Project Design Template
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1. Video 1
Target Audience:
Subject: Spanish IV
Grade level: High School
Proficiency level: Advance
Level
Dear Students,
My name is Michelle Obama, and I recently embarked on a campaign to promote healthy life styles among elementary-age children. I decided to undertake this all-important task to raise awareness of the benefits of eating right and exercising.
I strongly believe that the sooner we educate younger generations of this fact, then health-related issues will become more and more infrequent in our society regardless of ethnicity and gender. Imagine a world with fewer cases of diabetes and heart disease.
Yet, despite all of my efforts, I still need your help. That is why I am asking you to aid me in this endeavor.
Sincerely,
Michelle Obama
What should students
know, understand, and be able to do? Use the language by giving commands
and discussing healthy choices; use, create, edit and present a product with
technology, work with their peers
What do I want them to
remember about this after they complete the unit? How to conduct
research, work with a group effectively, use target language in real-world
situations, how to use technology in a meaningful way
Project Idea: Students have the task of researching, writing
and producing a commercial in the target language promoting a healthy
lifestyle.
Entry Event: Memo/letter from the office of Michelle Obama asking our
students to develop a television commercial promoting healthy lifestyle choices
which will target Spanish-speaking youth.
Content Standards & Objectives: Identify the objectives
explicitly taught or learned through discovery within this project design;
identify the learning targets and the evidence of student mastery for each
learning target within each objective. Be sure the project meets the criteria
for standards-focused PBL.
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Objectives Directly Taught or Learned Through Discovery |
Identified Learning Targets |
Evidence of Success in Achieving Identified Learning Target |
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exchange brief oral
and written information about a variety of topics incorporating
level-appropriate vocabulary. |
Using cues from
research, students will learn appropriate Spanish vocabulary including food,
exercise, marketing, etc.
After conducting
internet research with their jigsaw groups, individual students will present
their research findings to their project groups.
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Teacher will assess
with vocabulary quizzes.
Peers will assess with
rubric. |
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give and follow basic
directions, instructions and commands in common social settings. |
Working individually
and in small groups students will complete Project
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Teacher will assess
proper form and use of commands with Advice Guide/Commands rubric.
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create and
present spoken and written communications based on level-appropriate
vocabulary and structure (presentations,notes,paragraphs). |
Working in small
groups students will write a script for their commercial using the advice
guide as a starting point.
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Teacher will assess
with script rubric/checklist.
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(Business) Identify
the functions of marketing. |
Students will work in
jigsaw groups to conduct research on marketing and targeting youth with
television commercials. |
Teacher will evaluate
with a research form checklist. |
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identify and evaluate
the validity of health information, products and service (e.g., books,
magazine advertisements, infomercials/TV, internet, newspaper advertisements,
billboards, radio). |
Students will work in
jigsaw groups to conduct research on healthy lifestyle choices such as eating
and exercising habits and how these can be affected by television commercials. |
Teacher will evaluate
with a research form checklist. |
21st Century
Skills: Identify the Learning
Skills and Technology Tools Standards that students will practice in this
project.
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21st Century Skills |
Learning Skills & Technology Tools |
Teaching Strategies |
Evidence of Success |
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Information and Communication |
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Students will work in
project groups to create an original Spanish language commercial.
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Other Spanish teacher
or professional native speaker will assess with the commercial rubric.
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Thinking and Reasoning
Skills |
Student visualizes the
connection between seemingly unrelated ideas and independently produces
solutions that are fresh, unique, original and well developed. Student shows
capacity for originality, concentration, commitment to completion, and
persistence to develop unique and cogent products. |
Students will work in
project groups to develop a storyboard for their commercial. |
Teacher will assess
with commercial storyboard rubric/checklist. |
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Personal and Workplace
Skills |
Student maintains a
strong focus on the larger project goal and frames appropriate questions and
planning processes around goal. Prior to beginning work, student reflects
upon possible courses of action and their likely consequences; sets
objectives related to the larger goal; and establishes benchmarks for
monitoring progress. While working on the project, student adjusts time and
resources to allow for completion of a quality product. |
Students will be
responsible for creating their own group contracts and keeping a weekly
project management log. |
Teacher will evaluate
with group contracts, individual and group learning logs and with group
observation checklist. |
Know:
Spanish vocabulary
How to use and form commands in Spanish
How to use Windows Movie Maker to create a
commercial
How to write a storyboard
How to write a script
How to use a video camera
How to capture video for editing
How to edit video
How to conduct research
How to take notes
How to make a professional presentation
Create a television commercial
Conduct research on healthy lifestyle choices
Write a storyboard
Write a script using proper Spanish grammar,
vocabulary and commands
Use a video camera to film the commercial
Use Movie Maker to edit the commercial
Give a presentation of the commercial to an
adult panel
Maintain a project management log
Driving Question: How can media be used to motivate children to
make healthy choices?
