S2+Harrington+Christine

=Stage 2 Determine Acceptable Evidence.=

Role: You are a cook/chef. Audience: Your clients are bakers at a local bakery. Situation: The context you find yourself in is that bakers at the local bakery are in need of some new recipes and need your help. Product/Presentation: You will create a cooking show documentary and recipe book using Garage Band and Photobooth. You will narrate directions for recipes and add photographs to create a documentary. Standards (criteria from both rubrics): For the presentation portion of the performance task, the criteria that will be assessed is content, comprehension, speaking clearly, using complete sentences, staying on topic, and listening to other presentations. For the product portion of the performance task, the criteria that will be assessed is appearance, organization, understanding of convention usage, message, mechanics, and collaboration. || • dialogues/conversations • interactive writing used to create a nonfiction book • viewing the cooking show documentary...oral feedback •dictation of a fact learned/ picture or drawing || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Your task is to create a recipe (how to book) and cooking show (documentary).
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • observations
 * checklists
 * individual pages put into the nonfiction book
 * drawing- a fact of something they learned
 * photographs- ability to use a digital camera
 * rubric for naming the features and conventions of nonfiction texts.
 * separate fiction and nonfiction books using conventions and features we learned about.
 * class participation
 * working together/ group work ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • discussion/conversations

//**What understandings/goals will be assessed through this task?**// **(G)** A3 Informational Texts (Pre-K - 2) • Students read informational texts, within a grade appropriate span of text complexity, for different purposes. ||
 * Understanding || Goal (MLR) ||
 * • There are many varieties of nonfiction texts.
 * Nonfiction texts have several features and conventions and give information. || MLR- English-Language Arts

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 ||
 * • Fiction || • Nonfiction ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * You are a chef and are going to create a cookbook and cooking show using a variety of foods like applesauce, apple cider, pumpkin pies,muffins, and pizza. Using some of the features and conventions of nonfiction texts that you have learned in class, you are going to create a cookbook and cooking show for our local bakeries. You will take pictures using a digital camera and phothbooth. You will use garage band to narrate your recipe to create a documentary cooking show and a how to book. Copies of your cookbook and cooking show will be sent to local restaurants and bakeries. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * • Garage Band
 * iMovie
 * Photobooth || • oral presentation
 * documentary (cooking show)
 * recipe/ cook book ||

//**By what criteria will student products/performances be evaluated?**// •organization •understanding of convention usage •message •mechanics •collaboration || • content • comprehension • speaks clearly • uses complete sentences • stays on topic • listens to other presentations ||
 * Product Criteria || Presentation Criteria ||
 * •appearance
 * 2004 ASCD and Grant Wiggins and Jay McTighe**