Commercial/Advertisement Summative Activity
TGJ20 Grade Ten Communication Technology
Description of Activity:
Students are requested to create a thirty second commercial/advertisement which will include
music, voice and sound effects, and video cameras to film.
Due Date:
Students will be given two week to complete the assignment.
Setting:
Students may work in groups of two. Finished product will be viewed by their classmates.
Overall Expectations:
By the end of the course, students will:
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A1. Demonstrate and understanding of the core concepts, techniques, and skills required
to produce a range of communications media products or services.
A2. Demonstrate an understanding of technical terminology, basic scientific concepts,
and mathematical concepts used in communications technology and apply them to the
creation of media products.
A3. Demonstrate and understanding of and apply the interpersonal and communication
skills necessary to work effectively in team setting.
B1. Apply project management techniques to the planning and development of
communications media products.
B2. Apply a design process or other problem-solving processes to meet a range of
challenges in communications technology.
B3. Create products or productions that demonstrate competence in the application of
creative and technical skills.
D1. Demonstrate an understanding of and apply safe work practices in communications
technology activities.
Specific Expectations:
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A1.2. Demonstrate an understanding of design elements (e.g., line, form, colour, texture,
space)
A1.3. Demonstrate an understanding of production processes and work flows (e.g.,
selection, lighting set-up, shooting, digital imagine, digital editing in audio/video and
photography; layout, prepress, presswork, and binding and publishing, site design, page
layout, content development, and testing in web design).
A1.4. Identify different types of communications technology, devices and their
components (e.g., camera and accessories, lighting equipment, audio and video recorders,
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audio mixes, scanners, printing equipment), and explain how they are used to produce
communications products and services.
A1.5 Identify the different types of communications software used to create
communications technology products and services (e.g., software for photo, audio and
video editing, animation, page layout, web design creations, and computer graphics), and
describe how they are used.
A2.1 Demonstrate an understanding of communication technology terms, and use them
correctly in oral and written communication (e.g., composition, contrast, scene,
typography, layout, story board, clip, fade, dissolve, levels, layers, SFX, filters, timeline,
site map, navigation).
A3.2 Describe and use techniques that encourage participation by all members of a team
(e.g., brain storming, group discussion, celebration of others, thoughts or contributions,
acceptance of cultural differences).
B3.1 Apply creative skills, equipment operating skills, and software skills to create
components for a media production (e.g., text, video footage, voice overs, graphics, and
animation for a video promoting a school event).
D1.2 Apply safe work practices when performing communication technology tasks (e.g.,
use of ergonomically designed equipment, keep work area tidy, avoid eye strain, use
moderate volume levels).
Strategies to Enhance Student Learning:
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Use of rubrics for self-assessment
Allow students choices, let student brain storm ideas (what commercials they would like
to produce (personalize).
Make the assignments competition based (prize for the best product).
Extend the learning environment beyond the classroom.
Incorporate music in the classroom (allow students to listen to music while they are doing
seat work).
Prior Knowledge
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Safe operation of video camera and audio equipment.
Creation of story boards.
Familiarity with terminology.
Use of software (Imovie, Movie Maker).
Ability to edit.
Setting up the production (pre, production, post).
Planning and design.
Assessment techniques to be used:
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Rubric.
Anecdotal notes to be taken by teacher.
Daily log sheets.
Finished product.
Used of “TACK”.
Instructional Strategies
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Demonstrations of equipment by the teacher (exemplars).
Tutorials on use of video and audio equipment.
Allowing students to practice.
Brain storming and anticipation guide questions.
Ongoing feed-back.
Knowledge/Understanding.
Accommodations/Modifications:
The teacher will follow the students IEP as per instructions (accommodations). Teacher may also
make modifications for students within the classroom as noted in the lesson plan.
Learning Goals:
The student will learn to identify, explain and produce the finished product
(commercial/advertisement).
Success Criteria:
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I can explain various technology terms used during video production.
I can identify and explain how to use different software used to create a
commercial/advertisement.
I can identify different types of technological devices used during a video production.
I can identify the production process (pre, production, post).
Commercial/Advertisement
Student:
Assessment Style: Rubric
Assessment of learning:
Criteria
Excellent
Level 4
Clarity of footage and
All footage
Commercial/Advertisement has
process
appropriate
lighting
Overall
Great
Advertisement
that all would
enjoy
Communication
Audience and purpose
Student has
clearly defined
audience and
message that is
apparent in the
product.
Intention is
obvious
Ability to communicate to Has a
targeted group
complete
grasp of the
targeted
audience
Application
Audio levels
Framing
All aspects of
the audio are
mixed nicely
adding to the
overall
production
Framing
accents the
production
making the
viewing
interesting
Good
Level 3
Satisfactory
Level 2
Needs
improvement
Level 1
Poor footage
lighting
Most footage
has
appropriate
lighting
Great
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with some
enjoyment
Some footage
has
appropriate
lighting
Good
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with little
enjoyment
Message
identifies and
is targeted
towards the
audience and
presents an
idea
effectively
Makes the
audience
attentive to the
advertisement
with little
difficulty
The message
is identified
for the
audience but
presentation is
confusing
The message
is very
confusing
Makes the
audience
attentive with
much
difficulty
Has not
grasped the
audience’s
attention
Most aspects
of the audio
are mixed
adding to the
overall
production
Framing is
good with a
few minor
shots off
A few aspects
of the audio
are mixed but
more attention
is required
Mix is all over
the place
distracting
from the
production
Framing is ok.
More attention
to detail
Framing is
jumpy taking
away from the
production
Little or no
enjoyment
watching
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Thinking
Presentation
planning
Planning for the
project has
included
outlining the
overall product
to ensure flow
and sequence
Message was
communicated
Planning was
done to ensure
that the final
product flowed
to communicate
message.
Specifics were
not included in
the script
Planning may
have taken place
but the final
product seems to
be disjointed and
may not be as
thorough as it
should be
Evidence of
planning is not
evident.
Advertisement
seems random .
Seems to be
impromptu
clearly. Specific
script was
included.