We will be using several
rubrics and checklists as referenced in the Evidence for Success sections of
the above charts.
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Major Group Products |
Commercial Commercial storyboard Commercial script Presentation of
commercial |
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Major Individual Projects |
Vocabulary quizzes Research Jigsaw presentations Peer evaluation Self evaluation Project management
logs |
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Rubric(s) I will use: (Check all that apply.) |
Collaboration |
x |
Written Communication |
x |
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Critical Thinking
& Problem Solving |
x |
Content Knowledge |
x |
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Oral Communication |
x |
Other |
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Other classroom assessments
for learning: (Check all that apply) |
Quizzes/ tests |
x |
Practice presentations |
x |
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Self-evaluation |
x |
Notes |
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Peer evaluation |
x |
Checklists/observations |
x |
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Online tests and exams |
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Concept maps |
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Reflections: |
Survey |
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Focus Group |
x |
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Discussion |
x |
Task Management Chart |
x |
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Journal Writing/
Learning Log |
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Other - Debriefing |
x |
Map the Project:
· Students
will work in groups of 4 assigned by the teacher.
· Each
student will have a role: Director of
Marketing, Director of Technology, Director of Nutrition, Director of
Sports/Training
· Each group
is also responsible for maintaining a project management log.
· Students
will work in director jigsaw groups to research their assigned topic.
· Teacher
will present pertinent Spanish vocabulary.
· Students
will individually present research findings to project groups.
· Students
will work individually and in project groups to complete
· Students
will work in project groups and, using the Advice Guide, will write the
commercial script in Spanish.
· Students
will work in project groups to develop and write the commercial storyboard.
· Students
will use cameras to film the commercial and then edit commercial using Movie
Maker.
· Students
will present commercial to adult panel.
Product: Healthy lifestyle choices television commercial
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Knowledge and Skills Needed |
Already Have Learned |
Taught Before the Project |
Taught During the Project |
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1.Pertinent Spanish
vocabulary |
x |
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x |
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2.Healthly lifestyle
choices |
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X |
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3.Form and use of
commands in Spanish |
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X |
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4.Storyboarding |
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X |
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5.Development of
commercials/marketing |
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|
X |
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6.Camera operations |
X |
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7. Vegas 6 Software |
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|
x |
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8.Editing |
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x |
Resources:
School-based Individuals:
Other Spanish Teacher
Business Education Teacher
Physical Education Teacher
Cooks and/or County Nutrition Director
Technology: Shaw Media Magnet Program Level 4
Video cameras
Internet
Computers
Vegas Video Maker 6
Community:
County Nutrition
Director
Marketing Director(s) from local television station or other similar business
Advertising Agency employee
Parents
Materials:
Rubrics
and checklists
Websites for jigsaw research
· Teacher
will assign groups and roles within each group.
· Students
will write group contracts.
· Teacher
will monitor group progress.
· Teacher
will assess students throughout process via quizzes, checklists and rubrics.
· Prior
knowledge of Spanish grammar and some vocabulary is necessary.
Project Evaluation: How will you and your students reflect on and
evaluate the project?
· Students will participate in a
self-evaluation survey.
· Students will participate in a
project evaluation survey.
· Teacher will participate in a
project evaluation survey.
· Groups will participate in a group
evaluation survey.
· Class will participate in discussion of the overall
process and project.
Project Milestones:
Project
Student
Date
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Milestone |
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Project Management Logs |
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Reflective pieces |
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Jigsaw presentation evaluations |
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Self evaluation survey |
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Group evaluation survey |
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Project evaluation survey |
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PROJECT CALENDARsee below |
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project: Healthy Lifestyles Commercial |
Start Date: |
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MONDAY |
TUESDAY |
WEDNESDAY |
THURSDAY |
FRIDAY |
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PROJECT WEEK ONE |
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Entry event Need to know
discussion Project Guidelines Form groups Group contracts |
Review Spanish
vocabulary and structures. Introduce project vocabulary
and structures with TPR. Library to begin
research. |
Review vocabulary and
grammar via oral, aural and written communication and practice. Library to continue
research. |
Activities to practice
vocabulary and grammar. Groups given time to do
some house keeping |
Vocabulary and grammar
quiz Research evaluation Jigsaw with research Jigsaw presentations
with evaluation Group time-students
will begin working on the components of their projects. |
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PROJECT WEEK TWO |
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Group time |
Group time |
Group time Story board and script |
Group time Filming |
Group time Filming |
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PROJECT WEEK THREE |
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Group time Filming and editing |
Group time Editing |
Group time Editing |
Panel presentations |
Evaluations Debriefing |
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PSA Video Rubric |
Below Standard |
At Standard |
Above Standard |
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Storyboard |
The storyboard does not include thumbnail sketches of each scene and/or text
for each segment of the presentation, descriptions of background audio for
each scene, and/or notes about proposed shots and dialogue.
