Chicago Tourist Brochure – Things Not Seen – 5306

TIPC Ratings

Students were assigned an authentic task by conducting their own research to create their own travel brochure on Chicago, Illinois (the setting of the novel). Students could use any and all available resources, including the internet, books, people, and prior knowledge. The Information Specialist conducted a session on research techniques, identifying reliable sources, and properly citing resources for the students. These sessions, as well as the skills they learned in their grade level enrichment sessions on research and information fluency, helped students determine that the sources used were accurate. This session also ensured students were searching efficiently. Students decided what specific information they needed to know to become tour guides, created their own questions, and conducted their own research to find information relevant to the assignment. Students developed questions to guide their research. Students used appropriate digital tools to assess and assemble the information to create the brochure. They also had to use the knowledge they gained from their research to write a reflective piece about the setting. Students created their own questions to guide their research. School Space was used to conduct a poll on which setting would be better for the novel.

Students were required to communicate while creating the group Venn diagram. Groups were randomly assigned through the distribution of playing cards. Each student had to add information to the group Venn diagram from his or her individual diagram made the night before for homework. Students collaborated when creating class lists of information that would be helpful to travelers. As a class, students discussed things that they remembered from their own traveling and vacation experiences. Discussion included resources and information that was helpful to them and their family, as well as resources that they wish had been made available to them before their trips. During the KWL chart process, students communicated about the setting as a class and shared their ideas both before and after the research process. The W (want to know) portion of this process allowed them to address questions that they still had about the setting. After project completion, all students communicated when they shared their brochures with the class. Students had to reflect on presentations and give feedback as to the usefulness of the included information for perspective Chicago tourists. Students communicated and collaborated with each other during the class poll on the setting by using School Space, as well as after, when the results of the class poll were discussed. By using School Space, students were able to independently vote, as well as see the percentages of the class responses. Students were also given the opportunity to justify their decision to the class. The overall goal of the project was to create a travel brochure that would be useful to Chicago tourists. Students communicated with each other when critiquing by answering the following questions:
• Was the introductory slide interesting and attention grabbing?
• Did the activity pass give you useful information about three different attractions?
• Was the product creative and pleasant to look at?
• What did you like about the product?
• Where could improvements be made to make the brochure more appealing and user friendly?

Students had to research, organize, assemble, and present the information gathered for this authentic project in order to solve the real-world problem of traveling. This required higher order problem solving and critical thinking skills, such as deciding what information is useful to travelers. In this project, each student had to present his/her research, using the most appropriate digital tools to communicate with the other students in the class. All the presentations were shared, and each student had to reflect on the presentations, including the usefulness of the information to prospective Chicago tourists. Students decided on what information was important and useful in a travel brochure. This was based on students’ feedback on traveling experiences. Students were asked the open-ended and real-world question, “If you were traveling to Chicago, what information would you need to successfully navigate the city?” The answers to these questions were found through research and then included in the brochure. The activity pass aspect of the travel brochure was an open-ended question that students answered by deciding on a specific theme or focus to meet travelers’ needs. Students applied their own travel experiences, analyzed and evaluated the needs of travelers, and created a travel brochure for Chicago. Students used critical thinking and problem solving skills after researching Chicago by then deciding which city was better as the setting of the novel, Chicago or Richmond. In this, students considered their research, their prior knowledge, and the needs of the characters in the novel. The teacher assessed on accuracy and appropriateness for audience. Students reflected after viewing other student’s travel brochure projects by answering the reflection questions:
What would you change or add to your brochure?
What stood out and was useful in the other brochures?
What did you like about your brochure and why?

The authentic task assigned to students was to create a travel brochure for Chicago tourists. After discussing travelers’ needs, students created an original travel brochure of Chicago to include, but not limited to:
• A map
• Population
• Available transportation
• Lodging information
• Time zone
• Airports
Additionally, students decided on a specific activity focus and created an activity pass to help travelers see popular sites and attractions in Chicago. Students modeled creativity when choosing how to create their product, the travel brochure, using the most appropriate tools. Students also modeled creativity by including pictures and backgrounds to make the brochure pleasant to view. To create the travel brochure, students applied critical thinking skills by deciding on the needs of travelers, as well as deciding which city (Richmond or Chicago) would make a better setting for the novel. Each student had to research Chicago in order to become a city-guide expert. Students synthesized existing knowledge when recalling their own travel experiences and needs to create a travel brochure that addressed the need of a tourist. The activity pass was a unique idea. Students took strategic risks when deciding on their individual activity pass focus/theme. Students reflected on their creative process and set future goals by answering the self-reflection questions: