learning and evaluation situation - sir · web viewthis learning and evaluation situation...

LEARNING AND EVALUATION SITUATIONSECONDARY CYCLE ONE ENGLISH LANGUAGE ARTS PROGRAM

Make a Teen Magazine

TEACHER'S GUIDE

This learning and evaluation situation consists of the following:

a Teacher’s Guide

a Student Booklet

Important note

This learning and evaluation situation is to be used to regulate learning. It is very structured and students are guided by the teacher. However, as students progress, they should be put in situations that are less guided.

This learning and evaluation situation contains the following documents:

Teacher’s GuideThis document includes important information about the learning and evaluation situation, an overview of the situation and a guided step-by-step procedure.

Student BookletThe Student Booklet includes the tasks for this learning and evaluation situation.

Web SiteThe Web site contains information on the Unit. This allows teachers and students to access the unit using hypertext, an important form of “new” media literacy. This makes it very easy for the teacher to immediately reference all documentation with the click of a button.

________________________________________________________________________________________3Where is Home? Teacher’s GuideMinistère de l'Éducation, du Loisir et du Sport

Important Information

Make a Teen Magazine is one of many learning and evaluation situation (LES) produced by the Ministère for Secondary Cycle One Language Arts. It is to be used in Secondary Cycle One as a tool to teach and evaluate students during Cycle One.

This unit is to help students to demystify the media industry. More specifically, they will learn how a magazine is created by creating one themselves.

The focus of this unit is to regulate learning for Competency 2 (represents her/his literacy in different media) and Competency 3 (writes a variety of genres for personal and social purposes)

Notes about this Learning and Evaluation Situation

This unit should take about 12 - 20 classes to complete depending on the length of classes. It involves: a guiding question, e.g. Can kids create a magazine that serves the needs of the

community? a problem to be solved, e.g. How can we inform our peers of the life they lead? a challenge to be met, e.g. Create and distribute a magazine for your peers

Tasks that are relevant and meaningful

Tasks in the LES are determined by answering one important question: What do students need to do to answer the guiding question, solve the problem or meet the challenge? Although the teacher guides the students through scaffolding, it is important that the students learn for themselves.

Teacher's Role in Evaluating to Regulate Learning

Students need to know what is expected of them and how they will be evaluated; be transparent with your students regarding the evaluation criteria and your expectations. Teachers should regularly inform students about their strengths and weaknesses and offer support.

Ongoing evaluation

As students carry out the various tasks in this unit, you will need to observe them in action and provide feedback. You will be teaching, prompting and guiding students throughout the unit. It is important to record your observations using tools such as observation grids, rubrics and/or anecdotal notes. The data you collect will also be used to report on students' development of competencies for report cards and other forms of communication.

Teachers need to know if the students are really “getting it,” so they are responsible to ensure the student organizes and maintains an integrated profile containing work from all the competencies, and discusses it with the teacher in regular and ongoing evaluation conferences throughout the cycle. It is essential that students are assessed for learning, not only to assess what they have learned. Some of this assessment will not be graded, but rather used by the teacher to judge where the student is going, and the ongoing assessments might be seen as a “rudder” that helps to steer the students towards the correct path.

________________________________________________________________________________________Where is Home? Teacher’s GuideMinistère de l'Éducation, du Loisir et du Sport

4

Make a magazine

General Description.......................................................................................................6Broad Area of Learning.................................................................................................6Cross-Curricular Competencies...................................................................................6SELA Competencies......................................................................................................7Resources.......................................................................................................................8Background Information for teachers..........................................................................8

PREPARING....................................................................................................................9Activity 1: What is the anatomy of a magazine...........................................................9Anatomy Rubric.......................................................................................................10

CARRYING OUT THE TASKS

Activity 2: Journal 1.................................................................................................11Annotated Bibliogrpahy Rubric...............................................................................12

Activity 3: A Letter Home.........................................................................................13Writing Rubric........................................................................................................13

