Description
This lesson will require students to apply their acquired skills in branding, audience engagement, social media, publication marketing and publication management to design a new publication for their school. They must develop and explain their ideas using a presentation tool, such as a slideshow. Finally, they will present their ideas to their classmates and a group of professionals.
Objectives
- Students will demonstrate understanding of branding, audience engagement, social media, publication marketing and publication management as discussed throughout the course.
- Students will collaborate to create and brand a new publication, tailored to the needs and interests of their intended market audience.
- Students will work together to plan and effectively execute a group presentation, including the use of an electronic presentation tool.
- Students will explain and evaluate their decisions in speaking and in writing, showing how they have effectively developed publication marketing materials that reflect the principles discussed in class as well as the results from their Market Research Surveys.
- Students will connect their publication plan to their Market Research Surveys, presenting clear links between their audience’s preferences and their plans.
- Students will evaluate the depth of their own learning, considering how closely they met the requirements of each product-based assignment.
- Students will present their work to their classmates and a group of media and/or school professionals.
Common Core State Standards
| CCSS.ELA-Literacy.SL.9-10.4 | Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. |
| CCSS.ELA-Literacy.W.9-10.4 | Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. |
| CCSS.ELA-Literacy.L.9-10.1 | Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| CCSS.ELA-Literacy.L.9-10.2 | Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| CCSS.ELA-Literacy.L.9-10.3 | Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. |
| CCSS.ELA-Literacy.W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
| CCSS.ELA-Literacy.W.9-10.2a | Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. |
| CCSS.ELA-Literacy.W.9-10.2b | Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. |
| CCSS.ELA-Literacy.W.9-10.2c | Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. |
| CCSS.ELA-Literacy.W.9-10.2d | Use precise language and domain-specific vocabulary to manage the complexity of the topic. |
| CCSS.ELA-Literacy.W.9-10.2e | Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. |
| CCSS.ELA-Literacy.W.9-10.2f | Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). |
| CCSS.ELA-Literacy.SL.9-10.2 | Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. |
| CCSS.ELA-Literacy.SL.9-10.5 | Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. |
Length
6 Weeks: 300-350 minutes (5 60-70 minute classes)
4 Weeks: 180-210 minutes (3 60-70 minute classes); eliminate presentations
Resources
Paper
Pens
Markers, colored pencils, crayons, etc.
White paper
Technological devices such as laptop computers, desktop computers, iPad, other tablet, etc.
Preferred software if available: Publisher, InDesign, Photoshop, Illustrator, Word, etc.
Handout: Branding: Name and Logo
Handout: Experiential Project Instructions
Rubric: Presentation Tool Rubric
Lesson step-by-step
Day 1
1. Project overview — 10-15 minutes
Discuss the Experiential Project Instructions and project rubrics with the students, going over the requirements and clarifying expectations. Make sure all students understand what they need to create and how much time they have.
2. Group work — remainder of class
Instruct students to develop the concept for their new publication, including name and logo, and to begin answering the questions for their branding, audience engagement, social media, and publication marketing strategies. Those that finish should start creating their Presentation Tool.
Days 2-3
1. Project review — 5-10 minutes
Inform students of your expectations for what they should have complete by the end of each class period. The following tasks should be complete by the end of Day 3:
- Publication branding (name and logo)
- Presentation Tool
2. Group work — remainder of class
Instruct students to develop their ideas and create their Presentation Tool.
Days 4-5
1. Presentation overview — 5-10 minutes
Inform students of your expectations for their behavior during presentations and introduce the media professionals or school officials who are present to assist in evaluating the students’ work.
2. Presentation order — 5 minutes
Determine an order for the presentations. Some suggestions:
- Count the number of possible presentation groups. Write these numbers on the board. Invite student groups to write their names in the presentation spots until each presentation spot has been filled.
- Invite one member from each group to pick a slip of paper at random. Each slip should have a presentation number on it.
- Take volunteers at first. After this, select groups at random.
3. Presentations — remainder of class
Proceed in order, giving time to allow students and the professionals present to ask questions.