* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project
Convincing Commercials Teacher: Tyler McBride Focus of Unit: Propaganda, advertising, and visual texts Grade Level: 7 to 9 Common Core State Standards RI.8.1 - Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. RI.8.6 - Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints. RI.8.7 - Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea. W.8.4 - Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. SL.8.2 - Analyze the purpose of information presented in diverse media and formats (e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political) behind its presentation. SL.8.3 - Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and relevance and sufficiency of the evidence and identifying when irrelevant evidence is introduced. Unit Objectives The students will be able to: – Understand and use basic film terms (e.g., high angle, low angle, establishing shot, long shot, and close up). – Understand basic propaganda/persuasive techniques (e.g., bandwagon, testimonial, and card stacking). – Analyze the methods creators of propaganda and advertising use to persuade the viewer. – Apply their knowledge of persuasion and visual texts to create a commercial for a product they create. Final Summative Assessment Group assessment: The students will work in groups to write a commercial script for a product they create. The script will include any dialogue, stage directions, and camera angles. Then, the students will film and edit the commercials using windows movie maker or a similar software. In the final product, the students will include an explanation of their choices of color, camera angles, images, and editing features. Individual assessment: The students will draw their own propaganda posters on a topic that relates to their school or their life. Then, the students will write a short paragraph explaining their choices of color and images for the poster. Instructional Tools and Activities Week 1: – Introduction – Ask students to quick write about their favorite commercials and why they stand out in their mind. View various commercials and begin discussing how they attempt to persuade the viewer (see suggested videos in the resource section below). – Introduce propaganda/persuasive techniques (see “Persuasion” Prezi in resource section below). – Introduce camera angles/shot vocabulary and discuss how those effect the viewer (see “Camera Vocabulary” Prezi in resource section below). – Discuss how colors in visual texts create different emotional effects. – Application – During one lesson, give students a variety of old magazines. Give them a time limit, and ask them to find as many examples of persuasive techniques as possible and be able to explain them. Week 2: – Introduction – Lead a discussion with students and write on the board what students already know about propaganda in order to determine their prior knowledge. – Introduce and define propaganda (see “Propaganda” Prezi in resource section below). – Watch and analyze the Disney “Taxes” propaganda video (a link is provided below). – Application – During one lesson, give students a variety of printed propaganda posters and ask them to analyze them in small groups using vocabulary and the analysis method the teacher has modeled. One possible way to accomplish this is to set up stations around the room with different propaganda posters at each table. If necessary or helpful, use the “Propaganda Poster” worksheet at the end of this document. – Application – Introduce the individual assessment explained above. Week 3: Begin the commercial project. Show the teacher's model video and script, then allow students to evaluate it using the project rubric. Then, divide the students into groups, assign them a product, and allow them to begin completing the “Marketing Background” sheet and writing their script. Suggested product ideas: breakfast cereal, sports drink, candy bar, board game, or video game. If time, begin filming. Week 4: Begin/continue filming. Begin editing videos. Week 5: Continue editing videos. On the last day or two, watch all of the class videos and discuss their effectiveness. Have students write a quick write reflecting on what they have learned throughout this unit. Teaching Resources and Materials Prezis: Persuasion http://prezi.com/1hymbjgk2grt/persuasive-techniques-inadvertising/ Camera Vocabulary http://prezi.com/wnhc_vxlycmw/camera-angles-andshots/ Propaganda http://prezi.com/iobkbgjctfoo/propaganda/ Suggested Videos: Nolan's Cheese Commercial http://www.youtube.com/watch?v=YqlQS5CCmwI Disney “Taxes” Propaganda Video http://www.youtube.com/watch?v=oqMVpcbhpqw Teacher's example http://www.youtube.com/watch? v=mMJjp_bYWz4&list=UUu5hWd8THYQEyt2hQ5PUIxw&ind ex=1&feature=plcp Various commercials of the teacher's choosing. For additional ideas, look at recent super bowl commercials. Propaganda Posters: http://www.propagandaposters.us/index.html Name:_________________ Date:________ Period:___ Propaganda Posters 1. Who is the poster's audience? 2. What is the poster's message? What is it telling the viewer to do? 3. What colors are in the poster? What effect do these colors have? 4. Are there any important symbols in the poster? If so, what effect do they have? 5. Are there any of the persuasive techniques from your notes on this poster? If so, what are they? What effect do they have? 6. Are there any examples of logos, ethos, or pathos in the poster? If so, what effect do they have? Name:_________________ Date:________ Period:___ Marketing Background 1. Who is your target audience? How old are they? Are you targeting one gender in particular? Be specific. 