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Last page developed by STEM MI Champions (MACUL) © 2008 Buck Institute for Education 1

P R O J E C T O V E R V I E W

Name of Project: COMMERCIAL BOWL 2012

Adapted from Shannon Johnson’s: Teach21 Project Based Learning

Super Commercials!

http://wveis.k12.wv.us/teach21/public/project/Guide.cfm

Duration: 3 weeks

Subject/Course: English Language Arts Grade Level: 6

Other subject areas to be included, if any:

Social studies

Project Idea Summary of the issue, challenge, investigation, scenario, or problem:

Every year, businesses pay large amounts of money to advertise their products during the commercial breaks of the Super Bowl.

Students are challenged to investigate the types of commercials that are shown and to discuss the persuasive techniques used to

appeal to the audience. Students are given the task of creating a 30 second commercial storyboard “selling” their product. Working

in small groups, one storyboard will be used to create a commercial that will be written, starred in and video taped by the group.

The final product will be viewed the day before Super Bowl weekend.

Driving Question How can I convince someone to buy my product in a thirty second commercial I have created?

“CAN YOU SELL IT IN 30 SECONDS?”

Content and Skills Standards to be addressed:

S.CN.06.02 to speak effectively using rhyme, rhythm, cadence, and word play for effect in narrative and

informational presentations

L.CN.06.01 to respond to, evaluate, and analyze the speaker’s effectiveness and content when listening to or

viewing a variety of speeches and presentations

L.RP.06.03 to identify a speaker’s affective communication expressed through tone, mood, and emotional cues

L.PR.06.07 to identify persuasive and propaganda techniques used in television and identify false and misleading information

* To create a media project demonstrating format, purpose, and audience


T+A E T+A E

21st Century Skills to be explicitly taught and assessed (T+A) or that will be encouraged (E) by project work, but not taught or assessed:

Collaboration x Other: Use of peripheral devices and computers effectively and efficiently

x

Presentation x

Critical Thinking: x

Presentation Audience:

Culminating Products and Performances

Group: Group Media project (commercial) and presentation

Group storyboard

Script

Rubrics:

Thinking and Reasoning Skills

Collaboration

Teacher Evaluation Group Project

Class: x

School: x

Community: x

Individual:

Individual Written Persuasive Storyboard

Rubrics:

Self and Peer Review of Collaborative Team

Peer Evaluation of Commercial

Experts:

Web: x

Other:

P R O J E C T O V E R V I E W

Entry event to

launch inquiry, engage students:

Three weeks before the Super Bowl, students will be exposed to posters showing the most common persuasion techniques and the list of literary terms needed to choose appropriate figurative language. To get the students interested, many types of popular products will be posted around the room. Bags of chips, candy bars, pop cans, and pictures will be placed around the room. Students will view age appropriate commercials from previous Super Bowls and vote for their favorites. Allow students to discuss what makes them appealing. Would they appeal to everyone? Discuss the cost of a commercial. Allow students to guess. In 1995, 30 seconds cost one million dollars, three million in 2011 and the cost is actually lower this year, at 2.7 million for thirty seconds. Students will discuss strategies used by the company to regain their money spent.

Assessments Quizzes/Tests Practice Presentations x


Formative Assessments

(During Project)

Journal/Learning Log Notes x

Preliminary Plans/Outlines/Prototypes x Checklists x

Rough Drafts x Concept Maps

Online Tests/Exams Other:

Summative

Assessments (End of Project)

Written Product(s), with rubric: group storyboard and script

x Other Product(s) or Performance(s), with rubric:

30 second commercial video x

Oral Presentation, with rubric Peer Evaluation x

Multiple Choice/Short Answer Test Self-Evaluation x

Essay Test Other: .

Resources Needed

On-site people, facilities: Sixth grade ELA teacher, sixth grade Social Studies teacher, classroom, hallway, office, school yard

Equipment: Computer, projector, whiteboard, internet, IPod Touch, Commercial programs, Microsoft Publishing Program

Materials: 1. Student calendar 2. Critical Thinking Checklist 3. Individual Storyboard 4. Group storyboard worksheet 5. Group Props and Costumes worksheet 6. Group Snapshot Teacher Evaluation Sheet 7. Collaboration Worksheet 8. Evaluation Croup Project rubric 9. Peer Evaluation of Commercial Rubric 10. Self and Peer Review of Collaborative Team 11. Project Reflection Sheet

Community resources: Local Advertising agent to visit the classroom and discuss experiences and personal projects. Agent will be invited back at the end of the project to see the finished commercials.


