Grade 7 – What You See Is What You Get? March 2013 Monday Tuesday Wednesday Thursday Friday 4 5 6 7 8 FIRST DAY EPOP 11 12 13 14 15 1, Take 1 -students will be introduced to the unit and the expectations, activities and assessments will be outlined Begin: Advertising Me! -students will brainstorm with peers in small groups about what they think the important aspects of advertisements are and what techniques they think are used in creating advertisements Advertising Me! -students will make an advertisement that showcases their strengths -students will use magazines and use images and texts they find within advertisements to create their representation -students will make notes about why they included certain elements and turn this in at the end of the class -a formative assessment, will be revisited at the end of the unit *STUDENTS NEED SCISSORS AND GLUE* Finish up: Advertising Me! -students will finish this assignment if time is needed Attention –Deconstruction Ahead -students will be introduced to the elements of advertisements through the Scholastic resource: Deconstruct a Print Ad -this activity will be teacher-lead *STUDENTS NEED SCISSORS AND GLUE* Attention – Deconstruction Ahead -the class will be introduced to techniques used by advertising companies to convince consumers to purchase their products/support their viewpoint -the class will practice identifying these techniques together -students will choose and interesting print ad from a magazine and identify the techniques used within. 4 techniques should be exemplified, so more than one advertisement may be necessary NO SCHOOL 18 19 20 21 22
Finish up: Attention – Deconstruction Ahead -students will finish this activity and hand this assignment in -this is a summative assessment of the students application of information gained in Begin: Pick Me! Pick Me! -students will choose a product they want to advertise. It should be one that is interesting to them -students will research and print at least 3 pre-existing advertisements for this project *BOOK THE COMPUTER LAB* Pick Me! Pick Me! -students will make a plan/ sketch of their proposed advertisement and consult with the teacher to make sure it demonstrates at least 4 important advertising elements -students will begin making their posters *STUDENTS NEED MARKERS, PENCIL CRAYONS, ETC* *BOOK THE COMPUTER LAB* Pick Me! Pick Me! -students will continue working on this assignment -this assignment will be graded on the integration of 4 advertising techniques (are they integrated effectively, does the ad have a theme?) *STUDENTS NEED MARKERS, PENCIL CRAYONS, ETC* Finish up: Pick Me! Pick Me! -students will put the final touches on their assignment -if time allows, students can show advertisements to the class and state what advertising techniques they have incorporated *STUDENTS NEED MARKERS, PENCIL CRAYONS, ETC* 25 26 27 28 29
~FLEX~DAY~ -this day is provided in case the class gets behind, or has to miss a day due to inclement weather -if the class is ready to move on, the Lights, Camera, Action section of the unit will begin today Begin: Lights, Camera, Action -students will be introduced to the techniques used in video advertisements -students will compare and contrast print and video ads through a teacher-led discussion Finish up: Lights, Camera, Action -students will look at a print ad and a video ad for same product and list all of the techniques in a venn diagram to see what is the same and different with the two mediums *BOOK THE COMPUTER LAB* NO STUDENTS NO SCHOOL 7 – What You See Is What You Get? 2013 Monday Tuesday Wednesday Thursday Friday 1 2 3 4 5 NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL NO SCHOOL 8 9 10 11 12
Begin: the Wheel -students will get a full outline of the assignment -students will ask questions to clarify the expectations -students will meet groups and begin brainstorming ideas for what the purpose of the wheel will be Re-inventing the -students will work with groups to plan their video advertisements -the teacher will work with each group to ensure that the plan is realistic and attainable Re-inventing the Wheel -students will finish their planning for their video advertisements -the group submit a list of techniques that will be used in their video advertisements -students can begin filming if they are ready and have been approved by the teacher *NEED CAMERAS* Re-inventing the Wheel -students will film video advertisements -if there are not enough cameras some groups will work individually to write their pitch to the corporation to convince them that their advertisement will sell their product the best *NEED CAMERAS* Re-inventing the Wheel -students will finish their filming -students will begin editing their video advertisements -students who do not have access to cameras or computers can work on their pitch to the corporation *NEED CAMERAS* *BOOK THE COMPUTER LAB AND COMPUTERS WITH EDITING SOFTWARE* 15 16 17 18 19
Re-inventing the -students will finish editing their video advertisements -students who finish early can begin typing their pitch. It should be about 1 page, double spaced, 12 pt font *BOOK THE COMPUTER LAB AND COMPUTERS WITH EDITING SOFTWARE* Re-inventing the Wheel -students will finish typing their pitches -pitches are to be printed and submitted to the teacher by the end of the class -pitches will be marked in conjunction of the video advertisements to ensure that the same ideas and themes are expressed in both texts *BOOK THE COMPUTER LAB* ~FLEX~DAY~ -this day is for wrapping up loose ends -if groups et behind in filming, editing this time can be used for tweaking their video advertisements -if individuals need more time to revise their pitches, this time can be used to accommodate that -if students are finished everything Peer and Self Evaluations can be completed at this time *BOOK THE COMPUTER LAB* Watch: the Wheel -this day is for celebrating student work! -the teacher should make popcorn to the students for their hard work -the class will watch each others’ video advertisements -the assignments should be marked out of class time, as this day is to enjoy, not critique *BRING POPCORN AND OTHER GOODIES* Wrap up: Peer and Self Evaluations -students will do peer and self- evaluations, for this will be provided to direct the necessary feedback -this should take about 20 minutes and be completed individually Review: for the quiz -students will be provided with a summary of the techniques used in print advertising -this session will act as a reminder for students, as it has been a few weeks since these topics were introduced -the quiz format will be discussed and sample questions shown 22 23 24 25 26
Title Description Tentative Due Date % of Unit Grading For As Of Scene 1, Take 1 Students will use exit slips to ask questions about the upcoming unit and to note two stars (2 things they’re excited for) and a wish (for something they want to do or learn) they have for the unit. 11, 2013 Formative X Advertising Me! This activity will act as a for the unit. Students will identify what they think are the important aspects of print advertisements. Students will use magazines to compile an advertisement that sells their strengths. This will show what pre-conceived notions students already have about print advertisements. March 13, 2013 Formative X Attention – Deconstruction Ahead This assignment will show what students are grasping as important techniques in advertising. Students will identify 4 techniques used in an advertisement of their choice. This will be a short informal written assignment. March 18, 2013 10% X Pick Me! Pick Me! Students will create a print advertisement about a consumer product they are familiar with. They need to research this product (and show proof in the form of pre-existing advertisements for this product) and then create a unique advertisement using at least 4 advertising techniques discussed in class. March 22, 2013 20% X Lights, Camera, Action Students will complete a Venn Diagram contrasting a print and video advertisement for the same product. The will note the strategies used in each medium 27, 2013 Formative X