S2+Hurley,+Patrick

=Stage 2 - Determine Acceptable Evidence.=

• Comic Life: show the effect of your given law • Dipity: make a timeline about your specific time period • Podcast: interview a leader of a European country from a colonist's perspective • Xtranormal: make a short movie of a dialog between a colonist and the King • Capzles: use multiple forms of media to show the effects of the laws passed by Great Britain || • formative assessment during instruction, checking for understanding) part 1: direct paraphrasing, exit ticket, definitions are us, index card summaries, as I see it, one minute essays. formative assessment (timely feedback) part 2: self assess using rubric, share with peers, give teacher feedback • Reflection: Write a brief paper about your experience and how you think the project went. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: use a capzles to show the effects of laws over time**
 * Role: a team that is creating an exhibit for the Smithsonian**
 * Audience: the head of the Smithsonian's history department**
 * Situation: Create a presentation for the museum that shows the effects of the laws enacted on the colonies over time**
 * Product/Presentation: Capzles with at least 5 different examples**
 * Standards (Criteria from both rubrics - product and presentation): product: content 25%, requirements 25%, originality 20%, technology usage 15%, sources 5%, group work 10%. Presentation: content 25%, comprehension 20%, preparedness 10%, presentation 15%, evaluate peers 15%, and enthusiasm 15%** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • Prezi: make a brochure about your colony
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Pre-assessment: consensogram.

//**What understandings/goals will be assessed through this task?**// **(G)** The move to America sparked a desire for freedom in the colonists that led to the revolution || • E1: Students understand the major eras, enduring themes, and historic influences in the history of Maine, the United States, and various regions of the world ||
 * **Understanding** || **Goal (MLR)** ||
 * • All History is connected.

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** ||
 * •Colonial America || •Build up of tension ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * The Smithsonian is looking for a new exhibit for their online database on the colonies and your group has been selected to create a presentation of what your exhibit would look like. You will have to create a capzle to show how your colony was affected by the different laws. You will have to use at least 5 different examples to have enough information to show how the effects of the laws changed over time. Once completed you will present your exhibit to the leaders of the Smithsonian's history department and they will decide whether your project will be selected. Good luck. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * **Type II Product** || **Type of Presentation** ||
 * •Capzles || • Multimedia presentation ||

//**By what criteria will student products/performances be evaluated?**// • requirements 25% • originality 20% • technology usage 15% • sources 5% group work 10% || • Content 25% • comprehension 20% • preparedness 10% • presentation 15% • evaluate peers 15% • enthusiasm 15% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Content 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**