Goal Directed Learning: Transformation Level

9-12 Lesson

Citizen Journalism-Advertising in the Multicultural School Community

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Grade Level: 11-12
Whole group and one to one, in and out of the classroom setting, using handheld digital devices to record, receive, and display data

Arizona Common Core State Standards: ELA
Production and Distribution of Writing
Produce clear and coherent writing in which the development, organization, and
style are appropriate to task, purpose, and audience.
a. Produce clear and coherent functional writing (e.g., formal letters,
experiments, notes/messages, labels, timelines, graphs/tables, procedures,
invitations, envelopes, maps, captions, diagrams) in which the development
and organization are appropriate to the task, purpose, and audience.
Research to Build and Present Knowledge
Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources,
using advanced searches effectively; assess the usefulness of each source in
answering the research question; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Draw evidence from literary or informational texts to support analysis, reflection,
and research.
Key Ideas and Details
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to
provide a complex analysis; provide an objective summary of the text.
Integration of Knowledge and Ideas
Integrate and evaluate multiple sources of information presented in different media
or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
Comprehension and Collaboration
Initiate and participate in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

Common Core State Standards Math
Mathematical Practice
4. Model with mathematics.
Analyze decisions and strategies using probability concepts (e.g., product testing, pulling a hockey goalie at the end of the game)

Arizona State Content Standards
  1. Social Studies: Strand 5 Economics
    1. Concept 5 Personal Finance
      1. PO 1. Explain how education, career choices, and family obligations affect future income.
      2. PO 2. Analyze how advertising influences consumer choices.
      3. PO 3. Determine short- and long-term financial goals and plans, including income, spending, saving, and investing.
      4. PO 4. Compare the advantages and disadvantages of using various forms of credit and the determinants of credit history.
      5. PO 5. Explain the risk, return, and liquidity of short- and long-term saving and investment
Arizona Educational Technology Standards (2009)
  1. Strand 1: Creativity and Innovation
    1. Concept 3: Trends and Possibilities: Use technology to forecast trends and possibilities
      1. PO 1. Analyze patterns and trends and their logical links to form inferences, and forecast possibilities providing novel insights.
  2. Concept 4: Original Works: Use technology to create original works in innovative ways.
    1. PO 1. Create innovative products or projects using digital tools to express original ideas.
    2. PO 2. Use digital collaborative tools to synthesize information, produce original works, and express ideas.
  3. Strand 2: Communication and Collaboration;
    1. Concept 1: Effective Communications and Digital Interactions: Communicate and collaborate with others employing a variety of digital environments and media.
      1. PO 1. Communicate digitally with others by selecting and using a variety of appropriate communication tools.
  4. Concept 2: Digital Solutions: Contribute to project teams to produce original works or solve problems.
    1. PO 1. Communicate and collaborate for the purpose of producing original works or solving problems.
    2. Concept 3: Global Connections: Create cultural understanding and global awareness by interacting with learners of other cultures.
      1. PO 1. Independently locate and interact with teacher approved global communities.
  5. Strand 3: Research and Information Literacy
    1. Concept 1: Planning: Plan strategies to guide inquiry.
      1. PO 2. Evaluate diverse information sources.
    2. Concept 2: Processing: Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
      1. PO 2. Defend the authority of primary and/or secondary sources used in research
      2. PO 4. Synthesize research information to create new understanding and innovative solutions.
  6. Strand 4: Critical Thinking, Problem Solving, Decision Making
    1. Concept 1: Investigation: Identify and define authentic problems and significant questions for investigations
      1. PO 1. Write essential questions to investigate a complex (multi-step) issue using digital tools and resources.
    2. Concept 2: Exploring Solutions: Plan and manage activities to develop solutions to answer a question or complete a project.
      1. PO 1. Plan and manage an individual learning project that collects multiple data sets from diverse sources, creating planning adjustments and course corrections from the knowledge gained.
      2. PO 2. Present defendable solutions and make decisions from multiple perspectives using collected resources and data.
  7. Strand5: Digital Citizenship
    1. Concept 1: Safety and Ethics: Advocate and practice safe, legal, and responsible use of information and technology.
      1. PO 3. Advocate and practice safe, legal, and responsible use of digital tools as defined by school board policy and procedures.
      2. PO 5. Analyze and compare how web advertising influences consumer choices
      3. PO 6. Advocate and exhibit legal and ethical behavior when using technology.
  1. 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.
  2. 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).
  3. Students will be able to videotape an advertisement and survey culturally diverse students about a product using handheld computing devices.
  4. Students will be able to evaluate the results of their product/service using technology tools to poll the school community.
  1. Begin the lesson by reading the following article The Changing Face of America: Four Tips for Multicultural Marketing and other online articles dealing with advertising in the Multicultural Community.
  2. Assign articles as reading assignments to students in pairs or groups of three. Students will comment on articles and/or blog posts.
  3. After reading and discussing the articles, students create a class blog (using online software such as WordPress, Typepad, Blogger, Tumblr, or Posterous) 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.*
  4. In a whole group setting, use mind mapping software such as Inspiration/Webspiration or a Drawing tool to brainstorm students’ research from the blog.
  5. Students plan a marketing strategy aimed toward the multicultural community to raise funds for the school newspaper.
  6. Students create a video to sell their “product/service.”
  7. 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.
  8. Students use video editing software such as Moviemaker (Windows application) or iMovie (iLife application) to edit the advertisement, making sure it lasts no longer than one minute.
  9. 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.
  10. After showing the video, the journalism student should then use the “Notes” program on the handheld device to poll the diverse students about its “effectiveness.” Will the advertisement work? What might be done to improve it?
  11. After the evaluation period, students edit the video and show it on the video announcements.
  12. Students evaluate the advertisement based on the number of participants and funds made from the activity chosen.

*Extension-Math lesson (teacher can incorporate this lesson after students have determined how funds will be made and collected.)

    1. Students specifically plan the amount of money necessary for ticket revenue.
    2. 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.
    3. Students keep a running tally of profits and together complete a cost/benefit analysis as an ongoing process.
  1. Computers with Internet connection for online articles and blogging software such as WordPress (wordpress.org), Typepad (typepad.com), Blogger (blogger.com), Tumblr (tumblr.com), or Posterous (posterous.com)
  2. Movie editing software such as Windows Movie Maker or Apple iMovie
  3. Mind-mapping software in the form of a drawing program, Inspiration (inspiration.com/) or online Webspiration (mywebspiration.com).
  4. Class set of handheld devices
  5. Projector, speakers (if looking at the online articles as a whole class)
  6. Interactive whiteboard, optional
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.


Technology Integration Matrix





Goal Directed