INTIGRATING MEDIA.....................................................................................................14Activity 4: The “Pitch”.............................................................................................14Activity 4: Creating a newspaper.............................................................................14

EXTENSION TASKS........................................................................................................24

Bibliography..............................................................................................................26

________________________________________________________________________________________Where is Home? Teacher’s GuideMinistère de l'Éducation, du Loisir et du Sport

5

TEEN MAGAZINE

General Description

Students explore media by creating a media text of their own. They create a student newspaper empowering them by making them aware of how to create a magazine as well as acquainting them with the codes and conventions of this media. This will help in the construction of identity since they will learn what it means to be students in high school as well as aiding them in creating a world view by demystifying print media.

Broad Area of Learning

• Media Literacy

The context of the unit is creating a media artefact (magazine) for the school population. The magazine is about the school, and so the students can research the contents of the articles themselves, becoming the primary source of information rather than citing other sources. The unit teaches media awareness in the following ways:

– Students will develop an awareness of place and influence of the media– They will gain an understanding of media representation of reality– They will use media related materials and communication codes– They will gain knowledge of and respect for individual and collective rights

• Personal and career planning

– Students develop self-knowledge and awareness of his/her potential and how to fulfill it.– They are given a chance to recognize their talents, strengths, interests and personal and

career aspirations.– They are given a taste for challenges and sense of responsibility for his/her successes

and failures.– They will also develop a familiarity with the resources of the school.

• Health and Well Being: Self-awareness

– By studying what teens are, children develop awareness of his/her basic needs– They gain self-affirmation since they will learn that other teens like what they like– They fulfil a need for recognition of both themselves and their peers

Cross-Curricular Competency

• Use information – Students will research and select information to include in journal entries.– They gather information and select what is useful– They recognize various sources and understand the uses of each– They will put information to use to answer questions while respecting copyright

• Solve problems– Students will deal with situations through negotiation and problem solving

– They will analyze their problems and formulate possible solutions

• Exercise critical judgment

– They develop personal opinions on a variety of issues that they will write/research– They will form an opinion on media– They must express their judgements– They must qualify her/his judgement with others in group work (Conflict)

• Use creativity: – Students will imagine ways to proceed. (plan first)– They will become familiar with the situation (make them research before)– They will imagine ways to proceed. (plan first)– They will select the most effective way to present his/her text visually.

• Adopt effective work methods:

– They must consider all aspects– They must plans and complete tasks at various stages of unit– They must employ necessary resources (plan and Bibliography)

• Uses information and communications technologies (optional)

English Language Arts Competencies

• Competency 2: Represents her/his literacy in different media (assessed)• Competency 3: Reads and listens to written, spoken and media texts (not assessed) • Competency 4: Writes a variety of genres for personal and social purposes (assessed)

Required Materials

- Teachers Booklet- Student Booklet for each student.- Copies of the selected evaluation tools (Teacher's Resource Booklet, p. 10 to 14).- Classroom library of magazines as models

- Cameras (digital or analogue) - Computers with word processors and printer or paper, scissors and glue

Useful Resources

Books

How to make a magazine

Videos

The Paper Although some language may be inappropriate, there is a scene involving the daily discussion of who will cover what story and how. It is a great model of how a newspaper (as well as a magazine) operates on a daily basis and how work is distributed.

Down with Love. A tribute to the Musical-Comedy genre of the fifties, there are several scenes depicting the role of an editor-in-chief and how stories are chosen.

What Women Want. This would be a great film for the marketers, but there is also a scene cornering how to “pitch” and idea which would be useful to all students doing this unit.

Web sites

Background Information for Teachers

Why study “magazines”By the end of cycle One, students are beginning to think about their identity and what it means to be a teen. They may already buy magazines depicting teen trends and fashions and may already question the validity of these sources. They will also begin to develop an interest in media in general, and empowering them by having them create their own sources of information is a useful way to increase self-esteem.

_________________________________________________________________________________________Where is Home? Teacher’s GuideMinistère de l'Éducation, du Loisir et du Sport

8

OVERVIEW OF THE LEARNING AND EVALUATION SITUATION

Here is an overview of the learning and evaluation situation. A detailed procedure begins on the next page.

