Goal Directed Learning: Transformation Level

(9-12 Lesson)

Citizen Journalism-Advertising in the Multicultural School Community

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Grade Level

9-12

Classroom Configuration:

• Whole group and one to one, in and out of the classroom setting, using handheld digital devices to record, receive, and display data

Arizona State Content Standards

• Writing
  • Strand 1: Writing Process
    • Concept 1: Prewriting
      • PO 1: Generate ideas through a variety of activities (e.g., brainstorming, notes and logs, graphic organizers, record of writing ideas and discussion, printed material or other sources).
      • PO 2: Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade, to explain) of an intended writing piece.
      • PO 3: Determine the intended audience of a writing piece.
      • PO 5: Use organizational strategies (e.g., outline, chart, table, graph, Venn Diagram, web, story map, plot pyramid) to plan writing.
      • PO 6: Maintain a record (e.g., lists, journals, folders, notebooks) of writing ideas.
      • PO 7: Use time management
  • Strand 2: Writing Components
    • Concept 1: Ideas and Content
      • PO 1: Maintain a clear, narrow focus to support the topic.
      • PO 2: Write with an identifiable purpose and for a specific audience.
• Reading
  • Strand 1: Reading Process
    • Concept 6: Comprehension Strategies
      • PO 4: Connect information and events in text to experience and to related text and sources.
      • PO 5: Apply knowledge of organizational structures (e.g., chronological order, sequence-time order, cause and effect relationships, logical order, by classification, problem-solution) of text to aid comprehension
• Social Studies
  • Strand 5: Economics
    • Concept 5: Personal Finance
      • PO 1: Explain how education, career choices, and family obligations affect future income.
      • PO 2: Analyze how advertising influences consumer choices.
      • PO 3: Determine short- and long-term financial goals and plans, including income, spending, saving, and investing.
      • PO 4: Compare the advantages and disadvantages of using various forms of credit and the determinants of credit history.
      • PO 5: Explain the risk, return, and liquidity of short- and long-term saving and investment
• Math
  • Strand 2: Data Analysis, Probability, Discrete Mathematics
    • Concept 1: Data Analysis: Statistics
      • PO 1: Draw inferences about data sets from lists, tables, matrices, and plots.
      • PO2: Organize collected data into an appropriate graphical representation with or without technology.
      • PO3: Display data, including paired data, as lists, tables, matrices, and plots with or without technology; make predictions and observations about patterns or departures from patterns
      • PO 6: Evaluate the reasonableness of conclusions drawn from data analysis.

Arizona Educational Technology Standards (2009)

• Strand 1: Creativity and Innovation
  • Concept 3: Trends and Possibilities
    • PO 1: Analyze patterns and trends and their logical links to form inferences, and forecast possibilities providing novel insights.
  • Concept 4: Original Works
    • PO 1: Create innovative products or projects using digital tools to express original ideas.
    • PO 2: Use digital collaborative tools to synthesize information, produce original works, and express ideas.
• Strand 2: Communication and Collaboration
  • Concept 1: Effective Communications and Digital Interactions
    • PO 1: Communicate digitally with others by selecting and using a variety of appropriate communication tools.
  • Concept 2: Digital Solutions: Contribute to project teams to produce original works or solve problems.
    • PO 1: Communicate and collaborate for the purpose of producing original works or solving problems.
  • Concept 3: Global Connections: Create cultural understanding and global awareness by interacting with learners of other cultures.
    • PO 1: Independently locate and interact with teacher approved global communities.
• Strand 3: Research and Information Literacy
  • Concept 1: Planning
    • PO 2: Evaluate diverse information sources.
  • Concept 2: Processing
    • PO 2: Defend the authority of primary and/or secondary sources used in research
    • PO 4: Synthesize research information to create new understanding and innovative solutions.

Objectives

• Students will be able to effectively use a computer to research a plan that aims to advertise to the multicultural school community by means of a class and/or school blog.
• Students will be able set a goal and execute a plan to advertise a product or service to the multicultural school community using computing devices (blog, handheld devices).
• Students will be able to videotape an advertisement and survey culturally diverse students about a product using handheld computing devices.
• Students will be able to evaluate the results of their product/service using technology tools to poll the school community.

Procedure

1. Begin the lesson by visiting the following post "Culture: The New Stimulus for Advertising" or other online articles dealing with advertising in the Multicultural Community.
2. This site offers a blog where students will write comments digitally to the reading assignments.
3. Assign three articles, of the students'; choice, as reading assignments for students, in pairs or groups of three.
4. Students will comment on the articles in a format of their choice.
5. After commenting on the articles, students create a class blog (using online software such as Blogger) to discuss ways in which they can effectively advertise and market to the diverse students on campus. Students are required to comment on the blog with an idea that is based on facts from the previous reading(s). *If time allows, open this blog up to the school campus by posting in the school newspaper and making a "morning announcement" that asks students to go to the blog and leave their comment/idea. The school newspaper should offer incentives for students who comment on the blog, such as a small give away at the student store.*
6. In a whole group setting, use mind mapping software such as Inspiration/Webspiration or a Drawing tool to synthesize students' research from the blog.
7. Students plan a marketing strategy aimed toward the multicultural community to raise funds for the school newspaper.
8. Students create a video to sell their "product/service."
   1. Examples:
      1. Students videotape an advertisement to market the sale of churros during Hispanic Heritage Month (with the help of the Spanish club)
      2. Students videotape the sale of tickets to a multicultural dance-off which encourages showing off different cultures.
      3. Student Government and other clubs on campus assist students in videotaping an audition meant to sell tickets for a school talent show in which a multitude of cultures are celebrated.
9. Students use video editing software such as Moviemaker (Windows application) or iMovie (iLife application), or another application of their choice, to edit the advertisement, making sure it lasts no longer than one minute.
10. Students upload the video to the class set of handheld devices, then show a minimum of ten students from diverse backgrounds the video of the advertisement.
11. After showing the video, the journalism student should then use the "Notes" program on the handheld device to poll the diverse student about its "effectiveness." Will the advertisement work? What might be done to improve it?
12. After the evaluation period, students edit the video and show it on the school-wide video announcements.
13. Students evaluate the advertisement based on the number of participants and funds made from the activity chosen.

*Optional Extension-Math lesson
Students specifically plan the amount of money necessary for ticket revenue.
Using an online shared spreadsheet, they record and track sales after choosing a treasurer to handle all funds. The treasurer should create and share the original document and require all sellers to record number of tickets and amount earned daily.
Students keep a running tally of profits and together complete a cost/benefit analysis as an ongoing process.

Materials

• Computers with Internet connection for online articles and blogging software (such as WordPress, Typepad, or Blogger)
• Movie editing software such as Windows Movie Maker, Apple iMovie, or student choice
• Mind-mapping software (in the form of a drawing program, Inspiration, online Webspiration or other of student choice).
• Class set of handheld devices
• Projector
• Speakers
• Interactive whiteboard, optional
• video cameras and/or digital cameras, USB cables or card readers, digital memory cards

Assessment

• Ongoing assessment occurs as students test their advertisement ideas via the class and/or school-wide blog. Students use research poll to evaluate the effectiveness of the advertisement video. Final assessment is in the form of product sales generated from the video advertisement.

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