Classroom Connect
Advertising: The Next New TV Commercial
Introduction
During national sports events, the advertising industry specializes in presenting 30-
second TV commercials that cost millions of dollars to broadcast. In this lesson, students
use digital cameras, the Internet, and Photo Story 3 software to create a one-minute
commercial that will inspire the public to buy a product.
Grade Level
Secondary Grade Level
Objectives
Understand the different types of advertisements
Use online resources (hotlist) to learn about advertising
Use technology tools to plan and organize information
Develop an advertisement that inspires and persuades people to buy a product
Use a storyboard to produce a digital story
Use word processing software to write a script
Edit and produce a digital story using digital story software
Incorporate text, narration, music, and transitions into a digital story
Understand and comply with Acceptable Use Policy (AUP)
Use vocabulary appropriately
Technology Opportunities
This project provides opportunities for your students to develop skills in, or demonstrate
proficiency in, technology applications. Some of the applications and skills your students
might work with are
Word processing software
Internet resource sites such as Pics4learning and Picnik
Scanner
Digital camera
Photo Story 3
Audio
Prerequisites
Experience with multimedia authoring software or completion of the Microsoft
Photo Story 3 Tutorial
Word processing experience
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Experience accessing images from Pics4learning
Image editing experience with an editor or with Picnik
Time Estimate
Two to three 45-minute class periods
Materials
Photo Story 3 software
Word processing software
Windows Journal (optional)
Graphic organizer
Hotlist of online resources
Task checklist
Digital camera (optional)
Websites: Pics4learning and Picnik
Storyboard template
Stopwatch
Microphone
Scanner (optional)
Preparation
Preview the student lesson, Helpful Tips, and Web site.
Make sure Photo Story 3 and Microsoft Media Player 10 are installed on your
computers. Ask your technology resource person for help if necessary.
Determine if computers have internal or external microphones that students can
use to record their voices. If speakers are available but microphones are not,
some software will allow students to integrate music from a CD into their
presentation.
Open the Storyboard Template and print several copies for each group. See Help
for tips on working with templates.
Demonstrate how to use Pics4learning to access copyright free digital images.
Provide a lesson on editing and add special effects to digital images via the
online service, Picnik.
Vocabulary
You can find definitions for technology terms in the Glossary. Students can access the
Glossary from the Connected Tech home page.
Content: advertisement, persuasive, appeal, demographics
Technology: digital image, import, effect, customize motion, preview, transitions
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Part A — Offline, Whole Class
1. Show students examples of advertisements. Brainstorm the attributes of effective TV
commercials. Break students into groups and have them select a product they would like
to advertise.
2. Review your AUP and expectations for safe and appropriate Internet use. Tell
students they may take notes on paper or type notes in a word processing document or
Windows Journal. Remind students to cite sources for their information.
3. Distribute several copies of the Storyboard Template to each group.
Part B — Online, Whole Class
1. With the class, view and discuss the Web site from the Library of Congress: History of
Coca-Cola in Television Advertising. Give each group time to research their product and
discuss ideas. Have groups use the Storyboard Template to draw scenes for their
commercials. Check to ensure each group is on target with the goals of the lesson.
2. Have each group open a new word processing document and save the document as
advertisement_name. Allow groups time to write the scripts for their commercials. Assist
students as they proofread, revise, format, and use the spelling checker to edit.
3. Students can use a stopwatch (or second hand on a watch) to time practice narrations
for each scene. Note the average time for each scene. Remind students that the total
narration time should be one minute.
4. Using their storyboards as a guide, groups can scan their own art, download images
from the Internet, or import images from a digital camera. Have students import images
into Photo Story 3. Assist students who need help with red eye correction or image
rotation.
5. Have students add text to selected images. Text should come from their word
processing scripts and be free of grammatical and spelling errors.
6. Designate a quiet place for recording. Have students practice reading their narrations
prior to recording. Upon completion, select Preview to assure audio levels are
appropriate.
7. Have students assign customized motion and transitions to desired images. Be sure
to match up the motion time to the allotted narration time for each image. Help students
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select or create background music. Be sure to select a low volume so that narrations will
be heard.
