S2+Rowley+Kurt

=Stage 2 Determine Acceptable Evidence.=

Role: You are a National Geographic reporter assigned to produce this important short film. Audience: Your film will be shown at the After Hours Cafe, and on public access television. Situation: You have been sent to the Gaza strip to investigate perspectives there and educate the world of the nature of the conflict. Product/Presentation: Your report will consist of actual film footage or images from Gaza in order to report as if you were actually there. You will need to develop a script that coincides with your film so that your report is professional and convincing. Standards: Your product should consist of the following:
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: Your goal is to create a news report/documentary that educates your audience about the sources of conflict in the Middle East
 * Complete plan/storyboard
 * Effective use of light and sound
 * Effective use of camera and images
 * Appropriate use of effects, transitions and titles
 * Educational value
 * Appropriate use of music

Your presentation should consist of the following:
 * Quality organization and content
 * Standard language convention free of errors
 * High quality aesthetics such as appropriate use of font, color and graphics
 * A completed product that is clear and engaging
 * Demonstration of evidence and logic including citation of multiple sources ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * *  Students will create journal entries from the point of view of an Israeli and a Palestinian Soldier.
 *  Students will create and perform a "Romeo and Juliet" scenario between adolescents from Israel and Palestine.
 * Students will write a magazine article entitled "The Evolution of My Viewpoint." ||

• Peer review and reflection: Students will exchange Comic LIfe products and critique them regarding organization of content and clarity of information. • Self-assessment checklist: Students will track their progress toward the completed documentary using a self-assessment checklist consisting of scheduled completion checkpoints. || =Assessment Task Blue Print=
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Comic Life layout of documentary: Using Comic Life (or another approved method), students will produce a start to finish script prior to their documentary. This product also should effectively map out the content of the documentary in relation to the script.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (MLR) ||
 * •The earth may be divided into regions based upon physical, environmental, cultural and political features.

•Geographic variation among and within regions can have an impact at the local, state, national and global levels.

•The impact of geographic change may be evaluated and predicted. || • Geography

D1. Geographic Knowledge, Concepts, Themes, and Patterns

Students understand the geography of the United States and various regions of the world and the effect of geographic influences on decisions about the present and future.

a. Explain that geography includes the study of physical, environmental, and cultural features at the local, state, national, and global levels and helps people to better predict and evaluate

b. Describe the major regions of the Earth and their major physical, environmental, and cultural features using a variety of geographic tools. ||

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? • Geographic changes may impact politics and culture. • Geographic change may be a source of tension and conflict between or within regions. ||
 * Big Idea ||
 * • Specific characteristics define various regions of the earth.

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 *  Your goal is to create a news report/documentary that educates your audience about the sources of conflict in the Middle East. You are a National Geographic reporter assigned to produce this important short film. Your film will be shown at the After Hours Cafe, and on public access television. You have been sent to the Gaza strip to investigate perspectives there and educate the world of the nature of the conflict. Your report will consist of actual film footage or images from Gaza in order to report as if you were actually there. You will need to develop a script that coincides with your film so that your report is professional and convincing. ||

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

//**By what criteria will student products/performances be evaluated?**//
 * Product Criteria || Presentation Criteria ||
 * The product should consist of the following:
 * Complete plan/storyboard
 * Effective use of light and sound
 * Effective use of camera and images
 * Appropriate use of effects, transitions and titles
 * Educational value
 * Appropriate use of music || The presentation should consist of the following:
 * Quality organization and content
 * Standard language convention free of errors
 * High quality aesthetics such as appropriate use of font, color and graphics
 * An completed product that is clear and engaging
 * Demonstration of evidence and logic including citation of multiple sources ||
 * 2004 ASCD and Grant Wiggins and Jay McTighe**