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1. Read and analyze the scenario and situation.
Check your understanding of the scenario. Don't be tempted to start thinking about potential solutions or to start looking for information.
2. List your personal understanding, ideas or hunches.
Now that you are familiar with poetry you will write everything you know about poetry. Describe your thoughts or ideas about how to solve the problem. There are not incorrect answers in this step, just feel free to brainstorm your ideas.
3. List what is known.
You and your partner will use all the information available in the scenario to list everything that you know about poetry. You do not have to conduct any research yet. Just use the information given and write the facts that you already know about poetry.
4. List what is unknown.
You and your partner will make a list about what you do not know and would like to learn. List all the questions you will need to answer to solve the problem.
5. List what needs to be done.
"What should we do?" List actions to be taken, e.g., question an expert, conduct research. List possible actions.
6. Develop a problem statement.
You will be responsible for thinking and choosing one of the questions to solve the problem. A problem statement should come from your analysis of what you know. In one or two sentences, you should be able to describe what it is that you and your partner are trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.
7. Gather information
Use all the resources available (Internet, library, etc) to research about the problem/topic and find a solution.
8. Present Findings
You and your partner will create a multimedia presentation that will be used to persuade the publishing company you are employed with to selected your poet. The presentation may not exceed 6 minutes and should strictly adhere to all expectations outlined in the rubric. Please be sure to reference the rubric throughout your assignment.
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TEKS
5.12 Communication. The student uses technology applications to facilitate evaluation of communication, both process and product. The student is expected to:
(A) select representative products to be collected and stored in an electronic evaluation tool;
(B) evaluate the product for relevance to the assignment or task; and
(C) create technology assessment tools to monitor progress of project such as checklists, timelines, or rubrics.
5.11 Communication. The student delivers the product electronically in a variety of media, with appropriate supervision. The student is expected to:
(A) publish information in a variety of media including, but not limited to, printed copy, monitor display, Internet documents, and video; and
(B) use presentation software to communicate with specific audiences.
5.10 Communication. The student formats digital information for appropriate and effective communication. The student is expected to:
(A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience;
(B) use font attributes, color, white space, and graphics to ensure that products are appropriate for the communication media including multimedia screen displays, Internet documents, and printed materials; and
(C) use appropriate applications including, but not limited to, spreadsheets and databases to develop charts and graphs by using data from various sources.
5.9 Solving problems. The student uses technology applications to facilitate evaluation of work, both process and product. The student is expected to:
(A) use software features, such as on-line help, to evaluate work progress; and
(B) use software features, such as slide show previews, to evaluate final product.
5.8 Solving problems. The student uses research skills and electronic communication, with appropriate supervision, to create new knowledge. The student is expected to:
(A) use communication tools to participate in group projects;
(B) use interactive technology environments, such as simulations, electronic science or mathematics laboratories, virtual museum field trips, or on-line interactive lessons, to manipulate information; and
(C) participate with electronic communities as a learner, initiator, contributor, or mentor.
5.7 Solving problems. The student uses appropriate computer-based productivity tools to create and modify solutions to problems. The student is expected to:
(A) use software programs with audio, video, and graphics to enhance learning experiences;
(B) use appropriate software to express ideas and solve problems including the use of word processing, graphics, databases, spreadsheets, simulations, and multimedia; and
(C) use a variety of data types including text, graphics, digital audio, and videos
5.1 Foundations. The student demonstrates knowledge and appropriate use of hardware components, software programs, and their connections. The student is expected to:
(A) use technology terminology appropriate to the task;
(B) save and delete files, uses menu options and commands, and work with more than one software application;
(C) identify and describe the characteristics of digital input, processing, and output;
(D) delineate and make necessary adjustments regarding compatibility issues including, but not limited to, digital file formats and cross platform connectivity; and
(E) access remote equipment on a network such as a printer or other peripherals.
5.4 Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to analyze how poets use sound effects (e.g., alliteration, internal rhyme, onomatopoeia, rhyme scheme) to reinforce meaning in poems.
5.8 Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author's sensory language creates imagery in literary text and provide evidence from text to support their understanding. Students are expected to evaluate the impact of sensory details, imagery, and figurative language in literary text.
5.23 Research/Research Plan. Students ask open-ended research questions and develop a plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate open-ended questions to address the major research topic; and
(B) generate a research plan for gathering relevant information about the major research question.
5.26 Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into a written or an oral presentation that:
(A) compiles important information from multiple sources;
(B) develops a topic sentence, summarizes findings, and uses evidence to support conclusions;
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