S2+DeRaps+Hattie

=Stage 2 Determine Acceptable Evidence.=


 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** Your goal is to create a recording for the National Public Radio program //This I Believe//.


 * Role:** You are the author of an essay about equality and/ or inequality.


 * Audience:** The editors at //TIB// and the listeners of NPR.


 * Situation:** You are entering your essay in hopes of being accepted by the editors of //TIB// (and winning $200 if you are selected by NPR).


 * Product/Presentation:** You are going to write your essay and create a sample recording using GarageBand.

•Draft essay scored according to our Narrative Writing Rubric (PWR) •Peer editing session of others' //This I Believe// essay scored according to a checklist rubric based on //TIB// and PWR criteria || •Self-Assessment scored according to a checklist rubric based on //TIB// and PWR criteria •Self-reflection and peer-reflection: Recording thoughts while listening to peer recordings as well as their own || =Assessment Task Blue Print=
 * Standards (criteria from both rubrics):** A successful result will express a situation in your life where you either experienced or witnessed a situation that caused you to form a belief about equality and/ or inequality. Your successful result will meet the criteria set forth by the editors of the //This I Believe// program on NPR and our Narrative Writing Rubric. The criteria from the Narrative Writing Rubric will assess your written essay for the following criteria: subject/ unifying event, belief/ philosophy, tone/ voice, organization/ structure, and MUGS (mechanics, usage, grammar, and spelling. Your audio presentation of your GarageBand product will be assessed according to the following criteria: the pacing and consistency of your voice, the economy of your overall essay, your awareness of your target audience, and you will be held to a four minute time limit for this presentation. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * •Analysis of at least two other essays from the //This I Believe// site
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Blog entry reflections

//**What understandings/goals will be assessed through this task?**// **(G)** voice within a piece of written/ audio text || •//Maine Learning Results//: English Language Arts-//B. Writing// //B2 Narrative Writing//: //The "This I Believe" Project// //Grades 9-Diploma// //Students embed narrative writing in a written text when appropriate to the audience and purpose.// ||  ||
 * **Understanding** || **Goal (MLR)** ||
 * •Narrative writing allows the author to create a distinctive

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** ||
 * •equality/ inequality || •the power of individual expression ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * Even though you've only lived for sixteen or seventeen years, you have developed and tested many beliefs that are probably pretty sacred to you by now. It doesn't take long on this earth to develop some solid beliefs about how you want to be treated and how you should treat others. For years and years, the folks at //This I Believe// have been collecting and archiving the simple but profound beliefs of every day Americans like you and me. In fact, this program has become so popular that regular folk all around the globe have started to write, record, and submit their beliefs for publication and/ or broadcast. Using the lens of equality/ inequality, you all are going to write about and record a belief that you hold dear. Your belief could stem from a time when you felt mistreated or underestimated because of your looks or where you come from. Or, your belief could come from something that you witnessed involving the equality/ inequality of others. Whatever way you formed this belief, you're going to write about it, record it, and submit it to the //TIB// website. Yes, I meant what I said. We are venturing out into the real world for this project! You will all have the opportunity and the challenge of creating a meaningful, insightful, belief-filled statement that the editors of the //TIB// program find so fascinating that they offer you $200 to record and broadcast your belief. Remember, this program serves to highlight every day people. You and I definitely fall under this category! Together, we will work out issues of poor grammar and spelling to create polished, meaningful belief statements that are hard to refuse. It'll be a swell time. And, who knows? One of us just might end up a few dollars richer! ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •GarageBand recording || •Students will share recordings in class and receive peer feedback before they send their final products to the editors of //This I Believe// ||

//**By what criteria will student products/performances be evaluated?**// •Belief/ Philosophy •Tone/ Voice •Organization/ Structure •MUGS || •Voice: Consistency •Voice: Pacing •Economy •Awareness of Target Audience •Duration of Presentation ||
 * Product Criteria (Essay) || Presentation Criteria (GarageBand Recording) ||
 * •Subject/ Unifying Event
 * 2004 ASCD and Grant Wiggins and Jay McTighe**