Activity Materials needed Evaluation

PREP

AR

ING

TO

CA

RR

Y O

UT

THE

TASK

1. Teacher introduces the topic. Watch clip from "Down with Love," What women want" or any film with reference to a "Pitch."

2. Look at magazines (codes and conventions). Class discussion as to what goes into a magazine. Students decide what role they would like, and must write a journal answering the questions found in Journal 1.

Journal 1 handout Teacher responds to

writing

3. Teacher gives handout (Anatomy of a magazine).

Student Booklet, p. 2 Teacher responds to

writing4. Students are told to create a “Pitch”

for their ideas. Each student must present four products and justify their choice of which of the four should go into the magazine. This can be presented orally or using Power Point when possible.

Computer lab with Power Point

Power point rubric

5. Students must write up “codes and conventions” of their job (writer, photographer, marketer, etc.)

Codes and conventions handout

Codes and conventions

rubric

6. Editors and editor in chief must create a schedule for the entire class to follow and present it to the class so all deadlines are known in advance.

Student's Resource Booklet, p. 3

Schedule Rubric

CA

RR

YIN

G O

UT

THE

REA

DIN

G

TASK

S

7. Create Power Point presentations and present them before completing the magazine. Editors and editors in chief have the final say as to what goes into the magazine.

Power Point Rubric

Create magazine in class. It is very important to coordinate photographers with writers and marketers with writers since the stories and ads cannot be completed before pictures are taken

Various rubrics for each job

(writers rubric, marketers

rubric, etc.)Students must revise work based on editor’s comments.

Student's Resource Booklet, p. 4

_________________________________________________________________________________________Where is Home? Teacher’s GuideMinistère de l'Éducation, du Loisir et du Sport

9

______________________________________________________Where is Home? Teacher’s Guide

Ministère de l'Éducation, du Loisir et du Sport

10

Schedule: Teacher’s Resource

“The production process has three recursive stages: pre-production, production and post-production. The students, working in a collaborative group, create media texts about topics of ideas of interest that have been negotiated with the teacher. By producing texts collaboratively with peers, students put into practice their knowledge of how the media work, and develop a more sophisticated understanding of this” (QEP, 25).

The schedule is tentatively planned for twenty hours of class spread out over six weeks. A class is anticipated to be between fifty minutes and one hour in length.

Task Day implemented

Specific Tasks: Introduce topic, show video Day 1Journal 1 Day 2Anatomy of a magazine Day 3Schedules Day 4Final schedule Day 5Codes and Conventions Day 6Journal 2 Day 6Bibliography Day 7Work on stories and preparing “Pitch” Days 7-10Pitch Day 11Editing to create final product Days 12-14Editor’s Final Pitch – entire magazine Day 15Peer Evaluation Day 16Self Evaluation Day 17

“The approach to language, discourse, text, and genre in the new SELA program for Cycle One is related to their social purposes and functions, so that students are aware not only of the structures and features of genre in different texts but of the inherently social messages and meanings they carry. Being able to read beneath the surface of the discursive and generic features of the different spoken, written, and media texts we encounter in our daily lives in an essential skill.” (QEP Languages p. 3).

Resources Needed: This unit is easier to do if you have regular access to computers. However, they are not essential. Options are provided should you chose to work without computers.TV and VCR (first day)LCD Projector and screen (if using computers)CamerasFilm if using analog cameraLibrary access during the first few daysOld magazines for exemplars

Day 1

Ministry of Education, Quebec, 2005.

11

The introduction is essential in establishing this work. Begin with a video clip from “Down with Love,” or “What Women Want” or any short video clip you feel would demonstrate work at a magazine and/or the notion of a “Pitch.” This should lead to a discussion of magazine construction. Then hand out Document 2, “Magazine Project Student Handout” and explain. This document gives an overview of tasks within a magazine. Give students five minutes to choose department/roles (keep a list of their choices, you may have to re-assign some roles if too many choose the same job). Once they have chosen their roles, tell them to break into groups of three by job and hand out “Journal 1.” They must complete “Journal 1” for the next class, so it becomes homework if not completed.

