S2+Doughty+Maryellen

=Stage 2 Determine Acceptable Evidence.=

Role: You have been asked to create a graphic novel using ComicLife. Audience: Your target audience is an online graphic novel publisher and other students studying //Scarlet Letter//. Situation:The challenge involves dealing with explaining literary devices and Puritan values within the context of //Scarlet Letter.// Product/Presentation: You will need to create a graphic novel (comic book) in order to highlight Puritan beliefs/values and literary devices in //Scarlet Letter//. Standards (criteria from both rubrics): A successful result will explain characters and plot while providing background information about literary devices and Puritan values/beliefs. Your project will be assessed based on the following categories: writing--organization, writing--grammar, spelling & proofreading, writing--mechanics, content--accuracy and graphics--pictures. Your oral presentation will be assessed on: preparedness, time-limit, content, comprehension, visuals and posture & eye contact. || • entry/exit cards • individual and group conferencing || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal:Your goal is to help other students understand how literary devices are used and Puritan values are seen in //The Scarlet Letter//.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * * A quiz about the important plot points and characters //Scarlet// //Letter//.
 * Analyze the text of "Sinners..." and information about rhetorical devices in order to understand how Edwards influences his audience.
 * Create a poster about a literary device and illustrate how it is shown in //Scarlet// //Letter//.
 * Write an essay in which students compare/contrast Edwards' views of Puritanism with Hawthorne's.
 * Using a RAFT, take the role of Hester Prynne, Arthur Dimmesdale or another character and write a letter or journal entry about his/her life and experiences (based on events in the novel).
 * Assess where Puritan values are still seen in our society today or how Puritan values/beliefs influence us and present to the class. ||
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * • Students will assess individual performance and group work by writing reflections on the process, perhaps by blog or wiki.

//**What understandings/goals will be assessed through this task?**// **(G)** Authors use literary devices like symbolism, imagery, motifs and themes to enhance their works. Authors try to address problems they see in society by writing about them. ||  ||
 * Understandings: ||  ||
 * Authors are influenced by the society in which they live.

Students read text, within a grade appropriate span of text complexity, and present analyses of fiction, nonfiction, drama, and poetry, using excerpts from the text to defend their assertions. a. Analyze the characters’ external and internal conflicts. c. Determine the effects of common literary devices on the style and tone of a text. e. Identify, compare, and analyze recurring themes across works.
 * Goals (MLR's): ||  ||
 * •A2 Literary Texts

B1- Interconnected Elements Students use a writing process to develop an appropriate genre, exhibiting an explicit, organizational structure, perspective and style to communicate with target audiences for specific purposes. a. Locate, summarize and synthesize information from primary and secondary sources, as necessary. c. Revise drafts to improve synthesis of information from sources ensuring that the organizational structure, perspective and style are effective for the targeted audience and purpose. d. Edit for correct grammar, usage and mechanics. e. Create legible final drafts. ||  ||

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 ||
 * • Understand how authors are influenced by society ||  ||   ||   ||
 * Understand how authors address the problems they see in society. ||  ||   ||   || • Understand why authors use literary devices. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * //The Scarlet Letter// can be a difficult novel to understand, but you and your classmates have mastered it! Your classes have been given the task of writing a graphic novel (comic book) based on //The Scarlet Letter.// You need to use your expertise in Puritanism and literature in order to explain some of the specific background knowledge needed to really understand //Scarlet Letter.// You will be working in groups. Each group will be give a few chapters to explain and annotate. You should include any literary devices you might note as well as any information of historical interest. At the end, your work will be submitted to an online graphic novel publisher for possible publication. A printed laminated copy will be put on display in the school library. In addition, we will send our graphic novel to some New York students (who are also studying //Scarlet Letter//) as a study guide/aid. ||

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

//**By what criteria will student products/performances be evaluated?**// •Writing--Grammar •Spelling & Proofreading •Writing--Mechanics •Content--Accuracy •Graphics/Pictures || •Preparedness •Time-Limit •Content •Comprehension •Visuals •Posture & Eye Contact ||
 * Product Criteria || Presentation Criteria ||
 * • Writing--Organization
 * 2004 ASCD and Grant Wiggins and Jay McTighe**