6/1/08
I am thinking about having 6th graders look at the poetry of commercials, more specifically, the product jingle. First I would have students think about what they know about commercials - their purpose, if they really influence us, their hook, etc. Then students would be tasked with watching and analyzing several popular jingles (Oscar Mayer, Mentos). After they watch the experts, they will have to create their own jingle for an existing or made up product. I would probably have them record the jingle first to a podcast so they could hear it and see if it captures attention auditorially. Ultimately, I would like to see them create a commercial for their product with thir jingle.

6/8/08
After looking at the inquiry model, I will most likely be modeling my unit after the sample lesson I examined. It is guided and structured which fits nicely with what I have in mind. Students will be using the Internet (most likely YouTube) to look at different commericals. I will be giving them the URL's for the commercials I want them to visit. If I can download the specific ones into a file, even better. I would not have them roaming free on YouTube. No matter the route I take, groups will have to be closely monitored so that they do not stray from the intended sites. Students will also be using some audio recording equipment, a digital camera, and Photo Story or Movie Maker.

Let's break it down by my model of "WOO HOO."

"W" What is the assignment and what information do I already know?

Students will use what they have learned about poems - structure, imagery, influence - and analyze the poetry evident in so many popular product jingles. They will be grouped into groups of 4 to listen and analyze several product jungles and then will have to create a jingle for a product of their own. The jingle will be incorporated into a commercial to be shared with the class. They will share some of their favorite commercials with jingles and why they feel it is so catchy.

"O" Outside sources are used to gather information.
They will be asked to watch a collection of videoes with popular jingles. Most will be American commercials, but some foreign ones will be in there as well.

"O" Organize all the information collected.
As each video is observed, students will keep a journal with the lyrics to the jingle itself and will makes notes on how they felt while they listened. A list of sample questions that can be answered may be provided. Students must choose one of the videos to expand their analysis further by writing a paragraph on the effectiveness of the jingle - i.e. the words that the author use, did they seel the product to you? Why or why not?

"H" How does it all connect?
After examining the lyrcis, students will discuss how the power of words from a poem can be transformed into something powerful enough to make you want a product. Is it the words that after us or is their something more? Would the commercial be the same without the jingle?

"O" Orchestrate and synthesize all relevant information into a project that can be shared.
Once they have seen how the experts do it, students will pick a product, or create their own, and write a poem about it. The poem will need to be rehearsed and edited to see if it sends a strong enough message. Once it is polished, students will set it to a tune, existing or original, and make the poem a jingle. This will be recorded and played back to students so they can hear how it sounds and make any necessary changes.
Now the students move into the commercial aspect creating a 30 second commercial for their product that includes the jingle. They may choose to do a photo montage using photo story, or a video using movie maker. If students do a video, they must also prepare and turn in a script.

"O" Omega (the end!)
Share your project.

SOL's:
C/T 3-5.6 The student will use technology to locate, evaluate, and collect information from a variety of sources.
· Collect information from a variety of sources.
· Evaluate the accuracy of electronic information sources.


C/T 3-5.8 The student will use a variety of media and formats to communicate information and ideas effectively to multiple audiences.
· Produce documents demonstrating the ability to edit, reformat, and integrate various software tools.
· Use technology tools for individual and collaborative writing, communication, and publishing activities.
· Use telecommunication tools to communicate and share information with others.
C/T 6-8.5 The student will demonstrate knowledge of technologies that support collaboration, personal pursuits, and productivity.
· Work collaboratively and/or independently when using technology.
· Practice preventative maintenance of equipment, resources, and facilities.
· Explore the potential of the Internet as a means of personal learning and the respectful exchange of ideas and products.

C/T 6-8.7 The student will evaluate and select new information resources and technological innovations based on the appropriateness for specific tasks.
· Use search strategies to retrieve information.
· Evaluate the accuracy, relevance, and appropriateness of electronic information sources.

6/15/08
I've been spending the past few days trying to look for articles and resources for the WikiBook inquiry project in information literacy and differentiation. Mostly what I have found has been on differentiation which is starting to make me think about offering choices in my lesson. I love the idea of the commercial and I think most students would like to go for that. But maybe there are students who don't like performing, or are artistic in another medium, such as drawing. While the goal is to have them understand the power of poetry to influence and create an original poem, maybe the final product can be a commercial or an advertising poster. If this was the case I would need to not only show commercials with jingles, but also some posters from various ad campaigns. The posters the students create would need to be modified from the ad posters they view so that it displays their poem as well as their product.

I also forgot to post the English SOL's


7.1 The student will give and seek information in conversations, in group discussions, and in oral presentations.
a) Use oral vocabulary and style appropriate for listeners.
b) Communicate ideas and information orally in an organized and succinct manner.
c) Ask probing questions to seek elaboration and clarification of ideas.
d) Make supportive statements to communicate agreement with or acceptance of others’ ideas.
e) Use grammatically correct language and vocabulary appropriate to audience, topic, and purpose.

7.3 The student will describe persuasive messages in nonprint media, including television, radio, and video.
a) Identify persuasive technique used.
b) Distinguish between fact and opinion.
c) Describe how word choice conveys viewpoint.

7.5 The student will read and demonstrate comprehension of a variety of fiction, narrative nonfiction, and poetry.
c) Describe the impact of word choice, imagery, and poetic devices.
d) Explain how form, including rhyme, rhythm, repetition, line structure, and punctuation, conveys the mood and meaning of a poem.
e) Draw conclusions based on explicit and implied information.
f) Make inferences based on explicit and implied information.
g) Summarize text.

6/21/08
I've been looking around for videos that I can have my students examine. Now that I have learned how to embed in a wiki, I am thinking this is the way I will control which videos my students view. As I mentioned earlier, I was worried about letting them loose on YouTube. I was consdering assigning groups of students to each watch a different video, but I think I really want them to look at several so they get a feel for the different ways people can use poetry, put it to song, and promote a product. here's some videos that I plan to use:








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