Day 2

Pick up homework (Journal 1)Negotiations take place between the teacher and the students about the topic of the magazine and the targeted audience. You can guide them towards writing for their peers, and so the topic should be relevant for their age group. Both the audience and the topic should be determined by the end of the class. Introduce “Document 3 –Anatomy.” Explain and show an example.

Anatomy of a picture:

After discussing the exemplar, each student must create their own “Anatomy” related to their “job.” For example, the photographers pick a photo from a magazine and dissect it according to the model above. If “Anatomy” is not finished in class, it becomes homework to be submitted on Day 3. To complete this assignment, they must use references, and so must submit a bibliography.

TROUBLESHOOTING: Explain to the students that they are not to do the Anatomy assignment “off the top of their heads;” but rather, they must research their role and list sources in a Bibliography. Remind them that the Bibliography is graded, so have them show you what they have done after each assignment, but don’t grade until the end of the unit. Each student is responsible for their own Bibliography even when completed in a group


12

Angle creates “tunnel vision” adding to sense of loneliness

Black and white makes it seem more depressing

Criss-crossing of wires across top creates a “boxed in” feeling

Strong contrast between white of snow and darkness of buildings

Day 3

Pick up Anatomy Assignment. Evaluate with Anatomy Rubric. Day 3 is pivotal for the editors who must begin organizing what is needed to complete the magazine. On this day, work begins on actual copies to be used for pitch. At this point, the editors will need guidance understanding that they must organize the work of the other students.

Writers and marketers must make specific requests for pictures from the photographers, so the writers must have chosen their lead stories. At this point, it is crucial that the teacher ensures the editors are leading, otherwise, everyone is waiting for someone else to do a job for them.

At his point the “Pitch” is explained (see Document 5), and the students are given a deadline of two weeks to produce their team product. This should get the students motivated! The pitch should be weighed at about 25% of the unit grade.

Day 4

Class begins by a teacher-led session in which the codes and conventions of each department are posted onto the wall chart.

Handout “codes and conventions” sheet (Document 6), and put students in groups based on their jobs. Students must discuss the codes and conventions of their job to demonstrate a thorough understanding. If they are not finished, it becomes homework. (N.B. Editors must research codes and conventions of an editorial, not a story).

Simultaneously, the Editors-In-Chief meet with department editors to discuss the schedules and compose the class schedule, determining departmental needs (See Document 7 “Scheduling handout”). Each department must create a tentative schedule. The editors for each department meet with the Editors-In-Chief to negotiate a final master schedule The Editors-In-Chief must create a general schedule for the entire group outlining deadlines and tasks to be preformed by the various departments, and present it in the following class.

TROUBLESHOOTING: “My students don’t know how to communicate their needs to one another.” Example: The photographer can’t move ahead until the writer has told his editor-in-chief what s/he needs.

TRY: Choosing a dynamic editor-in-chief (not the smartest, not your favourite, but rather the most organized, take charge student you have). A good editor in chief will take care of this by delegating and instructing, continually referencing the schedule. However, the editor-in-chief may not understand the nature of their task. In this case, you must hold regular meetings with the editor to be sure they are monitoring their staff. They need tips on how to communicate their instructions positively. Try role playing. It may be tempting for the teacher to take the role of editor-in-chief by controlling the activity, but this will undermine the students’ autonomy, and the unit becomes teacher driven again.


13

TROUBLESHOOTING: The pitch need not be done on Power Point; the pitch is an oral presentation, and can be used to assess Language Arts competency 2 (Speaking). Although producing a media text is preferred, in the case that computers are not available, the pitch could also be done on a Bristol board, and evaluated by a suitable rubric composed by the teacher.

All students except for the editors prepare the codes and conventions list for every department (Document 6) while the teacher posts the anatomy on the wall display in reference to magazine hierarchy.

