LES create your own infomercial! -...

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


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

GENERAL INFORMATION

Secondary Cycle Two


TRIGGER ACTIVITY – LET’S WATCH AN INFOMERCIAL! The students will learn what the components of an infomercial are.

Suggested Duration 15 minutes Material

• Internet • Computer • Projector or IWB • Videos of the Magic Sponge Infomercial

Activity Description

Role of the teacher Role of the student 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.


TASK 1 – DECONSTRUCT AN INFOMERCIAL! The students will explore in depth an infomercial.


• Computer • Projector or IWB • DVD of the infomercial of the Slap Shop • Student Booklet

Competency C2 – Reinvests understanding of texts Task Description

Role of the teacher Role of the student 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.


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.


• Student Booklet Competency C1 – Interacts orally in English C2 – Reinvests understanding of texts Task Description

Role of the teacher Role of the student 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.




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.


• Student Booklet • Draft sheets

Competency C1 – Interacts orally in English C3 – Writes and produces texts Task Description

Role of the teacher Role of the student 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.



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.




TASK 4 – 3, 2, 1, ACTION! The students will engage in the filming phase of their infomercial.


• 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

Role of the teacher Role of the student 1. Reserve the Computer Lab in advance.

2. Have the students film their infomercial.

3. Have the students edit their video on the

computer.



Booklet.

1. Film their infomercial.

2. Edit the video on a computer.




TASK 5 – PRESENT YOUR INFOMERCIAL! The students will present their infomercial to the class.


• Student Booklet • Each team’s Infomercial video

Competency C1 – Interacts orally in English Task Description

Role of the teacher Role of the student 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.


APPENDIX 1 – EVALUATION GRID C1 AND C3

Evaluation

Criteria Exceeds

expectations – A

Meets expectations

– B

Acceptable, but needs

improvement – C

Does not meet expectation

– D

Serious difficulties or

incomplete – E

Task Requirements

Participation in the writing

and production processes

Consistently uses and adapts the writing and production processes to suit the task. Often experiments with personal style.

Often uses and adapts the writing and production processes to suit the task. Sometimes experiments with personal style.

Sometimes uses and adapts the writing and production processes to suit the task. Experiments with personal style when prompted.

Rarely uses and adapts the writing and production processes to suit the task. Rarely experiments with personal style even when prompted.

Never uses and adapts the writing and production processes to suit the task. Never experiments with personal style even when prompted.

Script

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.

Script is mostly complete. It is clear what each actor will say and do. Script shows planning.

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.

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.

There is no script. Actors are expected to invent what they say and do as they go along.

Storyboard

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.

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.

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.

Storyboard is incomplete There are few sketches, and notes on titles, transitions, special effects, sounds, etc. Storyboard reflects very little planning of the visuals.

Storyboard is not done and could not be used even as a general guide. Storyboard does not reflect planning of the visuals.

Formulation

of the message

Always selects language to achieve the desired effect on audience. Very rarely makes errors of form.

Often selects language to achieve the desired effect on audience. Rarely makes errors of form.

Sometimes selects language to achieve the desired effect on audience. Sometimes makes errors of form.

Rarely selects language to achieve the desired effect on audience. Often makes errors of form.

Never selects language to achieve the desired effect on audience. Always makes errors of form.


Participation in oral

interaction

Student initiates and maintains interaction while doing the project with classmates. Interaction is fluent and natural.

Student maintains interaction while doing the project with classmates and takes risks when sharing ideas.

Student cannot always maintain interaction while doing the project. Needs prompts to share ideas and take risks.

Student cannot always maintain interaction while doing the project. Needs prompts to share ideas and take risks.

Student does not interact in English with classmates and uses first language when doing the project, or does not participate in the project.

Articulation of the

message

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 uses functional language during the creation and playing of the project. Makes some errors, but does not impede understanding.

Student has difficulty using functional language during the creation and playing of the project. Hesitates when searching for vocabulary, and makes errors.

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 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

Student uses clear and pertinent language to express and justify his/her ideas for the project.

Student uses clear and pertinent language, states his/her ideas for the project.

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 of student’s statements require a lot of interpretation. His/her ideas would not be understood by a native speaker.

Message is incoherent.

Teamwork

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.

Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.

Most students contribute to the discussion and are listened to respectfully. All team members contribute a fair share of the work.

Some students contribute to the discussion and are listened to respectfully. Some team members contribute a fair share of the work.

Meetings are not held and no contribution is done by the team members

LES create your own infomercial! -...

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