Grade 9Interactive Magazine

Name: ___________________________

Class: ___________________________

Interactive Online Magazine Problem: Ms. Bennett and her colleagues need to learn some new information about today’s generation of teenagers and their use of technology. Your company has been hired by Ms. Bennett to create an interactive magazine around the central theme of technology and today’s society. You will create a team of 2-3 people to compete with other companies for the most comprehensive interactive e-magazine.

Requirements: “At least” 1 video created by your group, 1 PSA, 1 written informational piece, 1 feature story andat least 4 other engaging elements around topics related to digital citizenship. Such as:A three dimensional / interactive diagram

A “show me” type demonstration

A podcast Animations Comedy show

A photo essay A series of informative pieces An editorial Augmented Reality Music videoGraphs and info graphics Any other creative suggestions A series of three ads A news report A game show

You will need an eye catching cover page, informative information and graphics to meet different learning styles. The components of the magazine must be shared equally with the group and clearly labelled who is responsible for each part.

Each group member must complete at least one written piece

Steps:• Time to experiment with and look for creative applications – each group will need to complete a class share of something they learned• Select a theme - around technology and today’s generation - something you are willing to learn more about and related to digital

citizenship• Select a target audience - helps focus your articles, videos and other material. (teens, parents, teachers, government officials etc.)• Decide with your group which components you want to include in your interactive magazine - label who is responsible for each• Complete the planning booklet – include roles and responsibilities for each group member as well as pre-planning outlines• Begin work on your tasks – making sure to follow outlines and rubrics as you go

• Keep a daily blog / tracking sheet on your progress and learning that has occurred• Ms. Bennett will be checking with you on a regular basis to assess your learning

Note on CopyrightAlways check with the author or owner before using their work (even if there isn’t a copyright symbol). Just because you can copy or edit digital media doesn’t mean you are legally allowed to; when in doubt create your own material. Always credit the person or organizations work you used.

Digital Citizenship Assignment Overview

Purpose:To create an informative and engaging communication tool addressing the elements of digital citizenship while promoting positive usage of technology and bringing awareness to traps and negative pitfalls involved while online.

Questions: What does digital citizenship mean? What are our rights and responsibilities as exemplar digital citizens? How does the world of technology affect our teens of today?

Students will:- Create an action plan addressing at least two of the elements of digital citizenship through an engaging digital media format.- Research information around Digital Citizenship ; engaging applications and include cutting edge information- Cite all sources, think of aesthetics and design and ensure all pieces have smooth transitions

Elements of Digital CitizenshipDigital Commerce:   electronic buying and selling of goods. A large part of today’s economy is being done online, you may address issues associated with legitimate and legal exchanges online., conflict with laws or morals of some countries (downloading, gambling etc.) and inform your targeted audience how to be effective consumers in a new digital economy. 

Digital Communication:   electronic exchange of information. One of the significant changes within the digital revolution is a person’s ability to communicate with other people (e.g. instant messaging, cellular phones, social networks).  The expanding of digital communication options have changed everything because people are able to communicate and collaborate with anyone from anywhere and anytime. Unfortunately, many users have not been taught how to make appropriate decisions when faced with so many different digital communication options. Through your information, your audience will be better informed of various modes of today’s communication tools.

Digital Literacy:   process of teaching and learning about technology and the use of technology. New technologies, not being taught in schools are rapidly finding their way into the work place. This process requires sophisticated searching and processing skills (i.e. information literacy). In a digital society learners must be taught to learn anything, anytime, anywhere.  As new technologies emerge, learners need to learn how to use that technology quickly and appropriately. After viewing your interactive magazine, your audience will become more digitally literate on new ways of using technology. How are teens using technology (social networking etc.), cool new applications, Past vs Present what the future may be like…

Digital Etiquette:   electronic standards of conduct or procedure.We recognize inappropriate behaviour when we see it, but before people use technology they do not learn digital etiquette (i.e., appropriate conduct).  Many people are unaware of appropriate digital etiquette and the implications of your digital footprint. Often rules and regulations are created or technology is simply banned to stop inappropriate use, we must teach everyone to become responsible digital citizens in this new society. This topic may also include Cyber bullying and the implications when proper etiquette is not followed. You may focus on pro’s and cons of popular networking sites and new applications.