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The storyboard includes thumbnail sketches of each scene and includes text
for each segment of the presentation, descriptions of background audio for
each scene, and notes about proposed shots and dialogue.
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The storyboard includes notes that detail proposed transitions, special
effects, sound effects, sound and title tracks (including text, background
color, placement and size, graphics, fonts, etc.) as well as notes about
proposed dialogue and/or narration.
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0
..17 |
18
..
44 |
45
50 |
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Organization and
Content |
·
The introduction is not clear or coherent and may not evoke interest in the
topic. ·
Information is not presented in a way that is connected to the topic. ·
Details are not logical. ·
Supporting information does not contribute to the development of the topic. ·
The content does not include a clear point of view. ·
Does not propose specific actions the viewer can take ·
The conclusion is not clear or coherent. ·
No contact information is given ·
Performers/presenters/narrators do not express appropriate voice projection
and tone or show adequate rehearsal. |
·
The introduction is clear and coherent and evokes interest in the topic. ·
Information is presented in a way that is connected to the topic. ·
Details are logical. ·
Supporting information contributes to the development of the topic. ·
The content includes a clear point of view ·
Proposes specific action(s) the viewer can take ·
The conclusion is clear and coherent ·
Contact information is given. ·
Performers/presenters/narrators express appropriate voice projection and tone
and show adequate rehearsal. |
·
The introduction is compelling and provides motivating content that hooks the
viewer. ·
A rich variety of supporting information contributes to the understanding of
the topic. ·
All elements of the PSA work cohesively to present a professional product ·
The conclusion provides a thought-provoking restatement of the main point. ·
Performers/presenters/narrators communicate ideas with enthusiasm, clear
delivery and express tone and pace. |
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0
..17 |
18
..
44 |
45
50 |
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Editing |
·
Filmed material contains poor or distracting shots remain. ·
Most video clips are not edited to remove slack time or to emphasize
action or emotion. ·
Shots are not fast enough to maintain audience interest or long enough to
tell a complete story. ·
A variety of transitions are not used. ·
Pacing and timing are not appropriate to the subject matter or for the
audience. ·
Audio track is not clear, not synched and does not assist in communicating
the main point. |
·
Filmed material is edited and only quality shots remain. ·
Most video clips are edited to remove slack time and to emphasize action or
emotion. ·
Shots are fast enough to maintain audience interest and long enough to tell a
complete story. ·
Transitions are used. ·
Pacing and timing are appropriate to the subject matter and for the audience. ·
Audio track is clear, synched and assists in communicating the topic. |
·
The video moves smoothly from shot to shot, scene to scene. ·
A variety of transitions are used to communicate the main idea or to
establish a mood or tone. ·
Digital effects are used appropriately for emphasis. ·
Audio track effectively enhances the point of the video material |
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0
..17 |
18
..
44 |
45
50 |
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Technical Features |
·
Color scheme used for backgrounds and clothing do not enhance the topic. ·
Additional lighting is not used; shadows or glare are apparent; most scenes
are dark or murky. ·
The camera is not held steady; pans and zooms are not limited; most shots are
not clearly focused and well framed. ·
Multimedia elements do not enhance understanding. |
·
Color scheme used for backgrounds and clothing enhance the topic. ·
Additional lighting is used; few shadows or glare are apparent; most scenes
are lit clearly. ·
The camera is held steady; pans and zooms are limited; most shots are clearly
focused and well framed. ·
Multimedia elements are appropriate and enhance understanding. |
·
The color scheme for the background and scenes shows careful attention to the
effects these elements have on mood. ·
Lighting is used to create a mood or to enhance a point. ·
The main subject is located slightly off center using the rule of thirds. ·
Special effects are used to enhance understanding or create a mood. ·
Multimedia elements re-enforce key points. |
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0
..17 |
18
..
44 |
45
50 |
Oral Presentation Rubric : Panel
Presentation
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CATEGORY |
4 |
3 |
2 |
1 |
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Content |
Shows a full
understanding of the parts of the project parameters and/or the topic. |
Shows a good
understanding of the parts of the project parameters and/or the topic. |
Shows a limited
understanding of the parts of the project parameters and/or of the topic. |
Does not seem to
understand the topic very well. |
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Comprehension |
Student is able to
accurately answer almost all questions posed by panel members about the
topic. |
Student is able to
accurately answer most questions posed by panel members about the topic. |
Student is able to
accurately answer a few questions posed by panel members about the topic. |
Student is unable to
accurately answer questions posed by panel members about the topic. |
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Preparedness |
Student is completely
prepared and has obviously rehearsed. |
Student seems pretty
prepared but might have needed a couple more rehearsals. |
The student is
somewhat prepared, but it is clear that rehearsal was lacking. |
Student does not seem
at all prepared to present. |
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Attire |
Business attire, very
professional look. |
Casual business
attire. |
Casual business
attire, but wore sneakers or seemed somewhat wrinkled. |
General attire not
appropriate for audience (jeans, t-shirt, shorts). |