S2+Dallaire,+Seth

=Stage 2 - Determine Acceptable Evidence.=

• **Prezi:** Students will create and present a Power Point using Prezi. • **iMovie:** Students have a roundtable discussion similar to //Real Time with Bill Maher//. • **Podcast:** Students will create a podcast about a significant event from the Revolutionary Era. • **Glogster:** Students will create a poster using Glogster. • **Capzles** - Students will follow one specific Revolutionist throughout the era and war. || • Survey of information at mid-point of unit. • Hand back surveys of information with test after the unit has been finished for comparison. || =Assessment Task Blue Print=
 * **Performance Task (Summary in G.R.A.S.P.S. form):** **(T)** ||
 * **Goal:** You and your partner will create a radio broadcast about any event during Revolutionary Era and/or War.
 * Role:** You are the host of a popular morning radio show that focuses on historical events in American history and your partner is an opiniated caller.
 * Audience:** Your show is based out of Boston (and you must sound the part) and has a livefeed that can be streamed across the world.
 * Situation:** You need to talk about an event that took place during the Revolutionary Era and/or War and and include factual information about the event. You and your partner can divide the work as you wish.
 * Product/Presentation:** You will present your radio show to the class and then discuss the topics covered during your time "on air."
 * Standards (Criteria from both rubrics - product and presentation):** Historical Accuracy 30%; Preparation 20%; Originality 15%; Editing 15%; Duration 10%; Clarity 10%; Preparedness 20%; Attire 20%; Enthusiasm 15%; Professionalism 15%; Q & A Session 15%; Knowledge 15%. ||
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * **Other Evidence** **(OE)** ||
 * • **Comic Life:** Students create a Comic Life to describe individual events during the Revolutionary Era and War.
 * Student Self-Assessment and Reflection**
 * **Self-Assessment** **(SA)** ||
 * • Un-graded survey of information prior to starting the unit.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * **Understanding** || **Goal (MLR)** ||
 * • Revolutionary Era || • To have a firm knowledge of key facts, vocabulary, people and battles from the Revolutionary Era. ||

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 Ideas** || **Big Ideas** ||
 * • The Revolutionary Era is one of the most significant eras in United States history. || • The importance of The Declaration of Independence. ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * **Task Description:** **(T)** ||
 * You are a radio DJ at WBOS, a popular radio station out of Boston, Massachusetts. During your show you often like to cover topics from the old and battered text book you keep at your studio. This particular morning you find an article about the Revolutionary Era, more specifically, the Tea Act, Boston Tea Party, Boston Massacre, and Intolerable Acts. You and your partner need to include key, factual information in your radio broadcast. ||

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

//**By what criteria will student products/performances be evaluated?**// • Preparation 20% • Originality 15% • Editing 15% • Duration 10% • Clarity 10% || • Preparedness 20% • Attire 20% • Enthusiasm 15% • Professionalism 15% • Q & A Session 15% • Knowledge 15% ||
 * **Product Criteria** || **Presentation Criteria** ||
 * • Historical Accuracy 30%
 * 2004 ASCD and Grant Wiggins and Jay McTighe**