Digital Law:   electronic responsibility for actionsDigital law deals with the ethics of technology within a society. Stealing or causing damage to other people’s work, identity, or property online is a crime. Hacking into others information, downloading illegal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone’s identify or property is unethical. This section can explore our responsibilities to maintain an ethical society as well as laws pertaining to online occurrences.

Digital Rights & Responsibilities:   those freedoms extended to everyone in a digital world.Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be addressed, discussed, and understood in the digital world.  With these rights also come responsibilities; you must educate your audience on how technology is to be used in an appropriate manner. 

Digital Health & Wellness:   physical and psychological well-being in a digital technology world.Eye safety, repetitive stress and carpal tunnel are examples of physical issues in technological world. Beyond physical issues there are psychological issues becoming more prevalent such as Internet addiction, depression, anxiety. Your readers will become aware of and learn about health implications of our digital society.

Digital Security (self-protection):   electronic precautions to guarantee safety. In any society, there are individuals who steal, deface, or disrupt other people. The same is true for the digital community. In our own homes, we put locks on our doors and fire alarms to provide some level of protection. The same must be true for the digital security. We need to have virus protection, security features in place for networking sites, backups of data etc. Your reader will learn some ways to protect their information from outside forces that may cause disruption or harm.

Digital Citizenship suggestions to include….Commerce □ Buying and selling of goods online.

□ How to become intelligent consumers.□ Process of online purchasing.□ Long-term affects associated with online purchases.□ How people are interacting with the digital economy.

Communication□ Electronic exchange of information.□ Types of instant access to others.□ Appropriate use of devices.□ Educational uses for communications.

Literacy□ Capability to use technology knowing how and when to use it.□ Infused technology.□ Instruction on appropriate use; How certain technologies work..□ Integral part of our daily lives.□ Technology skills used in the workplace.

Etiquette□ Standards of conduct expected by other digital users.□ Rules available for different technology.□ How the rules were developed.□ How technology affects others.□ Ways to use technology courteously.

Law□ Legal rights and restrictions governing technology use.□ Appropriate, inappropriate, illegal and legal use.□ Intellectual property rights.□ How do we learn right from wrong?□ Citations

Rights and Responsibilities□ Privileges and freedoms extended to all digital users.□ Certain rights and responsibilities extend to everyone.□ Having a clear understanding of behavior required.□ Being able to protect your own work.

Health and Wellness□ Physical and psychological well-being related to digital technology.□ Awareness of physical dangers of technology use.□ Internet addiction.□ Affects of addictions.

Security□ Precautions that all users must take to guarantee their safety.□ Protect electronic data; Security faults.□ Protecting oneself and identity.□ Passwords, strangers online, giving out information.

Appearance Criteria Assignment Criteria

□ Easily readable font□ Good page balance of text, graphic, and/or objects□ Colors compliment and do not distract from the presentation□ Background compliments text and graphics□ Graphics must support the theme

□ Excellent design guidelines used to create presentation □ Interactive activities to enhance your presentation.

□ Create an engaging presentation providing information about digital citizenship□ Professional in nature – all sources cited (in other words, you identify the websites where you found the pictures, sounds, animation, and information)□ Educational value is evident in presentation.□ Correct grammar and spelling

□ All required elements are completed □ Graphics/Animation/ links and videos are all working □ smooth transitions – non-distracting

Group Work Rubric

You will be assessed on a daily basis for your contributions to your group. The rubric below will be followed for your overall assessment. Remember, I am checking in with you regularly. You need to do your part!

4 3 2 1

1.1 consider and reflect upon the contributions of others’ ideas during discussion

Student always demonstrates respect for others in the group.

Student usually demonstrates respect for others in the group.

Student sometimes demonstrates respect for others in the group.

Student rarely demonstrates respect for others in the group.

2.1 contribute to small group conversation choosing appropriate strategies that contribute to effective talk3.4 recognize that different situations (group work) require different speaking and listening conventions

Student always contributes to the group discussion using appropriate volume and word choice.

Student usually contributes to the group discussion using appropriate volume and word choice.

Student sometimes contributes to the group discussion using appropriate volume and word choice.

Student rarely contributes to the group discussion using appropriate volume and word choice.

2.3 give instructions and respond appropriately to instructions, directions and questions

Student demonstrates an understanding of compromise in a group situation. Can always give, follow and respond to instruction.