2. What are the unique characteristics of your product? Why would someone want to buy it? What makes it different from everything else out there? 3. Name your product. Why is this the name? If you want, include a slogan. 4. Which marketing technique will you use? Why? 5. What colors will you try to use in your ad? Why? 6. Start planning the specifics of your ad. What is the situation? What is the setting? What characters will be in your ad? What will happen? Example Script Commercial opens to Dr. McBride sitting at a desk in an office. Mid shot on McBride's face. Dr. McBride: Do you have a cold? Does your nose run so much that it feels like your brains are going to ooze out through your nose? Do you cough so much that it feels like your going to hack up a lung? If so, then try Dr. McBride's Miracle Cure. Fade to actor coughing and sneezing. Mid shot, black and white. Narrator: Dr. McBride's Miracle Cure solves the sneezing, running nose, and coughing that keeps you from doing everyday chores, playing with your kids, or going to work and earning your living. Don't let cold symptoms keep you from doing what you love. Fade to picture of Dr. McBride's miracle cure. Pan across image. Narrator: Dr. McBride's patented Miracle Cure System is made from all natural ingredients and is allergen free. Simply take one pill every twelve hours and you will be free from pain all day long. Fade to actor running and skipping out of building and leaping into the air. Narrator: You will be free enjoy your day without an oozing nose or hacking cough. You won't be forced to teach with a hoarse voice or work with a splitting headache. With the miracle cure system, you can spend the day however you like. Let Dr. McBride's cure take away all of your problems. Try it today! It's available wherever medicines are sold. Freeze on long shot of actor leaping into the air. Narrator: (In a sped-up voice) These statements have not been evaluated by the food and drug administration. Please do not take while driving or operating heavy machinery. Dr. McBride's Miracle Cure is not a real product and this commercial is intended for demonstration purposes only. Explanation: I used the testimonial persuasive technique to attempt to convince the viewers that my product was legitimate and trustworthy. A doctor was the subject of the testimonial. He narrated the commercial, which also added credibility to the commercial (an example of ethos). The commercial showed an actor who had not taken the advertised medicine, and this portion of the video was in black and white. This lack of color reinforced the viewer's negative feelings toward being sick. Later, the video transitioned into color, which created a happier mood at the end of the video. Commercial Rubric 0 to 2 3 to 4 5 to 6 7 to 8 Video Little evidence that color, Presentation camera angles, and/or editing were purposefully chosen. Color, camera angles, and/or Uses color, camera angles, Purposefully and carefully uses editing may be poorly chosen or and/or editing to create mood or color, camera angles, and designed. affect the viewer. editing affect the viewer and create a mood. Performers Some performers forget lines, miss cues, or distract the audience. Few or no props present. Hard to hear or understand, remember many of their lines and cues, and use some props. Actors speak with clear voices, know most of their lines and cues, and are mostly prepared with props. Performers articulate clearly, know all lines and cues, and are all prepared with props and/or costumes. Persuasive techniques The team does not use persuasive techniques, logos, ethos, or pathos. Revised Script The revised script is irrelevant or difficult to understand. Attempts to use either one persuasive technique or one example of logos, ethos, or pathos. Some words in the script may be chosen to affect the viewer, but the revised script overall is confusing or poorly written. Includes some stage/camera directions. The team attempts to explain some of their design decisions, including persuasive techniques, color, and/or camera angles. Packaging or label provided, but shows no preparation. Appropriately uses either one persuasive technique or one example of logos, ethos, or pathos. The revised script is well written and uses specific words to attempt to affect the reader. Includes relevant stage/camera directions. Uses one persuasive technique and one example of logos, ethos, or pathos OR two persuasive techniques. The revised script is well written and uses carefully chosen words to affect the viewer. Includes complete stage/camera directions. The team explains most of their design decisions, including persuasive techniques, color, and/or camera angles. Packaging or label is appropriate for product but lacks creativity or interest. The team completely explains their design decisions, including persuasive techniques, color, and camera angles. Product packaging is eyecatching and shows creativity Explanation No explanation is included, or the explanation is irrelevant Product & Packaging Little or no packaging/label.