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"Why College?" Commercial


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Keywords: *College Readiness, Technology,
Subject(s): Video, Technology
Grade 9
NETS-S Standard:
  • Creativity and Innovation
  • Communication and Collaboration
  • Critical Thinking, Problem Solving, and Decision Making
  • Digital Citizenship
View Full Text of Standards
School: Urban Assembly Gateway School for Technology, New York, NY
Planned By: Corinth Hunter
Original Author: Corinth Hunter, New York
Prior Knowledge: Prior to this unit, students will have completed a "Road to College" Blog in which they have researched all of the steps necessary for submitting an application to college, as well as taken some time to reflect upon what they are looking for in a university.

Materials: Digital cameras for each group (5 students/group), computers, storyboard drafting paper, video editing software, file sharing devices.

Overview: During this unit, students will create an original 30 or 60 second commercial that encourages teens to go to college. Ideally, studentsí final products can be reviewed by one of the Urban Assembly Gateway partners and best productions may be chosen to be aired on television through one of the school's partnerships. This activity will allow students the opportunity to grow in their technological skills as well as explore some of the reasons why going to college is an excellent option for their future. This activity will require collaboration, accountability, reflection, and aspiration.

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DAY 1

10 min: Show students a popular and/or funny commercial. After the commercial, allow students to share what they liked or did not like about the commercial. More pointed questions might include:
What made the commercial successful?
Would students remember the product in the commercial?
Would students buy the product (if applicable)?
Repeat this process with a second commercial.

20 min: Tell students that you will present to them their task for this advisory unit. Remind students that questions will be taken at the END of your presentation & encourage them to write questions down. Go through presentation of the given task. Presentation slides should include:
Task & expectations
Characteristics of strong advertisements
Proper filming technique
Expectations for handling equipment
Group assignments
Grading rubric
Questions?

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DAY 2 - BEGINNING THE STORYBOARD

7 min: Give students storyboard template for mapping out each shot of commercial. Show students solid example of how storyboard is filled out. Be sure that students are aware that each frame is one shot (no matter how long) & that a commercial is typically exactly 30 or 60 seconds long. No exceptions! Answer any questions.

15 min: Give students time to discuss ideas in groups and work on storyboard drafts.

8 min: Allow each group to present current ideas for commercials. Take up student commercial ideas and storyboards and write meaningful feedback/questions concerning effectiveness and feasibility of concept.

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DAY 3 - COMPLETING THE STORYBOARD

7 min: Ask students to take out planners. Give students timeline/deadlines for commercial project. Stress the importance of communicating within their groups and being present daily. Give students storyboards with feedback.

20 min: Let students know that complete storyboard is due TODAY and there will be points deducted for late storyboards. Give students remainder of time to work in groups to complete storyboards.

3 min: Encourage students to discuss amongst their groups what will be needed by way of props, clothing, location, etc. for their commercials. It may be necessary for students to exchange phone numbers with group members.

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DAY 4 - SHOOTING THE COMMERCIAL

10 min: Review expectations for handling equipment.

20 min: Allow students to shoot commercial; be sure to give five minute wrap-up warning.

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DAY 5 - SHOOTING THE COMMERCIAL

8 min: Allow students to share successes & needs/considerations for their commercial.

22 min: Allow students to shoot commercial; be sure to give five minute wrap-up warning.

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DAY 6 - EDITING THE COMMERCIAL

5 min: Walk students through process of transferring work from video cameras to computers.

15 min: Model for students how to properly use basic functions of video editing software.

10 min: Allow students to familiarize themselves with editing software and begin editing commercial.

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DAY 7 - CHECKING FOR STRING ADVERTISING TACTICS

5 min: Ask students if they discovered any cool functions while playing with editing software during last advisory period. Allow students to show what they discovered (one at a time) to entire class.

5 min: Remind students of what makes a good commercial-- (simply review slide 2 from DAY 1 presentation).

20 min: Allow students to continue working toward completing the editing of their commercial.

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DAY 8 - FINALIZING THE COMMERCIAL

5 min: Be clear that this is the FINAL day to complete editing of commercial. Remind students of what you (and/or partners or judges) will be looking for when viewing commercials.

20 min: Allow students to complete the editing and polishing of commercials. Encourage students who finish early to play with coloring, words on screen, length of shots, etc. until commercial is perfect.

5 min: Save completed commercials in a safe space on computers, webspace, or drives.

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DAY 9 - PRESENTING THE PRODUCT

5 min: Remind students of proper listening etiquette during presentations & classroom norms/rules.

5 min: Allow one group to present the concept, location, and props used for their commercial. Then, allow group to show commercial to the class. Following the commercial, allow students to give feedback and ask questions.

(Continue until all groups have shared their work)
Follow-Up
Have students view and evaluate the effectiveness of other groups' commercials.
Materials: DVD Camcorder
Other Items: 25 Toshiba - Camileo H30 High-Definition Camcorder with 3" Touch Screen - Black, $140.00 each, total of $3500.00