Validity
 

The assessment measures what is intended to be measured in the content standard. Students could pass this task by truly knowing and being able to do what is asked for in the content standard.

(The rubric clearly relates to the specific content standard being covered and includes all of the skills needed to complete a quality product)
TEKS/Student Expectations:  Insert the TEKS the lesson is covering

(1) Writing/purposes. The student writes in a variety of forms, including business, personal, literary, and persuasive texts, for various audiences and purposes. The student is expected to:

(A) write in various forms with particular emphasis on business forms such as a report, memo, narrative or procedure, summary/abstract, and résumé;

(B) write in a voice and style appropriate to audience and purpose; and

(C) organize ideas in writing to ensure coherence, logical progression, and support for ideas.

(4) Writing/inquiry/research. The student uses writing as a tool for learning. The student is expected to:

(D) represent information in a variety of ways such as graphics, conceptual maps, and learning logs;

(19) Viewing/representing/interpretation. The student understands and interprets visual representations. The student is expected to:

(A) describe how meanings are communicated through elements of design, including shape, line, color, and texture;

(B) analyze relationships, ideas, and cultures as represented in various media; and

(C) distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements.

(20) Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations. The student is expected to:

(D) recognize how visual and sound techniques or design convey messages in media such as special effects, editing, camera angles, reaction shots, sequencing, and music;




TARGETED TAKS/Department Objectives: From data and Benchmark test, what is the skill you developed.
Objective 3

The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations.
 

Challenge
 

The task asks students to show their “know how” on something important and challenging, not just their knowledge. (Students develop the focus of the task by building on their own experiences to determine the problem and to look for possible solutions.)
Essential Question/s or Engaging Questions
How can image and sound enhance the impact of words?

How can I best express myself in poetic form?

Feasibility

The task is worthy of the time and effort required to complete it. (The amount of time devoted to completing the task is very consistent with the complexity of the task or the embedded content standards)

Time Frame:
Ongoing

High Level Processes
 

The task requires complex thinking skills (critical/ creative thinking, decision- making, problem solving). (Students are operating at the synthesis/ evaluation levels involving one or more complex thinking strategies (e.g., problem-solving, decision-making, scientific inquiry) involving integrated concepts and big ideas.)
Bloom's Taxonomy:
 

List or describe activities that support the selected Bloom's Level(s):
Integrate words, images and music into a digital poem.
Process Skills

Reliability

The assessment is likely to elicit consistent scores over time. The scores on the task will reflect true achievement of the content standard not variance in testing conditions. (The criteria are explained clearly with measurable expectations. Criteria are consistent across all dimensions, and lend themselves to self-monitoring)

Assessment(s):
The entire digital poetry project will be worth 60 points. Your project will be graded on four areas. Due to the high level of creativity required and the desire to be impartial, I will grade the majority of the assignment merely on completion. Each section is detailed below.

Poetry: (Total 25 points)
5 stanzas, each stanza worth 2 points
Three forms of figurative language, 2 points each
Rhyme scheme present in one stanza 3points
Two poetic devices: Repetition, alliteration, or assonance, 3 points each

Photography: (Total 10 points)
Five photos that compliment your poem. 2 points per photo

Music: (Total 10 points)
You must have a song or combination of songs that create(s) a mood for your poem.
The music must last the entire presentation. 10 points

Movie Maker: (Total 15 points)
Compile your poem, photos, and music into one final project. 10 points
Your final project should contain a title, the text of your poem, and transitions. 5 points



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Important Content
 

The task incorporates the content standard and the big ideas and essential concepts of the discipline. (The culminating task is directly related to a well- defined and articulated set of content standards and essential concepts.)

Concepts/Topics: 
Image and sound as contributors to meaning

Poetry elements reviewed

Technology: Movie Maker, digital photography

Authenticity

The task reflects what people might actually do in the real world- real life issues, themes, problems.
(The culminating task is relevant to students and involves creating a product that has a purpose beyond the classroom that directly impacts the students.)

