Step 5: Closure and Assessment – How will you review, reinforce, and wrap-up the lesson? Following the same pattern laid out by former exercises within the lesson plan and throughout the unit as a whole, once students complete their individual advertisements they will be submitted to the instructor for grading while at the same time being uploaded individually to the class ISSUU page. By using the SmartBoard, iPads or laptop computer (or a combination depending on availability) students can use ISSUU as a type of digital project gallery where they can access one another’s work, leave comments and deliberate on the marketing strategies utilized in each of the student generated projects. The collaborative practices employed throughout the lesson (and unit) should prepare students to act accordingly and provide helpful feedback (both positive and critical) for current projects. Instructors should also take note of the difficulties, roadblocks and areas where students excelled to reflect on and improve the project for the future. Students can circulate the room or present their projects in front of the class to utilize the MagicPen and other highlighting features of SmartBoard technology to make specific aspects of their projects pop. The benefit of creating a completely sharable, digital copy of student work and saving it in the class Issuu page as an electronic gallery, is that students who may have apprehension about sharing their work in front of a crowd can do so from their seat either through providing audio to their document or leaving captioned comments. At the conclusion of the project, the digital copies will then be imported into one presentation and upload to ISSUU together to catalogue the classes work for future years as an example. Each issue of the student “Create Your Own 1920’s Advertisement” will be on display in the Library Media Center for students to access and consult in the future if they would desire. ASSESSMENT, PERFORMANCE TASKS, PROJECTS “What Gets You Hooked” Wall-Wisher Pre-Assignment and Reflection: See Attached Rubric and Directions “Gospel of Advertising” Marketing Strategies of the 1920’s Team Read ISSUU: See Attached Rubric and Directions “Getting Hooked in the 1920’s” Graphic Organizer: See Attached Document and Directions “Create Your Own 1920’s Advertisement” Project/Digital Gallery Expo ISSUU: See Attached Rubric and Directions
DIFFERENTIATION STRATEGIES AND TECHNIQUES
Assimilating Learners (5): Students within the classroom who prefer reading, lecture and applying abstract concepts to a modeled assignment or project are accounted for in several ways. The assignment “What Gets You Hooked” is introduced through written, verbal and video instructions on how to operate our class Wall-Wisher page. This assignment also presents students with an idea or question (what is your favorite TV advertisements) and allows them to explore the boundaries of this question with a variety of advertisements (sad, retrospective, humorous, powerful, public service, etc). A Team Read assignment also gives students the opportunity to explore the material through a digital resource which highlights the marketing strategies of the 1920’s in detail, providing anecdotal examples. Application of these concepts build a framework for the rest of the lesson when these learners are asked to apply them to their selected TV advertisements. A lecture model built on the framework of a Prezi presentation guides learners through various concepts while remaining visual in nature presenting the concepts behind 1920’s marketing. Finally, students will utilize the primary resource examples from their reading, in addition to an ISSUU advertising database, past and present student work to explore models for their “Create Your Own 1920’s Advertisement” project and to utilize concepts properly. Accommodating Learners (5): Students within the classroom who prefer hands on, collaborative and action based learning are accounted for in several ways. The innate principles behind the “What Gets You Hooked” assignment lay out groundwork for students to view each other’s feedback and utilize the post it features of Wall-Wisher to leave their own comments, as well as gain insight from others. Following their initial posts and reading digital materials in their Reading Teams, students will then collaborate by fixing the marketing concepts on their own selections. Learning through taking concepts and applying them to a practical experience is also realized when these students participate the in collaborative environment set up by Day 2 of the lesson. Although students will be given individual attention and instruction when