8. Help students save their commercials in two ways. First, save as a Project. Second,
click Next to publish the work. Showcase student advertisements with a class
presentation. After each commercial, have students comment on the elements that
worked well. Did the addition of music make you interested in watching the commercial?
How did the images help sell the product? What makes a commercial stand out? Copy
commercials to CD or DVD and distribute to students.
Extensions
Students may want to create a title and credit slides. Have students create slides in
PowerPoint but save as an image and then import the images into Photo Story 3.
Groups can also save their projects in different formats such as an email format.
Variations
Language Arts: Students can create a digital story that focuses on a book or character
from a book.
Math: Students can make a digital story that explains a mathematical theory.
Social Studies: Students can develop a digital story documentary about a historical
figure or historical event.
Differentiated Instruction
English-Language Learners: English-language learners benefit from verbal interaction
in low-anxiety, casual situations (such as in small groups, not in front of the whole class).
Simple lesson accommodations can help English-language learning students be
successful. Break down a task into its constituent parts. Modify assignments for students
who are still at early stages of English language acquisition. Make sure all learners can
find key words and phrases and main ideas. Make sure that all students understand key
technology vocabulary words. Explain terms clearly and avoid using idioms or slang.
Assessment can be adapted for ELL students. For example, you might read assessment
questions aloud or have students draw pictures instead of answering in words.
Special Needs: Depending on the special needs of individual learners, you may want to
reinforce new vocabulary prior to work on the computer, model tasks, simplify lesson
outcomes, or modify tasks for students with fine motor problems. Adaptive technology
such as touch screen computers, modified keyboards, or other input devices may be
available as part of a student's Individualized Educational Program (IEP). For students
with visual needs, use adaptive devices that magnify a computer screen or programs
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that allow the print size to be modified. In some situations, it may be appropriate to tape
record a student's ideas and have someone else assist with writing them down or to
accept the tape as the assignment. Because the modification can be so specific to
individual students, specialists at the building or district level should be consulted to
ensure the most effective approaches to meeting individual needs.
Gifted: For gifted students and those who have mastered the skills targeted in the
lesson, consider expanding the selection of suggested reading or research or offering
open-ended tasks that allow them to demonstrate skills outside the focus of the lesson.
Because the modification can be so specific to individual students, specialists at the
building or district level should be consulted to ensure the most effective approaches to
meeting individual needs.
Assessment
Use the following checklist to assess learning as you observe students working or as
you evaluate their completed work.
Assessment Checklist (See expanded list)
Student uses a word processing document to write and edit.
Student uses the spelling and grammar checker.
Student uses scanner and saves images to appropriate folder.
Student uses digital camera and uploads images.
Student imports images into authoring software.
Student corrects images (red eye, orientation etc.).
Student records narration.
Student uses motion effects and transitions.
Student adds audio.
Student saves and publishes a digital story.
Student understands and complies with Acceptable Use Policy (AUP).
Student uses vocabulary appropriately.
National Educational Technology Standards for
Students* (ISTE NETS.S)
Technology: Grades K-12
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:
a. apply existing knowledge to generate new ideas, products, or processes.
b. create original works as a means of personal or group expression.
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2. Communication and Collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others. Students:
a. interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media.
d. contribute to project teams to produce original works or solve problems.
3. Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information. Students:
a. plan strategies to guide inquiry.
b. locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media.
4. Critical Thinking, Problem Solving, and Decision Making
Students use critical thinking skills to plan and conduct research, manage projects, solve
problems, and make informed decisions using appropriate digital tools and resources.
Students:
b. plan and manage activities to develop a solution or complete a project.
5. Digital Citizenship
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior. Students:
a. advocate and practice safe, legal, and responsible use of information and
technology.
b. exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity.
c. demonstrate personal responsibility for lifelong learning.
d. exhibit leadership for digital citizenship.
6. Technology Operations and Concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations. Students:
b. select and use applications effectively and productively.
d. transfer current knowledge to learning of new technologies.
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