S2+Taylor,+Kyle

toc =Stage 2: Determine Acceptable Evidence.=

Role: You work for a major advertising company that is known for creating political advertisements. This years candidates have requested a team, of which you are a part, to create advertisements concerning this year's 'hot topics'. Audience: The target audience is the various aspects of the public (mothers, teachers, veterans, etc.) Situation: The challenge involves dealing with counterarguments and opposing sides that are making your view look lesser or bad in the eyes of the public. Remember, the public also has their own ideas and thoughts on the topic, you need to help sway them otherwise so your employer gets the vote! Product/Presentation: You will create an advertisement concerning your topic in order to persuade the public views to feel as you feel. Standards: The politicians and public will be looking for various crucial aspects in your advertisement, including its ability to communicate with all audiences, the clarity and appropriateness, and your ability to persuade. || •Peer Response Groups - Two PRG sessions will allow students to build off of one another's ideas. The two sessions will split the unit in to three parts. Students of opposing sides may not work together. •Drafts - For the writing portion, drafts will be due periodically. || •Drafts - Students will hand in drafts of the essay and receive feedback. •Self-Grade Rubric - Students will assess their own work based on the same rubric as the instructor. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: The goal is to be able to express your opinion in a persuasive way.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * •Work Samples - Students will supply updates on their oral version in the last few minutes of each class to ensure constant progress.
 * •Work Samples - Students will supply updates on their oral version in the last few minutes of each class to ensure constant progress.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Blog - Students will reflect on their own presentations, as well as the presentations of their opponents.

//**What understandings/goals will be assessed through this task?**// **(G)** B4 ||
 * Understanding || Goal (MLR) ||
 * •Creation and use of a thesis, as well as the proper application of persuasive tools. || •Maine Learning Result English Language Arts

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 ||
 * •Persuasive Writing || •Research and oral persuasion ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * You work for Global Thought, an internationally recognized advertisement company. Due to the high quality of your past work, you have been selected to become of a special team that will be working with this year's Presidential candidates. The candidates have requested a team from the company to create advertisements promoting their view of the 'hot topics' in the upcoming debate. You are going to pick a topic, explore each side, and decide which candidate you are going work for. From there, you will create a public advertisement to be broadcast on either the radio or TV that will communicate to the various aspects of the public viewers. ||

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

//**By what criteria will student products/performances be evaluated?**// •Grammar and Spelling •Persuasive Techniques •Support •Incorporates Opposing Arguments || •Addresses all Audiences •Oral Persuasion •Consistency of Role •Clarity and Appropriateness ||
 * Product Criteria || Presentation Criteria ||
 * •Thesis
 * 2004 ASCD and Grant Wiggins and Jay McTighe**