CREATE YOUR OWN INFOMERCIAL LES TEACHER GUIDE Secondary Cycle 2 Document realised by: BAILLARGEON, Sophie CARON, Claudia CLOUTIER, Maude DANNEAU, Vicky KING, Adèle WINTER 2013
CREATE YOUR OWN INFOMERCIAL--- LEARNING AND EVALUATION SITUATION 1 CONTENTS In this lesson, students will make their own infomercial. They will learn the different features associated to infomercials, prepare a script of their own and design the storyboard that goes with it, work with Windows Media Movie Maker or imovie in order to edit their video, and finally present their infomercial to their classmates. Table of content General Information... p. 2 Trigger Activity... p. 3 Task 1 Deconstruct an infomercial.. p. 4 Task 2 Practice and brainstorm your ideas!... p. 5 Task 3 Write your script and story board!... p. 6 Task 4 3, 2, 1, Action!... p. 7 Task 5 Present your infomercial!... p. 8 Appendixes Appendix 1 Evaluation Grid C1 & C3 Appendix 2 DVD of the infomercial Magic Sponge Appendix 3 Student Booklet
CREATE YOUR OWN INFOMERCIAL--- LEARNING AND EVALUATION SITUATION 2 GENERAL INFORMATION Secondary Cycle Two Broad Area of Learning ü Media Literacy ü Environmental Awareness and Consumer Rights and Responsibilities Educational Aim ü To enable students to exercise critical judgement with respect to infomercials and to be creative in producing one of them. This will help them to learn how to communicate appropriately. Focuses of Development ü Use of media-related materials and communication codes. ESL Competencies ü C1 Interacts orally in English ü C2 Reinvests understanding of texts ü C3 Writes and produces texts Cross-Curricular Competencies ü To use creativity ü To communicate appropriately ü To adopt effective work methods Language Repertoire ü Functional language capabilities, agreements, description ü Vocabulary vocabulary associated with infomercials/advertising ü Grammar imperative, present tense, modals Strategies ü Planning ü Self-evaluating / Peer-evaluating ü Taking risks
CREATE YOUR OWN INFOMERCIAL--- LEARNING AND EVALUATION SITUATION 3 TRIGGER ACTIVITY LET S WATCH AN INFOMERCIAL! The students will learn what the components of an infomercial are. 15 minutes Internet Computer Projector or IWB Videos of the Magic Sponge Infomercial Activity Description 1. Present the video. 2. Tell the students to take notes of the specific aspects associated with infomercial. 3. Discuss with the students what the components of the infomercial are. 1. Watch the video. 2. Notice what are the specific aspects associated with infomercials. 3. Take notes. 4. Discuss about it with the group.
CREATE YOUR OWN INFOMERCIAL--- LEARNING AND EVALUATION SITUATION 4 TASK 1 DECONSTRUCT AN INFOMERCIAL! The students will explore in depth an infomercial. 60 minutes Computer Projector or IWB DVD of the infomercial of the Slap Shop Student Booklet Competency C2 Reinvests understanding of texts Task Description 1. Distribute the Student Booklet to the students. 2. Teach the Focus on Forms grammar. 3. Play the Slap Shot Infomercial. 4. Have the students complete page 3 in their Student Booklet. Give them 10 minutes to do so. 5. Have the students read page 5 in their Student Booklet. 6. Give them 15 minutes to complete page 6. 7. Correct cooperatively. 8. Have the students complete the On Going Participation section of their Student Booklet. 1. Listen to the teacher. 2. Watch the video. 3. Fill to page 3 in Student Booklet. 4. Read Mario s Blog. 5. Complete page 5-6 in Student Booklet. 6. Participate in the correction process. 7. Complete the On Going Participation section of the Student Booklet.
CREATE YOUR OWN INFOMERCIAL--- LEARNING AND EVALUATION SITUATION 5 TASK 2 PRACTICE AND BRAINSTORM YOUR IDEAS! The students will reinvest the knowledge they have on infomercial and will engage in the process of creating their own. 75 minutes Student Booklet Competency C1 Interacts orally in English C2 Reinvests understanding of texts Task Description 1. Have the students complete page 4-7 of their Student Booklet. 2. Correct cooperatively. 3. Have the students brainstorm on their infomercial. 4. Have the students start writing the draft of their script. 5. Have the students complete the On Going Participation section of their Student Booklet. 1. Complete page 4-7 of Student Booklet. 2. Participate in the correction. 3. Brainstorm in teams on the infomercial they want to create. 4. Start writing the draft of their script. 5. Complete the On Going Participation section of the Student Booklet.
CREATE YOUR OWN INFOMERCIAL--- LEARNING AND EVALUATION SITUATION 6 TASK 3 WRITE YOUR SCRIPT AND STORY BOARD! The students will engage in the writing process of their script and will create the storyboard of their infomercial. 75 minutes Student Booklet Draft sheets Competency C1 Interacts orally in English C3 Writes and produces texts Task Description 1. Have the students complete the writing of their draft for the script. 2. Have the students complete their peer reviews. 3. Have the students edit their script accordingly to their peers comments. 4. Have student transcribe the final version of their script in the Student Booklet. 5. Have students create the storyboard of their infomercial. 6. Have the students plan the filming phase of the infomercial. 7. Have the students complete the On Going Participation section of their Student Booklet. 1. Finish writing the draft of the script. 2. Complete the peer reviews. 3. Edit the script accordingly to their peers comments. 4. Transcribe the final version of the script in the Student Booklet. 5. Create the story board of their infomercial. 6. Plan the filming phase of the infomercial by deciding who brings what (objects, costumes, etc.) for next class. 7. Complete the On Going Participation section of the Student Booklet.