Student demonstrates an understanding of compromise in a group situation. Can usually give, follow and respond to instruction.

Student demonstrates an understanding of compromise in a group situation. Can sometimes give, follow and respond to instruction.

Student sometimes demonstrates an understanding of compromise in a group situation. Can rarely give, follow and respond to instruction.

10.3 attempt to use various technologies for communicating to

Student always attempts to use the various technologies

Student usually attempts to use the various

Student sometimes attempts to use the

Student rarely attempts to use the various

a variety of audiences for a range of purposes

& programs to the best of their ability.

technologies & programs to the best of their ability.

various technologies & programs to the best of their ability.

technologies & programs to the best of their ability.

10.4 demonstrate a commitment to crafting pieces of writing and other representation

Student demonstrates commitment to the work during the entire project.

Student demonstrates commitment to the work during most of the project.

Student demonstrates commitment to the work during parts of the project.

Student rarely demonstrates commitment to the work during the project.

Online Magazine – Project Planning SheetGroup names: ____________________________________________________The overall THEME of our online magazine is: _____________________________________________Some subtopics related to our theme that we intend to research are:

1. _______________________________________________________________________________________________

2. _______________________________________________________________________________________________

3. _______________________________________________________________________________________________

4. _______________________________________________________________________________________________

5. _______________________________________________________________________________________________

The target audience for our online magazine is: ___________________________________________________ because_________________________________________________________________________________.The components and who is responsible

1. __________________ 4. __________________ 7. __________________

2. __________________ 5. __________________ 8. __________________

3. __________________ 6. __________________ 9. ___________________

What do we need to do to get started?

Video Planning Checklist

Step 1: Pre production: Why? Who? What? How stage? Notes

1. Project description2. What is the purpose of the video?3. What is the topic? What do you want to say about it? (message)4. What do you want them to learn or feel? (overall goal)5. Who will see the video? How much do they already know? What do you want

the audience to do after viewing?6. Is there something you have seen and would like to model your project after?7. What research do you need to do?8. How will the video go? (List the sequence of events to be seen)9. Build a storyboard10. Develop a shot list11. Cast and Crew roles12. Describe and identify a location

Step 2: Production: Execute the shot listAdd needed Audio, sound effects etc.

Step 3: Post Production1. Edit video and audio2. Output to desired format3. Embed in digital magazine / book

Planning, Roles and ResponsibilitiesWho will be writing the script?

Who will be shooting the shot?

Location of shoot

Need for additional gear / props

Elements that must be included in the video

Outside talent etc. needed

How will you divide the work? List the responsibilities of each team member

Resources and equipment needed for the project

Video Planning Sheet

Camera Shot(Long, head shot etc.)

TimeIn seconds

Visual DescriptionA quick, rough sketch—no need to be an artist!

Audio: narration,/ Music / Sound EffectsWhat you will be hearing when the image is shown. Narration (people speaking), Music (background sound) or Sound Effect (SFX)—doors opening, car horns, birds calling, etc.

Special Effects Action Notes:(Costumes, props etc. )

Example

DescriptionFootage of cars driving lightly in background, and titles in foreground that say:Contest requirements:

● Videos must be 2 minutes or less

Must provide useful service

Audio: Narrator: Make your video 2 minutes or less and tell us why your site provides a useful service to the public andProduction notes:You want a monster truck announcer effect. They’re right that 90% of it is the voice and the reading.This one - http :// www . youtube . com / watch ? v = dap 31 vEMEi 0 – is a good example. Notice that the delivery is fast, so slowing it down to make it deeper would not work well. But pitching it down (without altering the length)

Topic People and jobs Do you need:Cue Cards:Work with people outside of class:ComputerVideo RecorderSound effects / Music

Notes

Length of segment Equipment / Props etc. needed Has the script been written?Are there changes that need to be madeNotes

Time Video Audio0-0:15 Opening graphic reads – We are connected: It’s our world Our own creation – This is the time

0:15 – 0:23

0:23 – 0:36

School bulletin board – standing outside – school in backgroundLauren walking into the building – younger children in the backgroundShots of phones, ipads, other tech apparatus

Music clip – Out of my Limit – 5 sec of summer (2:10 – 2:22)Lauren: So Jason, this looks like a school where I can excel. Am I right?

