Summary:
 

 

Overall, this project should take about 2-3 weeks, running concurrent with other units of study. This works well within a unit on politics, advertising, persuasion, elections, etc. The unit includes the following parts: Online tutorial (1 day), Introduction to project and storyboard writing (1 day), Writing a storyboard (2 days, part out of class), Filming and editing advertisement (1.5 weeks recommended), Group presentations (2-3 days, depending on number of students/groups)
 

 

Lasting Ideas & Results:
 

 

Students should gain an understanding of persuasive techniques in advertising. Through the practice of incorporating persuasive techniques, they will learn how to create effective persuasion. They will also learn to become more savvy and critical when encountering persuasive techniques in advertising.
 

 

Essential Question(s):
 

 

How do advertisers use persuasive techniques in political advertisements? How does this influence the audience's impression of a candidate?
 

 

Desired Learner Outcomes:
 

 

Students will be able to… Students will know…
write a storyboard key persuasive techniques in advertisements
film and edit an advertisement  
incorporate persuasive techniques  
analyze persuasive techniques in advertisements  
evaluate the effectiveness of an advertisement  


 

 

Standards:
 

 

Minnesota English Language Arts Standards:

 

Strand:

 

Sub-strand:

 

Standard:

 

Benchmark:

 

Standard:

 

Benchmark:

LA.9-12.II.C.3

Edit writing for correct grammar, capitalization, punctuation, spelling, verb tense, sentence structure, and paragraphing to enhance clarity and readability.

 

LA.9-12.III

 

The student will speak clearly and effectively for a variety of purposes and audiences and actively listen to, view and evaluate oral communication and media.Sub-strand:

 

Standard:

 

Benchmark:LA.9-12.III.A.2Deliver a speech in a logical manner using grammatically correct language, including vocabulary appropriate to the topic, audience and purpose.

 

LA.9-12.III.A.6

Identify and understand essential elements, skills and implications of persuasion, argumentation, and debate as essential oral skills.

 

Standard:LA.9-12.The student will critically analyze information found in electronic and print media, and will use a variety of these sources to learn about a topic and represent ideas.

 

Benchmark:

 

LA.9-12.III.B.6

Make informed evaluations about television, radio, film productions, newspapers and magazines with regard to quality of production, accuracy of information, bias, purpose, message and audience.

LA.9-12.III.B.7

Critically analyze the messages and points of view employed in different media, including advertising, news programs, web sites, and documentaries.LA.9-12.III.B.9Critically analyze and evaluate the strategies employed in news broadcasts, documentaries, and web sites related to clarity, accuracy, effectiveness, bias and relevance of facts.
 

 

Summative Assessment(s):
 

 

Describe Performance Tasks Explain &/or Reference Criteria
storyboard rubric included in unit
final video rubric included in unit
group presentation (speech) rubric included in unit


 

 

Pre-Requisite Knowledge & Skills:
 

 

Each group needs a member who can use a digital video camera and video editing software, or teacher will need to provide direct instruction. Students should be familiar with political TV advertisements, but no in-depth knowledge is necessary.
 

 

Procedures:
 

 

  • Hand out the Holt Media Scope worksheet and have students complete the online tutorial (one 40-minute class period)
  • Give students 2 days to write and turn in a completed storyboard
  • Spend about 20 minutes reviewing the expectations for the group presentation (about 2-3 days before the presentations are due)
  • Student presentation times will vary, depending on the number of students and groups
  • Teacher will use the rubrics to grade the final video and the group presentation

Materials:
 

 

Handouts for tutorial, group assignment, and rubrics (included in the unit collection), Computers with internet access (1 per student), Digital video cameras (1 per group), Computers with video editing software (1 per group), DVD player or LCD projector for student video presentations
 

 

Modifications, Adaptations, & Accommodations:
 

 

Students may choose to create a written or visual storyboard. Teacher may place students in groups so that students with special needs can be supported appropriately by classmates. Students can select group roles that fit their needs and abilities.
 

 

Reflection:
 

 

I found that it was important to be very clear with students which video filetypes would/wouldn't work on my computer. I will probably recommend that my students upload their videos to YouTube to prevent technical difficulties on presentation day. Overall, my students loved this project and I can't wait to teach it again!

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