Validity

The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard.

(The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality product)
TEKS/Student Expectations: Insert the TEKS the lesson is covering

§110.62. Journalism
(2) The student reports and writes for a variety of audiences and purposes and researches self-selected topics to write journalistic texts. The student is expected to:
(A) locate information sources such as persons, databases, reports, and past interviews; gathers background information; and researches to prepare for an interview or investigate a topic;
(G) demonstrate an understanding of the elements of news through writing;

TARGETED TAKS/Department Objectives: From data and Benchmark test, what is the skill you developed.
Support Language Arts curriculum

Challenge

The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions
Rules, Rules, Rules.

How easy is it to follow rules? What are the consequences of not having rules at school? in society?

The campus has decided to get student input on rules for different areas of the campus. The main purpose of these rules is to protect the rights of school citizens who use that area.

Feasibility

The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)

Time Frame:
One week

High Level Processes

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:

Knowledge	Comprehension	Application
Analysis	Synthesis	Evaluation

List or describe activities that support the selected Bloom's Level(s):
Application-List rules designed to protect students; Report/present rules to class;

Comprehension-defend choices of rules

Evaluation-establish standards in the rules

Synthesis-develop a set of rules, principals, standards
Process Skills

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)

Assessment(s):
Assessment is a rubric covering the poster

Create a rubric (click here). You may enter the complete URL above

Uploaded Rubric
not currently available.

Important Content

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics:
Students will work is small groups and choose areas of the middle school campus where rules are needed or students are choosing to ignore the current rules. Students will assess the area and make changes to rules to provide a safe area for our students and staff.

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

E.B.A.M.(Click Here) Experiential-Based Action Model (Optional) is a good way to make sure your activities reach a LoTi level 4. Click here to View EBAM Power Point

Activities
The pillar is Citizenship. As student/adults find a dangerous area, they need to not just complain about the problem but come up with useable solutions to solve the problem.

1. Students will analyze the problems posed by the area
2. Students will create rules
3. Students will create punishments for breaking the rules
4. Students will create a poster of the new rules and expected behaviors.
5. Students will present to administration and defend choices.

Clarity of Task and Assessment Criteria

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria. (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
The students will determine an area of the campus where there is danger and create solutions to make the campus safe in that area. Students will present ideas to administration so that campus policies can be changed.

Technology Use

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?
PowerPoint--for presentation to administration.

Video camera--analyze problem area

Word Processing--for poster

Technology Applications Network Click here to find many technology resources

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:

Anchor Activities Tiered Instruction

Learning Centers Personal Agendas

Adjusted Questions Compacted Curriculum

Flexible Grouping Interest Based Investigations

Learning Contracts Graphic Organizers

Exit Cards

Describe your method of differentiation:
Sp. Ed--students in group will assist with jobs

ESL--paired with Spanish speaker

GT--Present to School Board; Do a "live shot" interview in specific area.
Differentiation Power Point