S2+LaCasse+Charmaine

=Stage 2 Determine Acceptable Evidence.=

Role: You will be a research journalist researching the Revolutionary War Era. Audience: Your audience is your classmates, the other fifth grade classes, parents and members of the communities in which you live. Situation: Your challenge is to research with an open mind in order to gain perspectives of varied points of views of the people living during the Revolutionary War Era. Product/Presentation: Your product will be a virtual newspaper. Standards (criteria from both rubrics): Your product will be evaluated by the following criteria: quality, composition, organization, collaboration, use of resources, creativity, your job as a journalist, newspaper layout, components, authenticity, transferability to today (community page), and empathic understanding. || • Students will research and interpret one assigned person from the Revolutionary War Era. The students will dress up as their character and role play from that character's view and their role in the Revolutionary War. • Groups of students will construct various battle maps and write a news article containing the who, what, where, when and how the battle impacted each side. The maps must accurately portray the battle, weapons used and the participants. • Students will complete, "I have learned" daily reflections and share out new learning with the class during the last ten minutes of class. • Students will keep notes on their class wiki. These notes will be both as a group and as an individual. =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Your task is to create a virtual newspaper, as well as a printed copy, about the Revolutionary War Era.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * • Students will pretend to be either a Patriot or a Loyalist and write a persuasive letter to Mr. White convincing him of the side he should be on.
 * • Students will pretend to be either a Patriot or a Loyalist and write a persuasive letter to Mr. White convincing him of the side he should be on.
 * .** Students will use the graphic organizer "Thinking At Right Angles" to describe the way of life before and during the Revolution, and how life today has been impacted in the area in which they live by the Revolution.
 * .** Students will be interrupting the lyrics to a song from the Revolutionary time and what the song was communicating to the people of the era.
 * .**Students will construct a poster of student rights.
 * .**Students will use a wiki to record learnings. ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Students will work on a semantic features graphic organizer to help them record newly learned information from both sides of the Revolutionary War.
 * • Students will work on a semantic features graphic organizer to help them record newly learned information from both sides of the Revolutionary War.
 * .** Students will have use of a checklist to help them keep on track toward the final task. ||

//**What understandings/goals will be assessed through this task?**// **(G)** E 1 Historical Knowledge, Concepts, Themes, and Patterns Grade Span 3 - 5 Students understand various major eras in the history of the community, Maine and the United States. ||
 * Understanding || Goal (MLR) ||
 * • Students will understand that colonists' values and principles led some of the colonists to desire to create a government for their new country and to declare independence from Britain. In addition, students will understand that revolutions bring about change, the colonists fought for independence and the revolution brought about changes in the colonies. Students will understand that even conflict in their lives will bring about change for them. || • Maine Learning Results - Social Studies

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 ||
 * • Conflict || • Communication ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Your task is to be a research journalist investigating the people, places, and events surrounding the Revolutionary War Era. You will be working in groups of 3 - 5 students to create an authentic time period virtual newspaper, as well as a hard copy for you to take home and to place at different places in the community. You will need to use the internet, library, class text book, historical experts, and atlases to research the era. You will be researching the causes of the war, events leading to major battles, turning points, the roles and view points of both sides of the war, important people of the era, and consequences of the war. You will keep track of your research on a class wiki and copy any pictures that you choose to use to the wiki also. The music teacher will be helping you to research the entertainment of the era, which will be part of the entertainment section of the paper you will be creating. You will be composing a song to represent the era. Your song will be recorded and posted on the class wiki for you readers to enjoy and sing along with you. In small groups of 4 to 5 people you will work on the production of a section of the paper. ||

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

//**By what criteria will student products/performances be evaluated?**// • Composition • Organization • Collaboration • Use of resources • Creativity || • Journalist • Layout • Components • Authenticity • Empathic Understanding ||
 * Product Criteria || Presentation Criteria ||
 * • Quality
 * .** Transferability to today
 * 2004 ASCD and Grant Wiggins and Jay McTighe**