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L 7.4.Present claims and findings (e.g., argument, narrative, summary presentations), emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation. L 7.5.Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points .RI 7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. RI 7.3.Analyze the interactions between individuals, events, and ideas in a text (e.g., how ideas influence individuals or events, or how individuals influence ideas or events RI 7.6.Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

Name: Date: Period:

Planning Your Commercial for Your Product: Part A

What is the purpose of a commercial? (In Class Question)

(in class) Research Question: What does a commercial for tweens need in order to get tweens interested in the product?

Homework Directions: Read pgs 148-151 of The Great Tween Buying Machine in order to answer the questions below.

1.

Answer the question using your own words: Why should a commercial for tweens avoid fantasy?

Quote evidence from the text to support your position. Quote using the following format: “words words words” (page number).

2.

Answer the question using your own words: What are the two most important elements in a tween commercial?

Quote evidence from the text to support your position. Quote using the following format: “words words words” (page number).

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3. What four things do tweens want in a TV commercial? (From page 150)

1.

2.

3.

4.

4. What should the four goals of a commercial for tweens be? (From page 150)

1.

2.

3.

4.

5. Before you put your commercial on T.V. and pay big bucks to put it there, what should you do?

6. What was the purpose of this reading?

Planning Your Commercial for Your Product: Part B

Directions: Based on what you know about tween commercials and tweens’ desires (power, freedom, fun, and belonging), create a commercial for your product. Your commercial will be filmed in class. The 3-D product that you made will be in your commercial.

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Your commercial needs to be between one-five minutes (no longer).

NOTE: This is a competitive task. Each class will vote on the best product/commercial. Each group that wins will get a prize. Those groups will then enter the 7th grade competition for the BIG school wide prize. All 7th grade classes will vote on which commercial/product gets the grand prize.

The purpose of your commercial is to (in class question)

A.

B.

Your Commercial Needs to Contain the Following Elements: It features tweens or it features their favorite celebrities, athletes, or musicians We hear popular music (the instrumental version), a jingle you make, or fun music (instrumental

version )that tweens like (optional). We see the product being used. These two questions are answered by watching the commercial:

What does the product do? What does the product look like? How do you use the product? The commercial is fun, action packed, and happy What will other tweens think when they see a tween using the product? Show tweens’

responses to a tween using the product in the commercial. It should be a positive response. You have added effects to your commercial by using iMovie or another software (Extra Credit) Your commercial is very creative, it looks like a professional commercial, and it could definitely

be put on T.V. right now because tweens would love it (Extra Credit) Make the product central in the commercial. The commercial shouldn’t be about the tweens in

the commercial, it should be about the tweens using the product and their positive response to it.

At least one tween desire (power, freedom, fun, or belonging) is met when the tween uses this product in the commercial. This can either be shown through the tween’s actions or words.

How the tween desire (power, freedom, fun, or belonging) is met is briefly discussed. The actor in the commercial says something like, “This product makes me feel powerful because…”

Use one of the following strategies to brainstorm ideas for your commercial below:-Pretend you are from the future when you come up with ideas-Pretend you are from the past when you come up with ideas-Pretend you are a particular character when you come up with ideas

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-Come up with ideas with your friends-Brainstorm the wrong/worst answers first. That should inspire ideas for the right answer.-Doodle images to inspire ideas-Look at art to inspire ideas-Open up the dictionary and be inspired by a word you see-Listen to music to inspire ideas-How can you change something to make it better (add, delete, or combine things)?-Think of all of the things that bother you and come up with ideas to solve the things that bother you-Think: What if…-Ask questions to inspire ideas-Brainstorm impossible ideas to inspire new ideas-Smell new fragrances to inspire ideas.-Do something new to inspire ideas.

Brainstorm Ideas For Your Commercial Here

Directions: Fill out the storyboard below to help you plan your commercial. When you have finished planning your commercial, practice your commercial. Each student will be doing his/her own

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commercial for the product he/she developed in class. You know you are ready to perform your commercial when your commercial seems like a real commercial: everyone knows what is going on and their lines.

Storyboard for Your Commercial

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What you will say What you will say What you will say

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Planning Your Commercial for Your Product: Part CDirections: Check to make sure you have all the elements needed in order to have a good commercial for tweens by filling in the chart below based on what you wrote in your storyboard for your commercial.

Elements You Need in Your Commercial For Tweens

Do you have this element in your commercial?

If not, what are you going to do to make sure your commercial has this element? Then, go back and fix your commercial if your commercial does not have this element.

It features tweens or it features their favorite celebrities, athletes, or musicians

We hear popular music (the instrumental version), a jingle you make, or fun music (instrumental version)that tweens like

We see the product being used. These two questions are answered by watching the commercial: What does the

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product look like? How do you use the product?Elements You Need in Your Commercial For Tweens

Do you have this element in your commercial?

