S2+Couture+Jenny

=Stage 2 Determine Acceptable Evidence.=

__Role:__ You are a newspaper journalist responsible for retelling your favorite story in comic form. Your comic strip will be presented and published in the school and (hopefully) the local paper. __Audience__: Family, friends, fellow students, and neighbors! Those who read the school and local paper. __Situation:__ You must include characters, a setting, and dialogue that accurately represent your book. __Product/Presentation__: You will create a comic strip using comic life or makebeliefscomix.com. __Standards (criteria from both rubrics)__: **Comic Life-** The characters, setting, and dialogue accurately represents the chosen story. The details are in a sequential order and include the big ideas in the beginning, middle, and end of the book. • Discussion/Dialogue- Each student will be responsible to retell a story orally to the teacher. Together we will fill out a rubric showing exactly what the student included and missed. •Pixie Project rubric- Once the project is complete, the student will fill out a student friendly rubric, which will include questions like, "Did you include all of the main characters and the setting in your pictures? Are your pictures in the correct order, starting at the beginning of the story, showing the big ideas in the middle and then the end?" || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * __Goal__: The goal is to retell a story in comic strip form.
 * Oral Presentation**- Your presentation has been rehearsed, and shows a full understanding of the story you're retelling. You stay on topic. You have used several props or costumes to create your comic, showing considerable work and creativity. You stand up straight, and look relaxed and confident. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * •Can the student retell a story orally ? Students will create and use a checklist which includes the characters, setting, and important details in the beginning, middle, and end.
 * Pixie- Beginning, middle and end art projects. Using pixie, students are to draw pictures to represent the big events in the beginning, middle, and end of their story. They will be able to print them off and then write about what's happening in a sequential order.
 * Observations during work time- Are they on the right track with their journal entries and while using their checklist? Have they been able to retell the given story?
 * Journal entries- Students will write about different parts of the story each day. They will always start with who the story's about and where the story takes place, and continue to tell about the big events in the beginning, middle, and end. ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Check list- Another student will use this student-generated checklist to assess a fellow student. Not only will the "assessor" explain which parts the storyteller left out, but give specific feedback about the great points the student included.

//**What understandings/goals will be assessed through this task?**// **(G)** ideas about the books we read. •Students will understand that comprehension develops as a result of careful reading and the making of connections. •Students will understand that retelling includes key story components. || •Maine Learning Results: English Language Arts- A. Reading A2 Literary Texts Grades Pre k-2 Students identify and describe settings and characters. Students retell the sequence of events and include essential details.
 * Understanding || Goal (MLR) ||
 * •Students will understand that retelling is a way to communicate

English Language Arts 2.1- Students will retell a story sequentially including the main idea, important details about characters, setting, problem, and solutions. ||

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 Idea || Big Idea ||
 * • Retelling || • Key story components ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * You are a newspaper journalist responsible for retelling a favorite story in your school and local newspaper. Using a digital camera, or pixie, you will draw, or become the characters, choose or use props to design the setting(s), and write dialogue that best represents the beginning, middle, and end of your story. You will be putting all of these pieces together to create your comic strip in comic life or makebeliefcomix.com. You will orally present your piece to classmates and to the local paper. All of your friends, neighbors, peers, and family will be able to read your final comic strip in one of the two newspapers! ||

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

//**By what criteria will student products/performances be evaluated?**// the story
 * Product Criteria || Presentation Criteria ||
 * • Accuracy of Retelling
 * Sequence
 * Work and Creativity
 * Attractiveness
 * Mechanics || •Accuracy of Retelling the story
 * Sequence
 * Presentation
 * Knowledge of the Topic
 * Audience Contact ||
 * 2004 ASCD and Grant Wiggins and Jay McTighe**