S2+Scheidegger,+Lauren

=Stage 2 - Determine Acceptable Evidence.=

• __Tumblr Posts__: Post your critiques on our readings, and comment on your peers posts. • __Prezi__: Create a prezi that shows you comparing and contrasting the two versions of a story we covered in class. • __iMovie (Youtube):__ Create a movie of you assuming the role of an author. What inspired you to create what you did? What was your life like? (If you don't want to act feel free to use puppets) • __Capzles:__ For each graphic short story create a capzle on how it drew from the original. You can put text, images, music, or a video clip in a capzle. • __ComicLife/Comic Nation:__ Post your final original comic on comicnation and use the "comment" tool to respond to some of your peers comics. || sort of literary devices were used in the last book you read? How did the author influence that book? What do you want to learn in this class? What is your favorite aspect of literature? •__Self-Assessment:__ [At the end of each lesson] Respond in a journal respond to the following questions; How do you feel about your final product? hat did creating it teach you? What were your strengths and challenges while making the project? Did it go smoothly? __Formative Assessment__: [Throughout lessons] Part I (during instruction, checking for understanding): Students will be checked for understanding using the following activities: tree charts, jigsaw, five minute "think sessions" with a partner, reenacting/recreating a scene in groups, "graffiti walls", exit cards, free writes, and a mini comic. Part II (Timely feedback on product): Students will respond to their peers work in the form of "comments" on blogs, oral feedback, and "think sessions". Students will reflect on their own work by writing in journals, google surveys, five minute essays, and during class reflections. The Teacher will respond to students by using checklists and rubrics and comment cards. •__Reflection__: (K-W-**L**) [At the end of the unit] Did you learn what you wanted to learn at the beginning of this class? In general what sort of lessons or concepts will you take out of this class? What was most beneficial to you? Least beneficial? What could be done to improve this course? || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Your task is to get you short story chosen by Glimmer Train Press Inc, and then to make create a graphic version of your story for Sterling Publishing.
 * Role:** You are a new writer eager to get published.
 * Audience:** Glimmer Train Press and Sterling Inc.
 * Situation:** The context you find yourself in is that you want to win Glimmer Trains contest for new short stories, and then once you are noticed by Sterling you want to make a graphic novel rendition of you short story worthy of being pu into their up coming anthology.
 * Product/Presentation:** You will create a short story but ultimately a graphic novel remake of your piece.
 * Standards (Criteria from both rubrics - product and presentation): PRODUCT:** Literary Devices and Techniques 20%, Creativity 10%, Graphic Remake 20%, Emphasis 20%, Problem and Conflict 10%, Writing Process 20%. **PRESENTATION:** Comprehension/Content 25%, Vocabulary 15%, Preparedness 20%, Enthusiasm 15%, Evaluates Peers 15%, Time Limit 10%. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • __Glogster:__ Create a poster on glogster that illustrates the different forms of literature and how they are made.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •__Pre-Assessment:__ (**K**-**W**-L) [At the start of the unit] In a journal respond to the following questions; To you what is literature? What

//**What understandings/goals will be assessed through this task?**// **(G)** There are many ways to analyze literature and find the emphasis and meaning. This includes comparing and contrasting different mediums. || •CCSS Reading 9-10 Literature Integration of knowledge and Ideas ||
 * **Understanding** || **Goal (MLR)** ||
 * •There are a variety of ways to create literature and many different ways to transform literature.

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? (What classifies as Literature?) || •Transforming Literature ||
 * **Big Ideas** || **Big Ideas** ||
 * •Forms of Literature

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * As a desperate writer eager to get published, we invite you to enter Glimmer Train Press Inc.'s 2011short story contest. Glimmer Train Press annually holds a contest to seek out the best new and upcoming authors. All the short stories chosen will be published. To show your professional abilities to craft stories include at least five literary devises and use the power of emphasis to create interest. Judges will be looking for creative and engaging pieces.

If we decide your short story is in the top 20 you will be given the honor to create a short graphic novel remake of your new short story for the successful publishing company Sterling inc. They are creating a new anthology of graphic short stories, and they're planning to include the best new and upcoming authors. When transforming your short story into a graphic remake feel free to make changes, but they request that the main “essence” of the story remain intact. They also request that you put your graphic short story on an online comic hosting website, so we can view it right away. Also, to show your professionalism, they ask you to respond to some of the other graphic short stories that may be put in their anthology. We all plan on seeing your best work.

Glitter Train Press Inc. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * •Comic Life -> ComicFury || •Presentation ||

//**By what criteria will student products/performances be evaluated?**// •Creativity 10% •Graphic Remake 20% •Emphasis 20% •Problem and Conflict 10% •Writing Process 20% || •Comprehension/Content 25% •Vocabulary 20% •Preparedness 20% •Enthusiasm 10% •Evaluates Peers 15% •Time Limit 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Literary Devices and Techniques 20%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**