If not, what are you going to do to make sure your commercial has this element? Then, go back and fix your commercial if your commercial does not have this element.

The commercial is fun, action packed, and happy

EXTRA CREDIT: What will other tweens think when they see a tween using the product? Show tweens’ response to a tween using the product in the commercial. It should be a positive response.Make the product central in the commercial. The commercial shouldn’t be about the tweens in the commercial, it should be about the tweens using the product and their positive response to it.

A tween desire (power, freedom, fun, or belonging) is met when the tween uses this product in the commercial. This can either be shown through the tween’s actions or words.


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Commercial Rubric

Criteria 5 4 3 2 0

You completed Planning Your Commercial Part A 100-90% of the criteria met

89-80% of the criteria met



Criteria not met

You completed Planning Your Commercial Part B 100-90% of the criteria met




Criteria not met

You completed Planning Your Commercial Part C 100-90% of the criteria met




Criteria not met

Use appropriate eye contact, adequate volume, and clear pronunciation





Criteria not met

-It features tweens or it features their favorite celebrities, athletes, or musicians

We hear popular music (the instrumental version), a jingle you make, or fun music (instrumental version)that tweens like





Criteria not met

-We see the product being used.

-These two questions are answered by watching the commercial:

100-90% of the criteria




Criteria not met

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1.) What does the product look like?

2.) How do you use the product?

met

The commercial is fun, action packed, and happy 100-90% of the criteria met




Criteria not met

EXTRA CREDIT: What will other tweens think when they see a tween using the product? Show tweens’ response to a tween using the product in the commercial. It should be a positive response.





Criteria not met

Make the product central in the commercial. The commercial shouldn’t be about the tweens in the commercial, it should be about the tweens using the product and their positive response to it.





Criteria not met

A tween desire (power, freedom, fun, or belonging) is met when the tween uses this product in the commercial. This can either be shown through the tween’s actions or words.





Criteria not met






Criteria not met

TOTAL: /50

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Creativity Rubric6 Points (extra credit)The work is unusually creative. The ideas/materials/methods used are novel, striking, and highly effective. Important ideas/feelings are illuminated or highlighted in sophisticated ways. The creation shows great imagination, insight, style, and daring. The work has an elegant power that derives from clarity about aims and control over intended effects. The creator takes risks in form, style, and/or content.•The problem has been imaginatively re-framed to enable a compelling and powerful solution•Methods/approaches/techniques are used to great effect, without overkill•“less is more” here: there is an elegant simplicity of emphasis and coherence •Rules or conventions may have been broken to create a powerful new statement.•Common materials/ideas have been combined in revealing and clever ways•The audience is highly responsive to (perhaps disturbed by) the work•The work is vivid through careful attention to telling details and deft engaging touches •There is an exquisite blend of the explicit and implicit

5 Points (extra credit)The work is highly creative. The ideas/materials/methods used are imaginative and effective. There is attention to detail. A clear and confident voice and style are present.•Novel approaches/moves/directions/ideas/perspectives were used to good effect•There is an effective blend of personal style and technical knowledge•Familiar materials and ideas have been combined in new and imaginative ways•The work provokes a lively audience response

4 Points

The work is creative. The ideas/materials/methods used are effective. A voice and style are present.•Novel approaches/moves/directions/ideas/perspectives were used to good effect•There are imaginative and personal touches scattered throughout the work•The work keeps the audience mostly engaged •There is a discernible and interesting effect/focus/message/style, with lapses in execution

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•The work takes some risks in methods/style/content

3 Points

The work is somewhat creative. The ideas/materials/methods used show signs of imagination and personal style.•Familiar approaches/routines/moves were used, but with a few new twists•There are places where ideas and techniques are borrowed whole.•Novel ideas or approaches may be present but they seem stuck on, excessive, out of place and/or not integrated effectively in the work•Time-tested recipes and clichés are used even where there is a personal voice –the work is pretty “safe”•The work is a mish-mash of interesting and familiar approaches and effects, but with no coherence OR the work is technically very competent and coherent, without much spark or insight

2 Points

The work is not very creative. The approach is trite and the ideas clichéd, leading to a flat and predictable performance. There is little sense of the creator’s touch, voice, or style here. •The work offers little in the way of new approaches/methods/ideas •There is little sign of personal voice, touch, or style•The work suggests that the creator confuses “creative” and “risk-taking” with “shocking in a juvenile way”•There is excessive and incoherent use of different materials, techniques, ideas•The creator may have confused great care and precision with creativity –the work is more polished than imaginative or revealing

1 PointThe work is uncreative. •The performance re-creates someone else’s performance or relies exclusively on the models/algorithms/moves/recipes/templates/directions/materials provided.•The work is predictable throughout, relying almost exclusively on hackneyed approaches; there is no apparent personal touch

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•The work is timid and lacking in vivid feelings and ideas –so abstract that it has little to say to an audience•The work is done with care but without direction or insight

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