast: Create an audio file with a group in which you discuss constitutional rights and what they mean to you.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-assessment: KWL Chart to see what knowledge students have of constitutional and legal rights.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •Students will understand that they have constitutional rights. || •Maine Learning Results: Civics and Government B2; Grade 9-12 ||

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** ||
 * •Government and Politics || •The U.S. Constitution ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You are a lawyer who is looking for a position with a prestigious lawfirm. Davis Polk and Wardwell is offering a contest where the winner will be their new partner. They are requiring all contestants to submit entries explaining how the constitution can be used in court. They also want all entries to have interesting elements to grab their attention. You must now make the best possible presentation explaining the legal rights of U.S. citizens. ||

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

//**By what criteria will student products/performances be evaluated?**// •Originality 20% •Mechanics 20% •Organization 15% •Sources 15% || •Content 30% •Terminology 10% •Preparedness 20% •Evaluating Peers 20% •Time-limit 10% •Speak Clearly 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Content 30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**