Day 5

Pick up Homework: Schedules form Editors-In-Chief, and post Codes and Conventions homework collected from the rest of the students. Editors-In-Chief must present schedule to class and ensure all students understand their responsibilities to each other. Teacher then reviews each department’s codes and conventions with the class. Post codes and conventions posters on the wall.

Give out Journal 2 (Document 8) and explain. This is done on individually and becomes homework if it is not finished in class. Students finished before the class is over begin working on their “pitch.”

Day 6

Collect homework (Journal #2). Teacher led discussion of bias, subjectivity and objectivity. When finished, have the students work on their “Pitch.” Editors-In-Chiefs must continue to monitor departmental needs, and ensure departments are on-schedule. For example, photographers must get pictures for marketers and writers.

Day 7 – 10

Collect homework (Document 4 – Referencing). At this point, formal research is complete, and the production begins. Students should be working on their “Pitch,” which is four entries from EACH student (make sure there is no misunderstanding). The teacher acts as a facilitator, walking around and aiding students who may have difficulty with their stories, photos or editorials.Some students may believe that their work is complete, but their products are of poor quality. (The photographers have taken “snapshots,” failing to take into account the composition of the photo).

TRY: Referring them to models of finished professional work as models, and asking them to once again articulate the codes and conventions of the genre. Then ask them to compare these models to their own work. Remind them that they need to complete multiple versions of every product before settling on the final version.

Students present their pitch. The teacher marks it with the attached rubric (Document 8). The editors-in-chief are the only ones who do not present, as they present the entire magazine to the class at the very end. They will be evaluated by the same rubric at that point. For those who are not using computers: Students must present four versions of each work orally, using illustrations (such as posters).

Day 11 – 14

The following dates are dedicated to editing. The Editors-In-Chief and designers must collate the entire magazine and prepare for the final pitch by the editors on day 15. During this more unstructured time, some students may claim they are “finished,” as the onus is on the editors and designers to complete the magazine. Some students won’t have anything to do for a whole period. (By day nine, some marketers and writers feel they may be “finished”) :

a) Remind them they must have completed all journals and activities to date. b) Insist on peer – editing. The Peer Editing Checklist (Document 9) will help students focus in this activity. c) Refer the students to their on-going Independent reading assignment (teacher designated).


14

Day 15

The editors present the final magazine both in PowerPoint and with a hard copy.

TROUBLESHOOTING To place

the magazine which is in Word format into PowerPoint, use the “Insert > Object > Microsoft Word Document” option on PowerPoint. This will allow you to still manipulate information on the PowerPoint screen.

Day 16

Peer Evaluation Day: Students use the Document 9 to assist them in completing the evaluation of all members in their group. The editors-in-chief are evaluated by one another and all of the editors. The editors of each department are evaluated are evaluated by the members of their team. All members of the team are evaluated by one another and their editor. Everyone should evaluate at least two people.

If they finish before the end of class, start on Day 17 activities.

Day 17

Self-Evaluation Day: Students use Document 10 to assist them in completing their self-evaluation. You could invite other people in the school to view the product. Debrief unit and congratulate class.


15

SUGGESTED EVALUATION BREAKDOWN:

Journal 1 5%Journal 2 5%Bibliography 5%Schedule 5%Codes and Conventions 5%Anatomy 5% Pitch 25%Final Product 20%Peer-Evaluation 15%Self-Evaluation 10%


16

Appendices

Anatomy of a Magazine

What are the components of a good magazine?

1. Analyze five magazines you consider ‘good’ (The aspect of the magazine that you are covering; for example the “advertisers” should focus on the anatomy of an ad)

2. Take a screen-shot of the best one (looks, not content) and put in WORD.

3. Crop the picture by double clicking and use CROP from PICTURE tab.

4. Use arrows and text boxes from WORD drawing to create a map of a magazine (at least 5 items that help to define item.

5. Write up a Bibliography of the sources used.


17

Large pictures on main story

Identifying Logo

Headlines to let reader know what articles will be inside

Document 1 -Journal 1Get into a group of three with classmates who have the same job as you. Write an explanation in three parts discussing:

1. Discuss the social significance of Magazines in society.2. Discuss the social significance of your job (designer, writer, etc.)3. Discuss the research you did on magazines and how you will use

that new information (not what was discussed by the teacher) in your job.