Jason: Yeah, Lauren. Actually this is where we can work toward our future. Look at what this group of grade 9’s are doing

Project Title:

Time Video Audio

Video Production Rubric4 3 2 1

Planning Students research independently Students research and write a Students need help to research and write a Students need help to research and write a

Research, Storyboarding, and Rehearsal

x8

and write a compelling and creative script. The storyboard is drawn carefully with set design and shot compositions included. All group members define their roles and use video vocabulary and floor language during rehearsals.

compelling and creative script. The storyboard is drawn carefully with shot compositions included. All group members have their and use video vocabulary and floor language during rehearsals.

script. There is a storyboard that is adhered to during production. Most group members have roles and use some video vocabulary and floor language during rehearsals. Students need to be reminded to stay on task.

script. The storyboard does not match the final production. Some group members have roles and some perform very few tasks. Some video vocabulary and floor language is used during rehearsals. Students need to be reminded to stay on task

Content

x8

The project has a clear focus related to the chosen topic and one or more of the following elements; reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic. Excellent evidence of student learning and efforts are reflected in student's project.

The project has a clear focus related to the chosen topic and one or more of the following elements; reflects broad research and application of critical thinking skills; shows notable insight or understanding of the topic. Excellent evidence of student learning and efforts are reflected in student's project.

There is focus that is maintained throughout the project. The project presents information in a accurate and organized manner that can be understood by the intended audience. Adequate evidenced of student learning and efforts are reflected in student's project.

The project has a focus but may stray from it at times. There is an organizational structure, though it may not be carried through in a consistent manner. There may be factual errors or inconsistencies, but they are relatively minor. Less than adequate evidence of student learning and efforts are reflected in student's project.

Layout/

Design

x5

Organization of presentation is excellent. Transitions add to the viewer's understanding of the topic. Titles are added to enhance understanding. Storyboard shows progression.

Sequence of project components is clear and evident. Transitions provide easy movement from one scene to another. Titles are used and add to the video's flow. Storyboard shows general outline.

Adequate preparation and sequence is shown. Transitions are adequate. Titles are present. If storyboard is present, it shows the project in a broad outline.

Either lack of preparation or illogical sequence. Transitions are choppy or distract the viewer. Titles are not present or distract from the overall video. Does not have a storyboard.

Technical

Elements

x2

The camera work is smooth and the focus is crisp. Sound and visual files are distortion free. Transitions are timed for smooth movement between scenes. Titles are legible. There are few technical problems, and none of a serious nature.

The camera work is generally smooth and the focus is usually crisp. Sound and visual files are mostly distortion free. Transitions provide a smooth movement between scenes. Titles are mostly legible. There are few technical problems.

The camera work may be choppy or panning is too fast. Sound and visual files may have some distortion but it doesn't distract the viewer. There are some technical problems, but the viewer is able to follow the presentation.

The camera work is choppy and the scenes are blurry or panning is too fast. Sound and visual files contain significant distortion. Transitions are awkward between scenes. Titles are illegible. Technical difficulties seriously interfere with the viewer's ability to see, hear, or understand content.

Collaboration

x2

Effective teamwork. The final product represents something that would have been impossible to accomplish working alone.

Students worked together and were assigned different roles

Presentation a result of a group effort, but only some members contributed

Group members focus more on social desires. Some students in the group participate actively.

Obvious that the presentation was created by one person

The group is unable to complete the video in a timely fashion

Elements of a Feature Story

Feature stories tell a story through people, engaging us through what some call “human-interest” stories. They have news hooks, and often put a face on an otherwise straight-forward news story.

For example, a news story about a new technique to improve blood flow in people with blocked arteries could be made as a feature story by talking to patients who hope to have the procedure, have had it already, or can’t afford it. Or, the story could tell of a day in the life of the researcher working to improve the procedure. In other words, the story is told through the eyes of the people involved, in their words and experiences.

Feature stories:

* Have some kind of news hook

* Have narrative blocks, i.e. “storytelling” in chronological or thematic order

* Include observation and description

* Include lots of great quotes

* Include anecdotes from those sources to give the reader a full picture

* Include lots of types of sources:

But feature stories still adhere to the basics of journalism. They must include:

Who? What? When? Where? Why? How?

And, they must include the structural basics:

Lead Introductory paragraph Body organized by subject or theme

Conclusion

Source: http://www.asher-watts.com/j201/feature-elements.doc

4 3 2 1

8.3 make informed choices of language to create a range of interesting effects in imaginative writing.