Reflection Methods

(Individual,

Group, and/or Whole Class)

Journal/Learning Log Focus Group

Whole-Class Discussion x Fishbowl Discussion

Survey x Other:


P R OJ E CT T E A C HI N G A N D L E A RN I N G G U I D E

Project: MEAP Vocabulary Enrichment Course/Semester: 1st Semester

Knowledge and Skills Needed by Students to successfully complete culminating products and

performances, and do well on summative assessments

Scaffolding / Materials / Lessons to be Provided by the project teacher, other teachers, experts,

mentors, community members

Students must be able to identify and understand figurative language (e.g. onomatopoeia, personification, alliteration, metaphor, cliché) in text.

Power point introduction, wall posters, classroom

activities, figurative language worksheets, knowledge

wall available for students with all words and definitions.

Using clarification statements: “I heard someone say…”

to check for understanding.

Students will identify and understand different persuasive techniques.

“Sprinkle” the types for several weeks before the activity.

Instructor-led discussions, whiteboard activities used to

allow practice. Students will create exit slips with

definitions or examples of the persuasive technique to

show knowledge.

Students will use a five step writing process to address specific purposes and to address various audiences (persuasive essay)

Individual storyboard creation with five step process,

Group storyboard creation with five step process-

Examples on the help board for struggling students,

pairing struggling students,

Students will create and present an age-appropriate media product that demonstrates format, purpose, and audience.

Use individual storyboards, scripts, video tape

commercials, practice to make appropriate for audience

Help Station will contain a fully finished story board to

help struggling students

Students will connect peripheral devices (scanners, digital cameras, video projectors, USB, printers, media storage devices) to computers and use them efficiently and effectively (media movie making program).

Group will create the commercial and video until happy

with the time and presentation. Instructor will use the

projector to show class how to edit in Microsoft Movie

Maker. Students are in mixed ability groups to facilitate


understanding of the process.

Students will evaluate their work, looking at positive and negative aspects. Students will evaluate group and assignment.

Use evaluation worksheets and rubrics to evaluate

thoughtful ideas and solutions. Quiet rooms available if

needed to distracted students.


P R O J E C T C A L E N D A R

Project: Super Commercials 2012 Start Date: 1-16-12

M O N D A Y T U E S D A Y W E D N E S D A Y T H U R S D A Y F R I D A Y

PROJECT WEEK ONE

STEP 1

The teacher will

launch the entry

event.

The class will

explore various

persuasive

techniques

providing examples

of each.

The class will

review and use

figurative language.

The teacher will

sprinkle the

classroom with

products that are

used in

commercials.

STEP 2

The class will view

several different

varieties of Super

Bowl commercials.

The class will

discuss the purpose

of commercials and

go over the cost.

The class will

explore possible

items to try to sell.

STEP 3

Students will be

given rubrics to

guide their work.

Students will

brainstorm in small

groups to decide on

their commercial.

Students will create

a six-square

storyboard for their

personal

commercial.

Students will select

one persuasive

technique to include

in the commercial.

Students will select

one example of

figurative language

to be used.

.

STEP 4

Students will self

and peer edit the

individual

storyboard.

Teacher will

evaluate individual

story boards, using

Storyboard rubric.


P R OJ E C T W E E K T W O

STEP 5

Students will be

grouped for

commercial work.

Students will share

individual storyboards

with the group.

The group will decide

the best storyboard for

a commercial.

Students will collect

worksheets to be used

and go over each.

Teacher and students

will discuss

expectations.

STEP 6

Students will create the

group calendar.

Students will

brainstorm possible

commercial ideas using

the storyboard.

STEP 7


props/costumes list.


script.

.

Continue working on

scripts.

STEP 8

Students will begin

practicing parts and

decide on the necessary

location

P R OJ E C T W E E K T H R E E

STEP 9

Students will begin

round-table rehearsals.

Students will do run-

throughs to judge time

STEP 10


dress rehearsals.

Students will perform

commercials.

Students will use the

IPod to videotape

commercial.

STEP 10

Students will edit their

commercials using the

Microsoft Movie

Maker program.

STEP 11

Present final project to

classmates and eighth

grade class for

evaluation.

(Also when school

employees will vote for

favorites.)


Lesson Design:

Careful construction of lessons to remove barriers and provide assess for all students.

