S2+Joiner,+Rachel

=Stage 2 - Determine Acceptable Evidence.=

•Blog: Keep an online journal that describes your experiences of "migrating." Keep updating as more events occur. Compare to the move colonists made. Comment on others blogs. •Podcast: Create a radio editorial piece expressing your opinions on how John Locke's ideas influnced on the Constitution. •Comic Life: Portray the colonists reasons for leaving, and pick one recent group of people who have migrated and portray their reasons for leaving. Write a blog or give an oral presentation comparing and contrasting each group. •Xtranormal: Create a conversation between two influential colonial figures talking about important events at this time. Post to class wiki. •Wiki: Using hyperlinks to support your reasoning for how the culture of Maine was shapped by the colonists and the Native Americans. || •Formative Assessment Part 1: (During Instruction, Checking for Understanding): Binoculars, Exit Ticket, Is that a Fact, Lets Compare Notes, Mirror, One Sentecne Summary. =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal: The task is to document the life and surrondings of a colonist, and provide a brochure explaining how the colonist lives.**
 * Role: You are a museum curator picking a colonist from the provided list.**
 * Audience: Your clients are the members of the media board at the History Channel.**
 * Situation: The challenge involves entering a contest sponsored by the History Channel.**
 * Product/Presentation: The student will create a brouchure using Comic Life to submit to the History Channel. They will upload it to a website.**
 * Standards (Criteria from both rubrics - product and presentation): Presentation: Enthusiasm: 20%, Content: 25%, Preparedness: 15%, Listens to Others: 15%, Speaks Clearly: 15%, Posture and Eye Contact: 10%. Product: Research: 25%, Spelling and Proffreading: 10%, Content-Accuarcy: 25%, Graphics/Pictures: 15%, Attractivness and Organization: 15%, Sources: 10%.** ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * •iMovie: Film an advertisement that will atrract colonists to this new world. Post on a class wiki or Youtube.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * •Pre-assessment: Students will complete an Anticpiation Guide to demonstrate their misunderstandings and current knowledge of the Colonial Era.
 * Formative Assessment Part 2: (Timley Feedback on Product): Self Assessment, Checklists and Reflection Journals, Peer Exit Tickets along with Teacher Rubrics and feedback.
 * •Reflection: Students will reflect on how well they did, and what they learned. They will also offer what they think could have made the unit more intresting. ||

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * •The founding of America was shapped by many different people, cultures, and industries. || •MLR, Social Studies, E. History, E1 Historical Knowledge, Concepts, Themes, and Patterns, Grade Level: 6-8. "The Colonial Era 1500-1754." Students understand major enduring themes and historic influence in the history of Maine, the United States and various regions of the world. ||

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 Era || •Beginning of America ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You are a museum curator at the Norlands Living History Center. You recieved a call from the History Channel yesterday. You have been selected as a finalist from several museums throughout the country to participate in a chance to be sponsored by the History Channel. If your museum wins you will be featured on a commerical advertising your museum, and the History Channel will pay to open a new exhibit. You have decided if you win you will expand your living history to include the 17th century. Your task is to create a brochure that is written from the point of view of a colonist of your choosing. This must be presented to the History Channel's media board. If chosen there will be various phamphelts that vistors can have, so they can follow the life of a colonist. You must chose to be someone from the 17th century from the list provided. You will describe your life and events seen through the colonists eyes and put this on your brochure. You must adress things such as problems, and/or tensions in the colony, what this "new world" is like including the geography, what food you eat, and how you dress, and the politics of the time. Live the life of the colonist you chose. Have fun and good luck! ||

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

//**By what criteria will student products/performances be evaluated?**// •Spelling and Proffreading: 10% •Content-Accuracy: 25% •Graphics/Pictures: 15% •Attractivness-organization: 15% •Sources: 10% || •Enthusiasm: 20% •Content: 25% •Preparedness: 15% •Listens to other Presentations: 15% •Speaks Clearly: 15% •Posture and Eye Contact: 10% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * •Research: 25%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**