Performance Tasks According to TIMs

Recorded below are example performance tasks for my developing unit plan. The "levels" are according to the Technology Integration Matrix (TIMs) and further examples covering how evidence may be gathered are listed beneath. For the most part, tests and exams were not included because they don't feel conducive to the matter. I understand that some testing may be required to work in and space may be made for that.

Entry Level: Constructive

- Students watch a film after having read the "class book". They're prompted during key moments in the first half of the film to point out changes or key points. The onus is slowly granted to students as they become more comfortable pointing out how and why something could've been changed to affect the story.

Adaptation Level: Active

- Following reading the text and engaging with the adaptation. Students create a digital T-Chart, Venn Diagram, mind map, or other comparative visual for the relevant work and its adaptation with 10-15 items. Then, either individually or with a partner, student(s) annotate their items with possible reasons why the choice was made, or alternatives to those choices.

Transformation Level: Collaborative

- Students choose a book (from a curated list) within public domain and create a collaborative project on LibriVox. They can collaborate with other members of the site as well as peers from other classes working on the same text in dividing the chapters. Students use audio editing software to create a free audio-book production of their selected text.

Additional Evidence:

1. Check in quizzes (3-5 questions, multiple choice or short answer) to ensure students complete readings at the scheduled pace with the class. Quizzes cover the readings before class and may be cumulative.

2. Short weekly essays (1/2 to 2 pages) answering an open ended questions related to the week's content. Can either be turned in at the end of class that day or over the weekend.

3. Group discussions about the content to encourage gregarious students and explore ideas within the work. Elaborating on their differences and similarities would augment speculation around those choices for the students.

4. Students read a short story (10-20 pages) , watch a short film (30-45 minutes), and later listen to an audio-drama version of the same story. They then write a 2-3 page paper comparing and contrasting how the changes made to fit each medium affected how the story was told.

5. Students in pairs or three's choose from a list of scenes from their relevant text. The small group works up a story board for the events, writing short summaries for why they made the choices they did. The class walks around to view their peers' finished products and noting changes they made that are different from their own.