Checkpoints:

Includes

Students will have opportunity to show knowledge of the project through acting, writing, directing. Students will choose to show their knowledge through their area of strength.

Multiple ways to represent information

Alternatives to text

Support provided for text comprehension

Flexible technology-based materials, strategies and tools

Multiple ways for students show what they know

Conspicuous supports for learning new strategies

Mechanism for rapid feedback to learners

Active student-centered methods

Choice, Challenge, Novelty

Connected, relevant learning

Students will view and use rubrics to assess quality and validity of the project. Daily rubric/journal/ discussion allows for immediate feedback for students, allowing to make corrections for the next day.

Students will learn to view commercials differently and to look for the technique being used to try to manipulate the audience.

Knowledge wall will be used to allow students to work at their own pace and have access to the correct responses. A fully completed story board is also available to help guide students that need the reassurance.

A quiet room is available for students to work independently or with team.

Students will be graded on their group participation, their individual work and their work in small groups.

End of Project Rubric

4 3 2 1

S.CN.06.02 Use rhyme, rhythm ,

cadence, and word play

for effect

Group uses

several examples

correctly and

effectively

throughout the

presentation.

Group uses few

examples correctly

and effectively

throughout the

presentation, may

have a few errors but

they don’t interfere

with audience

understanding

Group uses one

example correctly

and effectively in

the presentation.

Mistakes are

apparent.

Group has

ineffectively used

examples with errors

interfering with

understanding of the

audience.

L.CN.06.01 To respond to, evaluate

and analyze

effectiveness and

content

Student

completes all

rubrics and

contributes

thoughts on peer

evaluation

worksheets

Student completed

most of the rubrics

and contributed

thoughts on peer

evaluation

worksheets

Student completed

only one of the

rubrics and

contributed

incomplete thoughts

on peer evaluation

worksheets

Student failed to

complete the rubrics,

and contributed little

on the peer

evaluation

worksheets

L.RP.06.03 to identify a

speaker’s affective communication

expressed through

tone, mood, and

emotional cues

Student showed

knowledge of

presenters’ tone,

mood, and

emotional cues

through thoughts

expressed on peer

evaluation

worksheets

Student showed

limited knowledge

of presenters’ tone,

mood, and emotional

cues through

thoughts expressed

on peer evaluation

worksheets.

Student showed

limited knowledge

of presenters’ tone,

mood or emotional

cues through

thoughts expressed

on peer evaluation

worksheets.

Student attempt to

identify presenters’

tone, mood, or

emotional cues was

unsuccessful.

L.PR.06.07 to identify persuasive and

propaganda

techniques used in

television and identify false and

misleading

information

Students will

show knowledge

of propaganda

techniques and

successfully

identifies all

samples using

false or

misleading

information

Student will show

knowledge of

propaganda

techniques and

successfully

identifies 80% of the

samples using false

or misleading

information.

Student will show

knowledge of

propaganda

techniques and

successfully

identifies 70% of the

samples using false

or misleading

information.

Student shows

knowledge of

propaganda

techniques with less

than 70% of the

samples using false

or misleading

information

correctly.

21st Century

Skills To create a media project

demonstrating

format, purpose,

and audience

Student created a

project with a

clear beginning,

middle and end.

The purpose “to

persuade” is

evident, and the

appropriate

audience is

identifiable.

Student created a

project with a

beginning, middle

and end, identified

the purpose, and

spoke directly to the

appropriate

audience. Few

mistakes are present,

but do not interfere

with the project.

Student created a

project with

beginning, middle

and end, not readily

identified purpose,

or audience. Many

mistakes are present.

Student created a

project with unclear

format, purpose

and/or audience.

Group Snapshot Teacher Evaluation Sheet

Student Names: ________________________________________________________________________

________________________________________________________________________

Product Name: ________________________________________________________________________

Persuasive Technique(s) Used: ________________________________________________________________

Figurative Language Used: ___________________________________________________________________

Target Audience: ________________________________________________________________________

Date: _________________

Snapshot (What do I see?) ___________________________________________________________________

__________________________________________________________________________________________

Notes from chatting with students: ____________________________________________________________

__________________________________________________________________________________________

Date: _________________


__________________________________________________________________________________________


__________________________________________________________________________________________

Date: _________________


__________________________________________________________________________________________


__________________________________________________________________________________________

Date: _________________


__________________________________________________________________________________________


__________________________________________________________________________________________

Peer Evaluation of Commercial Rubric

Evaluator’s Name: ________________________________________________________________________

Student Names: ________________________________________________________________________

________________________________________________________________________

Product Name: ________________________________________________________________________

Persuasive Technique(s) Used: ________________________________________________________________

Figurative Language Used: ___________________________________________________________________

Target Audience: ________________________________________________________________________

CATEGORY 4 points 3 points 2 points 1 point

Volume Volume is loud enough to be heard by all audience members throughout the presentation.