Criteria Performance Levels 1

0 – 59%2

60 – 69%3

70 – 84%4

85 – 100%Content Written work

displays little evidence of research, critique, or analysis.

No personal connections made.

Journal bears little resemblance to expectations

Written work displays some evidence of research, but points are unsubstantiated by proof.

Few personal connections made.

Few specific assignment expectations met.

Written work integrates personal experience with proof from secondary sources.

More than one personal connections

Most specific assignment expectations met.

Written work analyses proof from secondary sources and integrates personal, lived experience.

All issues have personal reflection with specific examples

All specific assignment expectations met.

Organization Written work is uncontrolled, uncertain, non-existent or not identified.

Form is discernible and basic.

Form is solid and focused.

Form is sophisticated and skillful.

Comments:


18

Guiding question: How do magazines sell products and ideas?

Big Question for students: Can you create an effective magazine?

Proof: Publication of magazine (10 pages – back to back- in WORD) written for Secondary II students in and about high school. Topics of interest include field trips, common interest outside of school, extra curricular activities, etc.

Secondary Event: PowerPoint “Pitch” Meeting

Targeted Audience: Grade eight students (thirteen to fourteen year olds)

Roles:Roughly, the breakdown of students’ roles:

Editors-in-Chief (2) Must keep all others on Deadlines5 Writers - Art and Entertainment

- News - Fashion

- Sports (School only) - What’s Hot?

3 Editors (must write editorials)3 Photographers (must use digital camera in school)5 Graphic designers

- 2 for the cover- 3 for the magazine layout

3 People to write editorials and an opinion piece5 Marketing Agents (write the ads)

Schedule: 20 Hours of class over 6 weeksBreak into teams and create Power Point presentations by September 30.Actual Magazine by October 31st.


19

Outline

Pre production (investigation) (called Journal #1)

a. Bibliography (separate page)b. Discuss social significance of Magazines in generalc. Social significance of your part and working in teams.

Pre-production (planning)d. Time Schedule (Gantt chart) e. First draft

i. Outline ii. Templates

f. Journal #2: In groups of three (self-made), using a minimum of three magazines, find the common elements of a magazine, and complete the “Anatomy of a magazine” assignment. Put onto posters on the wall.

ProductionBreak into home groups: Ed-In-Chief

Editors

Layout Content Marketing

Graphic Design Writers Publicists

JOURNAL #3: What are the codes and conventions of each role? Area? (you only write about conventions of YOUR group)

a. Editors: i. Come up with a written proposal re. discussion aboveii. Need to write four layouts and choose one with a reflection

why they chose that one+ Must submit Anatomy of a Magazine

b. Graphic Artists: i. Submit four layout templates with reflections about the pros

and cons of each model. The editors will choose the final layout.

+ Must submit Anatomy of a Magazinec. Writers should write according to the editor’s plan.


20

i. Each writer should write four articles with reflections 1. Each should be about 250 words long

+ Must submit Anatomy of a Magazined. Marketing

i. Four ads designed by each marketer with a reflection about each (16 ads in all)

ii. Storyboard+ Must submit Anatomy of a Magazine identifying the codes

and conventions of magazine ads.e. Photographers:

i. What makes a good photograph? (500 word report). ii. Investigate photography journal and booksiii. Submit all photos for magazine

1. Must be original2. By-line photos3. Cover photos4. Photos for ads if needed

g. Presentation of “Pitch” by each group to class using Power Point h. 16 page magazine (done in WORD using ADOBE to edit photos).