CREATE YOUR OWN INFOMERCIAL--- LEARNING AND EVALUATION SITUATION 7 TASK 4 3, 2, 1, ACTION! The students will engage in the filming phase of their infomercial. 75 minutes Student Booklet Camera Objects and costumes necessary Computer (Computer Lab reserved) Windows Media Movie Maker or imovie software Competency C1 Interacts orally in English C3 Writes and produces texts Task Description 1. Reserve the Computer Lab in advance. 2. Have the students film their infomercial. 3. Have the students edit their video on the computer. 4. Have the students complete the On Going Participation section of their Student Booklet. 1. Film their infomercial. 2. Edit the video on a computer. 3. Complete the On Going Participation section of the Student Booklet.
CREATE YOUR OWN INFOMERCIAL--- LEARNING AND EVALUATION SITUATION 8 TASK 5 PRESENT YOUR INFOMERCIAL! The students will present their infomercial to the class. 75 minutes Student Booklet Each team s Infomercial video Competency C1 Interacts orally in English Task Description 1. Decide of the presentation order. 2. Announce the presentation order. 3. Evaluate the students. 4. Complete the evaluation grid. 1. Present their infomercial. 2. Listen to the other students presentations.
CREATE YOUR OWN INFOMERCIAL--- LEARNING AND EVALUATION SITUATION 9 APPENDIX 1 EVALUATION GRID C1 AND C3 Evaluation Criteria Task Requirements Participation in the writing and production processes Script Storyboard Formulation of the message Exceeds expectations A Consistently uses and adapts the writing and production processes to suit the task. Often experiments with personal style. Script is complete and it is clear what each actor will say and do. Entries and exits are scripted as are important movements. Script is quite professional. Storyboard is complete with sketches for each scene, detailed notes on titles, transitions, special effects, sounds, etc. Storyboard reflects outstanding planning and organization for the visuals in the video. Always selects language to achieve the desired effect on audience. Very rarely makes errors of form. Meets expectations B Often uses and adapts the writing and production processes to suit the task. Sometimes experiments with personal style. Script is mostly complete. It is clear what each actor will say and do. Script shows planning. Storyboard is relatively complete with sketches for most scenes, and notes on titles, transitions, special effects, sounds, etc. Storyboard reflects effective planning and organization for the visuals in the video. Often selects language to achieve the desired effect on audience. Rarely makes errors of form. Acceptable, but needs improvement C Sometimes uses and adapts the writing and production processes to suit the task. Experiments with personal style when prompted. Script has a few flaws. It is not always clear what the actors are to say and do. Script shows an attempt at planning, but seems incomplete. Storyboard has glaring omissions in scene planning. There are some sketches, and notes on titles, transitions, special effects, sounds, etc. Storyboard reflects attempts at planning and organization for the visuals in the video. Sometimes selects language to achieve the desired effect on audience. Sometimes makes errors of form. Does not meet expectation D Rarely uses and adapts the writing and production processes to suit the task. Rarely experiments with personal style even when prompted. Script has major flaws. It is not clear what the actors are to say and do. Script does not show any attempt at planning, and is incomplete. Storyboard is incomplete There are few sketches, and notes on titles, transitions, special effects, sounds, etc. Storyboard reflects very little planning of the visuals. Rarely selects language to achieve the desired effect on audience. Often makes errors of form. Serious difficulties or incomplete E Never uses and adapts the writing and production processes to suit the task. Never experiments with personal style even when prompted. There is no script. Actors are expected to invent what they say and do as they go along. Storyboard is not done and could not be used even as a general guide. Storyboard does not reflect planning of the visuals. Never selects language to achieve the desired effect on audience. Always makes errors of form.
CREATE YOUR OWN INFOMERCIAL--- LEARNING AND EVALUATION SITUATION 10 Participation in oral interaction Articulation of the message Student initiates and maintains interaction while doing the project with classmates. Interaction is fluent and natural. Student uses functional language naturally during the creation and playing of the project and is easily understood. Utterances include complex sentence structures and idiomatic expressions. Student maintains interaction while doing the project with classmates and takes risks when sharing ideas. Student uses functional language during the creation and playing of the project. Makes some errors, but does not impede understanding. Student cannot always maintain interaction while doing the project. Needs prompts to share ideas and take risks. Student has difficulty using functional language during the creation and playing of the project. Hesitates when searching for vocabulary, and makes errors. Student cannot always maintain interaction while doing the project. Needs prompts to share ideas and take risks. Student hesitates regularly and is unable to use functional language during the creation and playing of the project. Makes serious errors that impede understanding. Student does not interact in English with classmates and uses first language when doing the project, or does not participate in the project. Student does not use any functional language during the creation and playing of the project and his/her message is incoherent or student does not speak at all. Content of the message Teamwork Student uses clear and pertinent language to express and justify his/her ideas for the project. Students meet and discuss regularly. All students contribute to the discussion and all are listened to respectfully. All team members contribute a fair share of the work. Student uses clear and pertinent language, states his/her ideas for the project. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. Some of the student s statements lack coherence and pertinence. His/her ideas can be understood but would not be clear to a native speaker. Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work. Most of student s statements require a lot of interpretation. His/her ideas would not be understood by a native speaker. Some students contribute to the discussion and are listened to respectfully. Some team members contribute a fair share of the work. Message is incoherent. Meetings are not held and no contribution is done by the team members