Submitted by: Jamie Malinak
School: Echo Lake Elementary
Summary
As students continue to learn about the writing process, our first focus will be on the introductory paragraph and, specifically, “hooks” and persuasive writing. In this lesson, students will learn about, research, and critically discuss the kinds of “hooks” they see everyday (commercials, print ads, etc.) and how they can use hooks to persuade readers and audiences. Students will collaborate to create their own ad for a product (real-life) of their choice. This ad can be in any medium (students will be placed in like-minded groups after a survey of interest is taken). Ads will be displayed via class blog, which can be accessed by other school students and staff as well as parents.
TIPC Ratings
As part of this project, students had to conduct research (the mini-project) in their environment by observing and noting uses of advertising techniques that are around them every day. By compiling data via a chart and by displaying images and ads they saw, students “assembled and synthesized” information in multiple ways (via the mini-project and by taking the research and knowledge gained from the mini project and making it a part of the planning and execution of the larger group project). By choosing the method in which they displayed their data and research, students were “using tools to powerfully display their information.” This meets the Ideal/Target (6-7) category, but what is missing is the students “constructing questions to guide their research.” I had to provide this framework given the task at hand and age of the group. This is an area in which students can grow with practice and guidance.
As part of the larger project, students worked in groups formulated by interested surveys. These surveys allowed students to choose the type of advertisement they wanted to make and to work with other students with similar interests, After each day of working on the project, students had to self-reflect about their effort and participation within the group. Once the advertisement was complete, student work was shown throughout the school and via the class blog. This allowed parents and other Echo Lake friends to see the final product.
Students were faced with the “problem” of how to advertise their product and “hook” the buyer with advertising techniques. Students had to identify their audience, decide which technique(s) would best suit their product advertisement, and then plan/execute the advertisement in visual/audio form. After creating a “rough draft” of their advertisement, students were given the opportunity to constructively criticize their work and make adjustments as necessary before the final product was performed/placed on display.
Students were given very few parameters for the larger project. Instead, students were allowed to creatively collaborate with each other as they designed their advertisement. Students were encouraged to “think outside of the box” when it came to design elements. From class lessons and watching/seeing advertisements whole group to the independent research/mini-project, students were able gain some new knowledge to combine with existing background knowledge. When placed with students in a group project, this expanded knowledge became a springboard for creativity.