Post - Productioni. Magazine Presentation to class by editorsj. Evaluation

i. Five paragraph report (Evaluation) to be included in journalii. Peer Evaluation with rubric and commentsiii. Teacher/Student conferences


21

Document 4-Referencing your research

MANDITORY (Must do a minimum of one of each)

1. BOOKAuthor. Title of Book. Place of Publication: Publisher, Date.

2. NEWSPAPER/MAGAZINEAuthor. "Title of Article." Title of Newspaper Date, edition: Page(s).

ExampleWaggly, Finger. "Computer teachers cracking up." Montreal Star, 23 Dec. 1999; 34.

3. Web PageAuthors name. Name of site. Last updated. (Date you visited). URL

Ex. Lee, Xia. “MLA Citation Examples” April 1999. HCC Library (23 Sept. 2001) http://www.hcc.hawaii.edu/education/hcc/library/mlahcc.html

(This is a real site to get information on citing MLA style)

AND do at least ONE of these

TV show"Title of Episode or Segment." Title of Program. Name of Network. Call letters (if any), City of Local Station (if any), Broadcast Date.

CD ROMAuthor's Name. "Article Title." Title of Database. CD-ROM. Publication Date. Category, Year,

VideoTitle. Director or Producer. Videocassette NUMBER. Distributor, Year.

EncyclopaediaTitle. Publisher, Place of Publication (year). Volume and page numbers.

Ex. Encyclopaedia Americana, Published By Grolier, Inc. Danbury; CT. (1988). Volume 25, Page 18.


22

http://www.hcc.hawaii.edu/education/hcc/library/mlahcc.html

DOCUMENT 5 - Media Unit: The “Pitch”Document 8 -THE PITCH

The pitch is done in Power Point and should have at least six slides. It should include animation, slide transitions and music/sound effects. The first slide should introduce the student an their “product.,” e.g. “I am a writer and these are my four articles.” The next four slides should include their work with a synopsis of the pros and cons of each.

The last slide should discuss their preference and justify their choices.

The pitch is your chance to sell your ideas to an audience in an attempt to find a publisher for this magazine. You will present your best ideas and plans for the magazine in a PowerPoint presentation to the class. This will be at least seven slides in length and will demonstrate your four best works. You will make a “Pitch” for your favorite work, but ultimately it is the Editors decision).

See the attached rubric which will be used to evaluate your PowerPoint presentation to better understand how to prepare your pitch.

Incomplete Developing Accomplished ElaboratedTransitions & timing

Transition is manual. Most transitions are automatic but there are interruptions that must be mouse clicked.

All transitions are automated although slide either changes before student finishes speaking or student is left with “hang time”. There is little disruption in the presentation.

Transitions are perfectly timed so the entire presentation seems “seamless.”

Animation Animation is manual or not present

Most animations are automatic but there are animations that skip or that must be mouse clicked.

All animations work automatically and generally enhance the presentation. There are instances where the animation distracts rather than enhances the presentation.

Animation is used in creative ways that enhance the presentation. There are no technical problems.

WAV Sound files are absent from the presentation.

Presentation uses 1 or more sound files. There are some technical problems, or the sound files distract rather than add to the presentation.

Presentation uses 2 or more sound files files. There are some technical problems. With minor exceptions, all elements contribute rather than distracts from the presentations overall effectiveness

Sound files are used in creative and effective ways that enhance the presentation. There are no technical problems.

Text Extremely difficult to read with long blocks of text and small fonts with inappropriate contrasting colors, poor use of headings.

Readability is difficult due to lengthy paragraphs, too many fonts, dark or busy backgrounds, overuse or inappropriate use of bold or indentions.

Mostly well used though at times the use of fonts, italics, bold long paragraphs or busy backgrounds distracts and does not enhance readability.

The font is easy-to-read and font size varies. Use of italics, bold and indentations enhances readability. Text is appropriate length and to the point.

Layout Cluttered, confusing does not use headings.

Shows some structure but appears cluttered with busy or distracting backgrounds.

Uses horizontal and vertical “white” space appropriately.

Aesthetically pleasing and contributes to the overall message with appropriates use of headings and space.


