This document provides examples of GRASP frameworks for different subject areas. GRASP stands for Goal, Role, Audience, Situation, Product/Performance, and Standards. For each subject area (e.g. Language and Literature, Individuals and Society), a scenario is described including the Goal, Role, Audience, Situation, and Product/Performance. The Standards are also listed for each scenario in the form of MYP criteria and strands. A variety of tasks are described across different subject areas to demonstrate how the GRASP framework can be applied.
This document provides examples of GRASP frameworks for different subject areas. GRASP stands for Goal, Role, Audience, Situation, Product/Performance, and Standards. For each subject area (e.g. Language and Literature, Individuals and Society), a scenario is described including the Goal, Role, Audience, Situation, and Product/Performance. The Standards are also listed for each scenario in the form of MYP criteria and strands. A variety of tasks are described across different subject areas to demonstrate how the GRASP framework can be applied.
This document provides examples of GRASP frameworks for different subject areas. GRASP stands for Goal, Role, Audience, Situation, Product/Performance, and Standards. For each subject area (e.g. Language and Literature, Individuals and Society), a scenario is described including the Goal, Role, Audience, Situation, and Product/Performance. The Standards are also listed for each scenario in the form of MYP criteria and strands. A variety of tasks are described across different subject areas to demonstrate how the GRASP framework can be applied.
This document provides examples of GRASP frameworks for different subject areas. GRASP stands for Goal, Role, Audience, Situation, Product/Performance, and Standards. For each subject area (e.g. Language and Literature, Individuals and Society), a scenario is described including the Goal, Role, Audience, Situation, and Product/Performance. The Standards are also listed for each scenario in the form of MYP criteria and strands. A variety of tasks are described across different subject areas to demonstrate how the GRASP framework can be applied.
Download as DOCX, PDF, TXT or read online from Scribd
Download as docx, pdf, or txt
You are on page 1/ 4
GRASP
S G = Goal R = Role A = Audience S = Situation P = Product or Performance S = Standards (MYP Criterion + strand)
GRASPS - Examples
Lang & Lit
Goal: To write a newspaper article to encourage or discourage the ban of Gone With the Wind. Role: Journalist Audience: The newspaper is read by a broad range of adults, (including teachers, local officials, librarians and parents) Situation: People have been protesting at the local library, wanting to ban Gone With the Wind, Margaret Mitchell. Product/Performance: Produce an article, using persuasive language, to encourage/discourage the band of Gone with the Wind. You should use information from your research about the book, and about other banned books. Standards: Criterion D: Using Language
Language Acquisition Goal: To pitch your idea for a middle school dance to Kevin Onabiyi Role: Dance Committee Audience: Kevin Onabiyi, MS HoY and MS representatives Situation: The middle school dance is coming up. You have been given a budget of $1000 and want your idea/theme to win. You’ve been given flyers and websites from various businesses, including local catering companies and DJs, as well as several websites with party supplies Product/Performance: A slide deck with information about your dance theme, and how you will spend your budget. Standards: Criterion B: Comprehending written and visual text. Criterion C: Communication Individuals and Society Goal: To get local businesses to donate money for a wildlife reserve Role: You work at the education center at the local, underfunded wild-life reserve Audience: Staff from five local businesses Situation: You need money to help maintain and promote your local wildlife preserve and its educational program. Product/Performance: You should make a short video about the wildlife preserve, including details about the size, the fauna and flora, the benefits the preserve brings to local wildlife and the local community. You should talk about what your educational program covers, why and the benefits. You should clearly communicate your ideas for what you would use the extra money for. Standards:Criterion B: Investigating Criterion D: Communicating
Science Goal: To create a flyer where you use science to demonstrate what simple changes we can make in our homes to reduce the impact we are making on the environment. This will include the findings of a lab report/experiment you have completed too. Role: You work for a charity that is concerned with environmental issues. Audience: You are trying to get ordinary people to change their behaviour - the flyers will be delivered to people in the Metro Atlanta Area Situation: We are damaging the environment and you are mad about it Product/Performance: A flyer, containing scientific information, to demonstrate what behaviours we can change at home to reduce our impact on the environment. You should design an experiment to prove this, and should show your findings in the flyer. This could be about changing to energy efficient light bulbs, composting, recycling, turning off taps when brushing your teeth... Standards: Criterion B: Inquiring and designing Criterion D: Reflecting on the impact of science
MATH(s) Goal: To win a pitch to design a bridge to cross the Atlanta Beltline in the Old Fourth Ward Role: Architect Audience: Government officials from Atlanta Situation: Three architectural companies are pitching their bridge designs. The Government are looking for a beautiful design, that is cost efficient, and structurally sound. Product/Performance: A Shark Tank style presentation on your bridge. You should include the design, with measurements, angles and costs. Standards: Criterion D: Applying mathematics to real-world contexts
Arts Goal: Students will create a dance piece after watching a short documentary about the Russian Revolution of 1917 Role: Choreographers and dancers Audience: Members of “Russian Atlanta”, a community of Russian Expats in Atlanta. Situation: It is 100 years since the revolution - a very important part of Russian History - this dance piece will express key themes and emotions from the event/time. Product/Performance: A dance performance. There should be clear visual motifs. Students may also use props, signs and audio clue to add to the piece. Standards: Criterion C: Thinking Creatively Criterion D: Responding
Physical Education Goal: To create a trailer for a new fitness youtube channel for children. Role: You are the host of the show Audience: Children (age 3-7) Situation: Research has come out in study showing that children are spending more time, sitting still, using technology, than being active. This is causing an increase in obesity and obesity related disease. Product/Performance: You have created a new fitness youtube channel aimed at children. You will be creating a trailer which highlights your character, the aims of the podcast and what content is included. Your video should be no more than 2 minutes. Standards: Criterion C: Applying and Performing
Design Goal: Designing an educational card game Role: You are a graphic designer, turned teacher, who wants to create an educational card game to help students in your school. (Pick a target audience: For example ESOL students, Grade 6 students learning about rules of the lab, primary school students learning about different cultures…) Audience: School students (but you should also narrow down your choice) Situation: Research has come out about the role of play in learning/ gamified learning. Your school wants to use this more in the classroom and have asked teachers to come up with solutions. Product/Performance: Criterion A: Inquiring and Analyzing, Criterion B: Developing Ideas, Criterion C: Creating the Solution, Criterion D: Evaluating
