YEILDING: PERFORMANCE ASSESSMENT 1 $5 Slow Food Challenge +30 Poems= Impact Created by Gail Harper Yeilding EPR 688

This assessment involves a meaningful cause as well as performance by combining poetry with the slow food movement. Students will write along with their teacher for thirty days of sharing poetry with food. The Slow Food movement is a cause that is going throughout our country in order to reform the way we eat. It is an important part in solving many of Americas problem by getting Americans to slow down, know where there food comes from and live a healthier, happier life. I got this idea from the recent $5 Slow Food Challenge, which was a day where each member signed a pledge to feed somebody else for $5. It also utilized many National Writing Project Concepts used for the Red Mountain Writing Project at UAB. Students will write along with the teacher in response to poetry project. To begin this challenge, I will start a blog called, http://www.placesthatmattertome.blogspot.com which will be where I publish 30 poems during this project. I will start with three that I have worked on for a while, and then call for students to write their own to compete. I will continue writing poems, and they will send in poems to compete with mine. Here I nurture the critics by challenging them to write a better poem, and also get the students to write without the threat of being published. At any rate, it forces me to put myself out there, publish some poems, and have students respond and critique them.

YEILDING: PERFORMANCE ASSESSMENT 2 Students will have daily sacred time to write in a notebook as well as type on their blog any topics going on, preferably about food and their relationship to it. Each day I will have till 12:00 am to publish a poem. Through this project students will be equipped with the task of solving how todays poets gain recognition and publish their work. They will write themselves, observe my own poetry publishing, and attend or participate in poetry slams. Events will include Desert Island Supply Companys Eat/Drink/Read/Write festival, Bards and Brews Friday nights at Birmingham Public Library and Real Life Poets Unity Night. These activities will provide opportunities for students to get involved with the community, put themselves out there, critique their teacher and analyze poetry. Being involved with this assessment will be a real world example of how writing can apply to real life as well as become a career. It will also expose students to poets in our own city as well as opportunities to compete in programs such as Brave New Voices and Def Comedy Jam. This will also give students an audience for their voice to be heard in a setting that is relevant, meaningful and responsive. This will include critical thinking skills because the students will be on stage expressing what is important to them. They will also have to critique other poets as well as problem solve by planning for community outreach events. This assessment includes the following Alabama Course of Study objectives, which include: 1.) Compare organizational structure, figurative language, and

literary devices, including use of paradox, among predominantly British short stories, drama, poetry, essays, and other nonfiction literature. 11.) Critique visual

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communication for effectiveness. 12.) Evaluate oral presentation skills of self and others for effectiveness. This assessment also utilizes the following NCTE/ IRA Standards for teachers of English: 4) Students adjust their use of spoken, written, and
visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes. 5) Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes. 12) Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Finale: RMWP, United Way and Rotary host Jimmy Santiago Baca for a Poetry Slam in Birminghams Phillips Academy.

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Student Handout Name ________________________________________ Date _________________

Blog: First Lecture.

FRIDAY, SEPTEMBER 16, 2011, For this month I have designed a performance assessment for you to complete by following a new teaching blog at, http://www.placesthatmattertome.blogspot.com

Here's a challenge worth talking about: $5 Challenge + 30 poems= impact Slow Food USA is a grassroots movement that seeks to improve the quality of food for all people. It is the opposite of fast food. It is a way of thinking about food to be shared and how to be self-sufficient through being able to grow your own food. For this performance assessment, I am going to write one poem a day to be published on this blog, which will be thirty days of writing and publishing. Students: in competition, send me a different poem to publish if you don't like mine and I will give you complete credit for it. Please send these poems to ghyeilding@gmail.com or paste to my schoology wall. Rules: 1. Once your poem is sent in, it's sent in. 2. Be original. 3. Tell the truth and try not to embarrass yourself or me. I gave myself a three-day by posting 3 poems to begin with, kind of like writing one thing on your things to do list that you've already done; however, these first three have evolved slowly. This goes along with the Slow Food USA's $5 Challenge, www.slowfoodusa.org/5challenge You will be allowed to use multiple modalities for this project including but not limited to: blogs, performances in class, poetry competitions, writers notebook, and independent research on a favorite poet. You will be assessed in all areas with the following rubric in mind.

YEILDING: PERFORMANCE ASSESSMENT 5 Scoring Rubric Name _____________________________ Criteria Purpose Quality (1) The purpose of the performance indicates a clear purpose and message to the project. Vision The students The students vision indicates vision reaches forethought. the goals of Slow Food. Student seemed reluctant to get involved. Connections Student demonstrated adequate involvement. Quality (2) The purpose of of the work indicates deliberation, time and effort. Date ____________________ Quality (3) The purpose of the work indicates a genuine concern for others. The students vision includes both Slow Food Concepts with poetry. Student went above and beyond in order to be involved. Student made connection from class to the real world. Quality (4) The purpose of the performance indicates leadership qualities. The students work carries out a vision that makes an impact. Student got others on board and involved. Student integrated these connections to make meaning of the learning.

Involvement

Student made Student made 1no connections. 2 text to ____connections. Examples: Text to Text, Text to world, etc. Developing Emerging

Evaluation Descriptor (+/) Points: ____/100

Experimenting Inquiring

60-70% (D) or below

70-80% (C)

80-90% (B)

90-100% (A)

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Rationale: Students will submit a reflection journal at the end of this project, which will be graded using this rubric. Students will need to show evidence of how they performed in the areas that are listed in the rubric. The students grade will be an evaluation descriptor along with points total. These two areas will be combined for a final letter grade with + or and descriptor of the performance. The student may submit their reflection journal as a combination of notebook, binder, blog, Powerpoint, Prezi, social media, presentation, service project or event. Additional Support Materials: Writers Workshop Web quest, made for EDT 630 Integration of Technology and Reading Circle with SeedFolks by Paul Fleischman and/or DISCOs Vegetable Stand Poetry from Saturdays Farmer Market. Teacher Support: Zunal URL: www.zunal.com/webquest.php?w=93892 Penny Kittles Write Beside Them

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Student Self-Assessment Rubric: Checklist Name ______________________________________ Date ____________________ Category Yes No (Student will develop what will be on their checklist as part of their self-assessment) 1. 2. 3. 4. 5. 6. 7. 8. Reflection: Write 1 paragraph that explains each category on your checklist and why you added it.

________________________________________________________________________ ________________________________________________________________________

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Peer Assessment Rubric Student Self-Assessment Rubric: Checklist for Authentic Performance Based Task By Dr. Melanie Shores Adapted for 30 Days of Slow Food and Poetry Name ______________________________________ Date ____________________ Category 1. Description of task: Introduction and background information; the task is engaging and includes a real-life exercise or problem to solve. (20) 2. The learning outcomes target critical thinking skills. (20) 3. The task allows the student to be assessed on multiple modalities. (20) 4. The instructional objectives cover the ACS and/or national curriculum standards. (20) 5. Scoring rubric is attached. (5) 6. Students Reflection Journal is available. (5) 7. Student self-assessment rubric is available. (5) 8. Peer-assessment rubric is available. (5) Feedback: Write 6-8 complete sentences for each paragraph. You may use more paper if needed to complete the following tasks. 1. One paragraph of what your peer did well. Yes No

2. One paragraph on what your peer could do to improve.