23

Document 6 -Codes and Conventions

Codes and conventions are the rules of your department. You must explain what you are responsible for completing on the magazine, and how it relates to the roles of the other departments.

Task: In your department, write a list of at least FIVE codes or conventions that your role entails. Use a very large font (48-72) but make sure it fits on a single sheet. Print and post it up on the chart in the classroom.

Codes & Conventions Rubric

Level One Level Two Level Three Level Four Level FiveExplore the “codes and conventions” of your particular task: Designers discover the codes and conventions of good page layout for magazines, Writers look at the codes and conventions of a magazine article, Photographers look at the codes and conventions of a picture, etc.

Superficial, shows little research

Less than three codes mentioned.

Bulleted response

Three or four codes mentioned superficially.

At least one pertinent discovery based on recent research.

Short, point form sentences.

Five or more codes demonstrating a general understanding of the codes and conventions of your domain

Some interesting insights and at least two discoveries based on new research (nothing that was mentioned in class).

Demonstrates a clear understanding of the codes attached to the domain.

Interesting and original explanation of elements of ad.

Demonstrates serious research on topic.

Clear explanation of each code.

In-depth understanding of element of artefact goes beyond expected level.

Current and original examples of each of the codes in practice.


24

Document 7 - Project Planning (schedule)

Create a tentative schedule for your department using the grid below as a MODEL (do not copy) and hand it in at the end of the class. Mark in your EXACT plan for a specific day and how many minutes/hours you plan to spend that day (be realistic). Remember, you must make the calendar accurate with the class schedule (don’t put down a date that you are not in class or not even in school!). Priorities Job Time 4-Sep 9-Sep 16-

Sep23-

Sep30-

SepOct-

02Oct-

02Oct-

02Oct-

02M T W T F M T W F

1 Research classical music, keep on track

6 hours

2 Fill out papers 4 hours

3 Research Programs, keep on track

6 hours

4 Collect files, keep files and organize resources

5 Investigate various programs available

6 Choose which program is best suited

7 Write the implementation file for Your plan8 Combine your research with program

9 Type information into the computer

10 Associate all media into the computer

13 Evaluate your work all

14 Learn concepts all

15 Back up all work in all drives all

Schedule Rubric

The editors are responsible for the evaluation of each group’s schedule. The editors are responsible for giving the marks to the teacher for their records. The editors are then to take the best schedule and give the deadlines to the class.

Level One Level Two Level Three Level Four Level Four Feasibility& Clarity

According to the schedule, students cannot finish the task. The schedule is sloppy, confusing and/or difficult to read.

The schedule seems unrealistic, and may not even be related to actual class time.

The schedule is general, lacks detail but seems realistic and manageable.

The schedule uses time efficiently and gives a clear understanding of the task.

The schedule demonstrates an outstanding grasp of time constraints, is detailed and allows for obstacles.


25

Document 10 - Departmental Peer Evaluation

Name of person being evaluated: Name of evaluator: Magazine Department:

Objectives Level one Level 2 Level 3 Level fourAccepted Equal Responsibility of Assigned Work

Volunteered to take on very little of the assigned work.

Volunteered to take on less than half of the assigned work.

Volunteered to take on half or more than half of the assigned work.

Volunteered to take on most of the assigned work.

Completed Assigned Tasks

Left more than 3 items unfinished.

Left one or two items unfinished.

Finished all of assigned tasks.

Finished all assigned tasks and helped others when complete

Communicated with Partner

Refused to meet with partner or communicate via email.

Was not often available to meet with partner or did not email often.

Usually available to meet with partner and emailed regularly.

Was available to meet with partner and emailed regularly.

Worked Cooperatively with Partner

Gave little input or did not value partner's ideas.

Gave some input, but worked mostly independently.

Gave regular input and worked occasionally with others in the group

Worked as a team with partner, giving and receiving ideas equally, and compromising to create the most well-developed unit plan.

Comments:


26


27

learning and evaluation situation - sir · web viewthis learning and evaluation situation...

Documents