Vivid, concise and clear words are used. Nouns are specific and verbs are vivid.

Word choice is good, but better words could have been chosen.

Better word choice could have been chosen on a few of occasions.

The word choice is very poor.

9.1 Use a variety of forms of writing to create texts for specific purposes and audiences.

The story is written for the intended audience.

Word choice is good, but better words could have been chosen.

The intended audience is hard to determine.

The story may not address the intended audience.

9.2 make appropriate choices of form, style, and content for specific audiences and purposes

The writer’s manner maximizes reader interest.

Word choice is good, but better words could have been chosen.

The writer’s manner is not very engaging.

The writer’s style lacks creativity and does not invite the reader’s interest.

The information is clearly developed and in the proper sequence.

Word choice is good, but better words could have been chosen.

The information is not always clearly presented, and may be out of order.

The information is not clearly presented and order is confusing.

The lead, middle, and end work as a single unit.

Word choice is good, but better words could have been chosen.

The story has lacks some organization and the writer drifts away from their main point

The organization is not clear or the writer strays from it.

Vivid, concise and clear words are used. Nouns are specific and verbs are vivid.

Word choice is good, but better words could have been chosen.

There are a few details that adequately explain the topic, but a number of the details may not be needed.

Poor selection of details and may cause confusion.

10.2 consistently use the conventions of written language in final products

The story is written for the intended audience.

Word choice is good, but better words could have been chosen.

The story has a number of mistakes in grammar and spelling.

There are many errors in spelling and grammar.

Vivid, concise and clear words are used. Nouns are specific and verbs are vivid.

Word choice is good, but better words could have been chosen.

The story’s central idea is not clear.

The story does not contain one central idea.

10.4 demonstrate a commitment to crafting pieces of writing and other representations

The story is written for the intended audience.

Word choice is good, but better words could have been chosen.

The story is fairly well developed and has enough information to inform the reader about the topic.

The story has little development and a minimum amount of information.

Feature Story Rubric

Feature Article Template

4 3 2 1

8.3 make informed choices of language to create a range of interesting effects in imaginative writing.

Vivid, concise and clear words are used. Nouns are specific and verbs are vivid.

Word choice is good, but better words could have been chosen.

Better word choice could have been chosen on a few of occasions.

The word choice is very poor.

9.1 Use a variety of forms of writing to create texts for specific purposes and audiences.

The story is written for the intended audience.

Word choice is good, but better words could have been chosen.

The intended audience is hard to determine.

The story may not address the intended audience.

9.2 make appropriate choices of form, style, and content for specific audiences and purposes

The writer’s manner maximizes reader interest.

Word choice is good, but better words could have been chosen.

The writer’s manner is not very engaging.

The writer’s style lacks creativity and does not invite the reader’s interest.

The information is clearly developed and in the proper sequence.

Word choice is good, but better words could have been chosen.

The information is not always clearly presented, and may be out of order.

The information is not clearly presented and order is confusing.

The lead, middle, and end work as a single unit.

Word choice is good, but better words could have been chosen.

The story has lacks some organization and the writer drifts away from their main point

The organization is not clear or the writer strays from it.

Vivid, concise and clear words are used. Nouns are specific and verbs are vivid.

Word choice is good, but better words could have been chosen.

There are a few details that adequately explain the topic, but a number of the details may not be needed.

Poor selection of details and may cause confusion.

10.2 consistently use the conventions of written language in final products

The story is written for the intended audience.

Word choice is good, but better words could have been chosen.

The story has a number of mistakes in grammar and spelling.

There are many errors in spelling and grammar.

Vivid, concise and clear words are used. Nouns are specific and verbs are vivid.

Word choice is good, but better words could have been chosen.

The story’s central idea is not clear.

The story does not contain one central idea.

10.4 demonstrate a commitment to crafting pieces of writing and other representations

The story is written for the intended audience.

Word choice is good, but better words could have been chosen.

The story is fairly well developed and has enough information to inform the reader about the topic.

The story has little development and a minimum amount of information.

Public Service Announcement ( PSA ) Component

TaskCreate a 30 second PSA about a social issue of your choice related to one of the elements of digital citizenship.

Specific Outline

Follow the steps below completely and accurately.

