Zach+L.+Stage+2

=Stage 2 Determine Acceptable Evidence.=

Role: A fly tyer replicating fly patterns that could be sold commercially with marketability to local or national audiences. Audience: Prospective investors, local shop owners, individuals interested in fly fishing and supporting local merchandise. Situation: The student is conducting a presentation that chronicles the process they went through in mastering tying techniques culminating in the final product that meets the standards for commercial patterns. The student is in essence selling their creations with real potential for success and monetary gain. Product/Presentation: The student will be presenting and selling commercial quality patterns of their creation to a diversified audience through an iMovie. The role of the audience is to evaluate the product for its quality and to evaluate the student on their learning and presentation. Standards (criteria from both rubrics): Product: Commercial length, production quality, student narration, incorporated music, final pattern still images, video of production or patterns in action, and pattern production images. Presentation: Introduction/description of iMovie, presentation of story boards, still image slide show, interactive featured product presentation, comprehension, and collaboration with peers. || •iMovie: Student will create a 30 second commercial that showcases their tying ability. The commercial will include still images of patterns as well as production video. This artifact will be linked to the blog. •Multimedia Panel Presentation: The project will culminate with a panel presentation (the student invites attendees) that highlights the learning from the project. This presentation will be rated by attendees along with the products to see if the pattern is in fact of commercial quality. || •Visual Comparison: Student will visually evaluate their reproductions against a commercial example of the same pattern. A blog entry will accompany this including defending their rating through dialogue and photographic evidence. •Blog Checklist: Student will complete a checklist of required blog elements. || =Assessment Task Blue Print=
 * Performance Task (Summary in G.R.A.S.P.S. form): **(T)** ||
 * Goal: To create commercial quality fly patterns that could be sold in a local market (school) and carried in local shops.
 * Other Evidence (quizzes, test, prompts, observations, dialogues, work sample, etc.):**
 * Other Evidence **(OE)** ||
 * •Blog: Student will keep a running blog of the project throughout the process by posting entries on structured prompt topics including pictures of products and processes, linking relevant artifacts, discussing patterns, and encouraging blog viewers to respond to postings.
 * Student Self-Assessment and Reflection**
 * Self-Assessment **(SA)** ||
 * •Rubric: Student will create a rubric that assesses the final product(s) for their quality. Accompanying the rubric will be a blog posting by the student analyzing their rating.
 * •Rubric: Student will create a rubric that assesses the final product(s) for their quality. Accompanying the rubric will be a blog posting by the student analyzing their rating.

//**What understandings/goals will be assessed through this task?**// **(G)**
 * Understanding || Goal (MLR) ||
 * •Students will understand that there is a distinct link between material selection, correct tying technique, and proportion when creating flys that mimic what exists in the natural world. || •Maine Learning Result: Visual and Performing Arts - B and D Grades 9-12 ||

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 ||
 * •Fly Tying || •Commercial Pattern ||

//**Through what authentic performance task will students demonstrate understandings?**//
 * //**Task Description:**// **(T)** ||
 * It is a beautiful summer evening, and you are standing waist deep in your favorite river. The fish are rising all around, apparently striking the same kind of bug swarming around you hatching by the hundreds. You dig though your fly box, find a reasonable match, tie it on, cast, and get a strike. The fly you tied on was not purchased in a shop; it is one that you tied. You learned the process, gained the skills, and studied the art enough to be able to replicate patterns that are popular. More than that, you have the opportunity to be able to create commercial quality flies that might actually be marketed to both a local market and carried in local fly shops. You will actually create an iMovie commercial marketing your flies. Learn a skill, improve your fishing knowledge, and become a part of the fishing community all at the same time. ||

//**What student products/performances will provide evidence of desired understandings?**//
 * Type II Product || Type of Presentation ||
 * •iMovie Commercial || •Discussion Introducing the Commercial and Products ||

//**By what criteria will student products/performances be evaluated?**// •Production Quality •Student Narration •Incorporated Music •Final Pattern Still Images •Video of Production or Patterns in Action •Pattern Production Images || •Introduction/description of iMovie •Presentation of Story Boards •Image Slide Show •Interactive Featured Product Presentation •Comprehension •Collaboration with Peers ||
 * Product Criteria || Presentation Criteria ||
 * •Commercial Length
 * 2004 ASCD and Grant Wiggins and Jay McTighe**