Volume is loud enough to be heard by all audience members at least 90% of the time.

Volume is loud enough to be heard by all audience members at least 80% of the time.

Volume often too soft to be heard by all audience members.

Speaks Clearly Students speak clearly and distinctly all (100-95%) the time, and mispronounce no words.

Students speak clearly and distinctly all (100-95%) the time, but mispronounce one word.

Students speak clearly and distinctly most (94-85%) of the time. Mispronounce no more than one word.

Students often mumble or can not be understood OR mispronounce more than one word.

Props & Costumes Students use several props/costumes that show considerable work/creativity and which make the presentation better.

Students use at least one prop/costume that shows considerable work/creativity and which make the presentation better.

Students use one prop/costume which makes the presentation better.

The students use no props/costumes OR the props/costumes chosen detract from the presentation.

Preparedness Students are completely prepared and have obviously rehearsed. Final commercial is polished.

Students seem pretty prepared but might have needed a couple more rehearsals. End product is good, but could be better.

Students are somewhat prepared, but it is clear that rehearsal was lacking. End product struggles to share a clear message.

Students do not seem at all prepared to present. The end product is poor.

Total Points: _______

Would you buy this product? Please explain why or why not? ________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Additional Comments: _______________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

Name ________________________________ Date _____________________ Period ______

Project Reflection Sheet

What do you think makes

a group project a success?

What were your

responsibilities during

this project?

What is the most

important thing you

learned from

participating in this

project?

What did you enjoy the

most about being a part

of this project?

What did you enjoy the

least about being a part of

this project?

What should be changed

to make this project

better for students next

year?

Additional Comments: _______________________________________________________

___________________________________________________________________________

___________________________________________________________________________

____________________________________________________________________________

SELF and PEER REVIEW of Collaborative Team Rate each member of your team (including yourself) using the categories below.

CATEGORY 4 points 3 points 2 points 1 point CONTRIBUTION Routinely provides

useful ideas when participating in the group. A definite leader.

Usually provides useful ideas when participating in the group. A strong member who tries hard.

Sometimes provides useful ideas when participating in the group. Satisfactory group member who does what is required.

Rarely provides useful ideas when participating in the group. May refuse to participate.

QUALITY OF WORK

Provides work of the highest quality.

Provides high quality work.

Provides work that occasionally needs to be checked or redone by other group member.

Provides work that usually needs to be checked or redone by the other group members.

TIME-MANAGEMENT

Routinely uses time well and works to get work done on time. Group deadlines are met.

Time is usually well planned. Procrastination does not cause group to move deadlines.

Tends to procrastinate, but in the end gets work done by the deadline.

Rarely gets things done on time and group has to adjust deadlines.

PROBLEM SOLVING

Actively looks for solutions to problems faced by the group.

Works on solutions suggested by others.

Does not suggest or work on solutions independently, but will work with group.

Lets the others do the work.

ATTITUDE Never publicly critical of project or team members.

Rarely critical of project or team members.

Occasionally critical of project or team members.

Often critical of project or team members.

PREPAREDNESS Brings necessary materials to class daily and is always ready to work.

Almost always brings necessary materials to class daily and is ready to work.

Almost always brings needed materials to class, needs to be reminded to work.

Often forgets materials needed and is rarely ready to work.

PRIDE Work reflects student’s best effort

Work reflects student’s strong effort.

Work reflects some student effort.

Work reflects very little student effort.

WORKING WITH OTHERS

Listens, shares and supports team members

Usually shares, listens to and supports team members

Often shares, listens to and supports team members

Rarely shares, listens to or supports team members

CRITICAL THINKING

Consistently accurately interprets data, identifies pros and cons, and draws reasonable conclusions

Usually interprets data accurately, identifies pros and cons and draws reasonable conclusions.

Often interprets data accurately, identifies pros and cons and draws reasonable conclusions.

Rarely interprets data accurately, identifies pros and cons and draws reasonable conclusions.

TOTAL SCORE

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