Step 1 – Select a message to convey about your main topic. This must be a serious issue for society – no comedy here.

Step 2 – Research topic. Gather information about your topic to use in your PSA. You should be gathering the most current information you can find. You must use 3 different, reliable, sources. Record your information and source on the sheet provided.

Step 3 – Prepare a storyboard for your PSA. This is basically a planning sheet that includes the scenes you will shoot and the script. Use the handout provided.

Step 4 – Film your PSA. During your filming time it is your job to be responsible to the other people in the school.

Step 5 – Edit your PSA. You should definitely do the following:✓ Add text✓ Add transitions✓ Use special effects✓ Add music

PSA Rubric

4Great work!

3Good work!

2Needs work

1Back to start

Evidence of Problem

Outcome 1.3

The problem you are addressing is clearly stated in the PSA. Your PSA clearly offers a solution to the issue.

The problem is stated in the PSA. Your PSA offers a solution to the issue.

It is difficult to understand the overall problem being addressed. It is difficult to understand the solution in your PSA.

Your PSA does not address a clear issue. There are no solutions offered in the PSA.

Research& Citations

Outcomes 5.2 and 5.3

Your research notes and PSA include at least 4 thought provoking, reliable, facts.All research material is cited in the credits.

Your research notes and PSA include 4 reliable facts.Most research material is cited in the credits.

Your research notes and PSA include 3 reliable facts.Some research material is cited in the credits.

Your research notes and PSA include less than 3 facts.No material is cited.

Creativity

Outcome 9.3

Your PSA is presented in a unique, creative manner.

Your PSA contains attempts at creativity that add to the project.

Your PSA contains little creative elements.

Your PSA makes no attempt at creativity.

Transitions & Sound

Outcome 10.3

Transitions are consistent and ad to the professionalism of the project.Sound effects and music are appropriate and add to the PSA.

Transitions appear and are consistent.Sounds effects and music are included.

Transitions are lacking in parts of the project.Lacks sound and music where needed.

There are no transitions used.No sound, other than voice, OR music included.

Time (in minutes) PSA is 30 sec PSA is 20-30 secondsOver 30 seconds

PSA is 15-20 secondsOver 30 seconds

PSA is much less than or more than 30 seconds

PSA Facts/ResearchPre-Research InformationThe topic of our PSA is: _______________________________________________________________________________

__________________________________________________________________________________________________

Our audience is: _____________________________________________________________________________________

The facts we will look for will show the audience (or prove): __________________________________________________________________________________________________

Research Information

Source:Fact:

Source:Fact:

Source:Fact:

Source:Fact:

Source:Fact:

Source:Fact:

Source:Fact:

Source:Fact:

Source:Fact:

PSA Storyboard

Informational Writing

Informational/explanatory writing as text that conveys information accurately "to increase readers' knowledge of a subject, to help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a concept" (NGA & CCSSO, 2010, p.23)

Think about…reasons for … examples of …. data regarding … evidence supporting …statistics on … consequences of … problems resulting from …issues related to … factors influencing …

Informational / explanatory Writing pieceWhat is the topic of the article

What is the article mainly about?

What are the most important details?

Vocabulary: Informational Text Features

author title heading image table caption non-fiction main idea fact evidencesource subtitle chart graph reference subheading issue key ideas exampleauthor bio section info-graphic t-chart map citations claim perspective position

Ad

ComponentTask

Create a series of 3 media ads that relates to some aspect of your overall topic. Yes, you can make up a fake product/service, but it should add to your overall message.

Specific Outline

Requirements:➢ Each ad must use one specific advertising strategy (as previously studied – see your advertising sheet). This strategy must be

clear to the viewer.➢ Ads must be appropriate and clearly relate to your topic

Rubric

4 3 2 1

ContentOutcome 9.2

Ads clearly demonstrate that the form (strategy) chosen matches the purpose of the ad.

Ads demonstrate that the form (strategy) chosen matches the purpose of the ad.

Ads somewhat demonstrate that the form (strategy) chosen matches the purpose of the ad.

Ads rarely demonstrate that the form (strategy) chosen matches the purpose of the ad.

