Ashley Parrales Stage 2-Determine Acceptable Evidence Performance tasks:

12-5-13

EU: Students will understand that measurement of time helps us quantify and organize our lives. Class President. It is time to elect a President for our class this year and all of our fellow classmates will be running! A class President is someone who resembles a leader, someone who is responsible, respectful and very involved during class. If elected as President, you will be a very important teachers helper and will help with making announcements, running errands, leading morning meetings and more! It is a great honor to be chosen! It is your job to create a personal timeline of important events that have happened in your life to present in front of the class. This timeline of events can include things that have happened to you in both the past and present, and will help your classmates get to know a little bit about your life and background and what is important to you. This will only be one piece of your Presidential campaign, but it is important to show your classmates your timeline organization skills. You should hand in your best work and your timeline should be created in any way that best fits with the unique events and special moments in your life. Your timeline must be in chronological order and include at least 5 events to share. Your timeline should also include visuals to capture your audiences attention and help explain your events. After creating your timeline you will be presenting it to your classmates along with the other parts of your campaign we have completed prior to this activity. You will have 5-10 minutes to share with the class. After everyone has presented their timeline, the class will vote on who should be our very own class President!

EU: Students will understand that time management allows for more productivity and efficiency in our lives. Third Grade Literacy Night! As you know, at Waters Landing Elementary School a Literacy Night takes place every year for Kindergarten through fifth grade. This year Mrs. Tooley needs help planning the Literacy night for all of the third grade students. She has a lot to get done, but so little time and doesnt think it is possible to fit everything in. For this assignment, you will take on the role of a teacher to create a one-hour and a half literacy night schedule for third grade. Mrs. Tooley will be visiting our classroom in two weeks. You will be presenting your plans to her. Then, Mrs. Tooley will be choosing one of your literacy night plans to use and follow on the actual Literacy Night. She will be choosing the students schedule and plan that seems most productive.

First, make a list of things that could go wrong during your Literacy Night if there was no schedule and no way to manage your time and write these down. Then create a schedule that will help your Literacy Night run smoothly and prevent these problems from occurring. Keep in mind you have one hour and a half for your Literacy Night and you must include a time for dinner, a read-aloud, bingo game, and journal station. If you have any other literacy activities you would like to use, you must ask me for approval first. Your final product to present to Mrs. Tooley must be a poster that has the full date of your Literacy Night and your schedule of events written. You must represent your designated times through both analog and digital clock representations. You must also record how you chose to split up your time and how much time you allowed for each activity. Work hard because your Literacy Night could be chosen and used for the ENTIRE third grade!

Other Evidence Venn Diagram: The students will complete a Venn Diagram which compares analog and digital clocks. Quizzes/Unit test: The students will have different short quizzes checking to see if they are able to tell time, match analog clocks to digital times, understand calendar equivalency relationships and put dates in order. They will have final unit test. Brief constructed response: Students will complete one brief constructed response tackling the question of why we use calendars. Interactive notes: Students will take many interactive notes on how to read clocks, the differences between clocks and ways of telling time, reading a calendar (ex: color the 3rd Wednesday of the month yellow etc.) and more. Time Diary- Students will journal about a day or weekend and will record what they did each day, during different times of the day. Afterwards, they will reflect on how productive they were and what they could have done to make their weekend more productive. Exit Cards: I will use exit cards to assess students mastery of the material and SOL essential knowledge. Other: A Learning menu will be completed by students throughout the unit and reviewed to monitor student understanding of time concepts. Students will also complete a learning tool (4 quadrant book) to help them remember and review information.

Students self-reflection and assessment PBE Reflection checklist: I will give students time to self-assess and check their understanding on the PBE activities after completing them to see how they felt about their use of time. I might even ask them what grade they would give themselves. Mini Interviews: I will periodically meet with students and ask if they are confused about anything and check for questions they might have about the material we are learning. I will use this interview time to touch base with students about their PBE progress. Exit Cards: I will also frequently use exit cards as a reflection tool to see if students feel confident in their mastery of the material. I will ask questions like what is one thing you learned in class today or how are you feeling on a scale of 1-10 about your PBE, or what do you struggle with the most/ what are you most confident about.