Activities
The Poem:
Poetry is meant to make your reader think. Therefore, this portion of the project must entice your reader's mind. When creating your poem you must be mindful of the other portions of the assignment. You may have a great idea for a poem about Martians, but it will be difficult to get pictures to supplement your words. So think of a topic that is accessible to you and your camera. While writing your poem, you must also be sure that you include the following poetic devices.

Your poem must be at least 5 stanzas long. Each stanza has to have at least four lines.
Your poem must include the three forms of figurative language presented last week (similes, metaphors, and personification.)
Your poem must have a rhyme scheme present in at least one stanza. You may design the rhyme scheme in any way you wish.
Your poem must also include two of the following somewhere within your poem. (Repetition, Alliteration, or Assonance.)

Photography:

The photography portion of the assignment is intended to stimulate the eyes. Your job is to show the reader your poem. Have them see it through your eyes. Each student will have access to a digital camera during the first week of the assignment. You may utilize a personal camera if you have one readily available. Sign up sheets for the cameras are located at the front of the classroom. They will be available during the second week of the assignment, but it is recommended that you take all necessary pictures the first week. Remember, these pictures are supposed to heighten the enjoyment of your poem, so take pictures that truly add emotion to the topic of your poem. You will need to have at least five photos for this assignment, one photo per stanza. However, you may include more if it is necessary. Take more than you will need so you have more options when it is time to make your final project.

Movie:

Your final project will be a movie that includes the poem, your photos, and a piece or pieces of music that supports your work. Movie Maker will be the software you will use to combine all three portions into one final project. During class I will be giving a demonstration of Movie Maker. During this demonstration I will be showing each step you will be required to complete in order to create your final project.

Music:

The music you use will be incredibly important for the final project. Music is often used in movies to heighten the audience's emotional response. Imagine watching the movie Rocky. Picture that legendary climb up the stairs at the Philadelphia Art Museum. Now replace that music with Barney's tune, "I love you. You love me". It loses the immense impact the original scene created. Music has a strong impact on the way mankind perceives events. It is for this reason you must pay close attention to your musical selection.

Things to consider:

1) How long does your piece need to be? Look at your poem and the movie you have created.

2) Make sure your music is not too loud and distracting. The music should add to the poem, not distract you from it.

3) What is the mood of your poem? Should it be set to a slow tempo or a quick one?





 

Clarity of Task and Assessment Criteria
 

It is clear from reading the task that the student will know exactly what they are to do to complete it, including required products and scoring criteria.  (The culminating task is clearly defined; the assessment criteria are given so that students understand the expectation of excellence throughout the process.)

Culminating Performance Task:
Over the next two weeks we will be taking a new approach to the art of poetry. We will be fusing our words with images and music to make a deeper connection with our audience. This assignment will require you to put together more than just a poem; you will have to put together a digital work of art made up of the poem, digital images, music and compiled into a movie. You do not have to complete the four steps in the order that I have suggested. You may find it necessary to jump back and forth between steps to create a final product that you can be satisfied with. Be sure that your poem will work well with the other three portions of the assignment. You will be presenting your digital poem to the class.

Technology Use
 

Technology (computers, handhelds, software applications, peripherals, Internet) is used in a seamless fashion to promote student learning. (Technology use is directly connected and needed for task completion involving a broad variety of applications.)
Technology Applications /How is technology integrated into your lesson?
word processing, digital photography, Movie Maker, music (CD or download)

Technology Applications Network Click here to find many technology resources

Differentiated Instruction

Instruction is tailored to the learning readiness, cultural background, interests, talents, and learning profile of the students

(Differentiation is clearly articulated and involves significant adjustments or alterations to the culminating task and surrounding
activities based on the interests, readiness, and learner profiles of the students.)
Differentiation:
 

Describe your method of differentiation:
Students will be able to choose a direction that interests them.

Based on the student's IEP, a student may have reduced requirements.
Differentiation Power Point