Ad: Preparation and Planning Guide

Ad / Commercial name or topic: ___________________________________________________________________________________________

Ad / Commercial description _______________________________________________________________________________________________

_________________________________________________________________________________________________________________________

Target Market/ Audience: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Logo / Video / Visuals / Layout ideas

Headline/ Slogan / Narration:

#1_______________________________________________________________

#2_______________________________________________________________

#3_______________________________________________________________

Communication Objective (subtext of your advertisement / Commercial): __________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Concept: Appeal or Strategy (1-3 techniques)__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

Visual:__________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________

1. What product/idea/service do you plan to sell?

2. What will be your advertisement’s purpose?

3. Who will your ad be directed to?

4. What will people see when they look at your ad?

5. What will people read when they look at your ad?

6. Which will be more important – the pictures or words? Why?

Overall Assessment for Interactive Book / Magazine

4 3 2 1

Point of View

Purpose / Audience

Establishes a purpose early on and maintains a clear focus throughout the interactive book.Strong awareness of audience in the design, selection of topics and examples are interesting and relevant for the audience. Encourages audience to know more

Students can clearly explain why they felt the vocabulary, media and graphics chosen fit the target audience.

Establishes a purpose early on and maintains focus for most of the interactive book.Some awareness of audience in the design, selection of topics are appropriate for the audience and effort is shown to make the material relevant to the audience interests.Students can partially explain why they felt the vocabulary, media and graphics chosen fit the target audience.

There are a few lapses in focus, but the purpose is fairly clear.Some awareness of audience in the design and the selection of topics at times relates to the audience needs and interests.Students find it difficult to explain how the vocabulary, media and graphics chosen fit the target audience.

It is difficult to figure out the purpose of the interactive book.Limited awareness of the needs and interests of the target audience.Selection of topics do not relate to audience needs and interests.

Media & Interactivities

The media matches different parts of the story.The images, graphics and interactive elements enhance and build a rich understanding of the subject.Develops and connects key points throughout and emphasizes them with rich, varied, and relevant supporting facts

The media creates a tone that matches most parts of the story.The images, graphics and interactive elements enhance the story.Often develops and connects key points throughout and usually emphasizes them with rich, varied, and relevant supporting facts

An attempt was made to use media to create a tone, but it needs more work.The media choice is generally logical, but did not necessarily enhance the story or subject.At times, key points are developed, connected and have some emphasizes on supporting facts

Little or no attempt to use images, videos or text features to create an appropriate tone.The media choice is generally not logical and does not enhance the story or subject.Key points are not well developed and do not usually include supporting facts

Content The stories / information pieces are told with exactly the right amount of detail.It is educational and shows creativity.

The stories / information are typically good, though it seems to drag somewhat OR need slightly more detail in one or two sections.It is educational and shows

The story seems to need more editing. It is noticeably too long or too short in more than one section. It is somewhat educational and shows some degree of

The story needs extensive editing. It is too long or too short to be interesting. It lacks educational value and requires more originality.

Includes essential information, elaborates clearly and shows a strong understanding of topics related to digital citizenship.

originality.Includes essential information and covers and shows an understanding of digital citizenship.

originality.Includes some essential information and demonstrates an understanding of some topics related to digital citizenship.

Includes little essential information and demonstrates little understanding of digital citizenship.

Publishing Grammar and usage are correct and contributed to clarity, style and development. There are no spelling mistakes or inaccuracies.At least 2 elements are discussed in detail.All links and videos are working smoothly.

Grammar and usage are typically correct and errors do not detract from the story.At least 2 elements of digital citizenship are discussed.Most of the links and videos are working smoothly.

Grammar and usage were typically correct but errors detracted from story.Some links and videos are broken or do not work effectively.At least 2 elements of digital citizenship are mentioned.

Repeated errors in grammar and usage distracted greatly fromLinks and / or videos are not effective.Only 1 element of digital citizenship was mentioned.

Organization Written information is very organized with well-constructed paragraphs and subheadings.Captivates the audience with effective verbal/visual cues

Delivers information clearly, effectively and confidently

Presents ideas and information with logical sequencing and seamless transitions

Ends the presentation with a logical, effective, and relevant conclusion

Written information is organized with well-constructed paragraphs.Engages the audience with appropriate verbal/visual cues

Delivers information clearly and confidently

Presents ideas and information with sequencing and transitions

Ends the presentation with an effective, and relevant conclusion

Information is organized, but paragraphs are not well-constructed.Presents logical transitions between main topics and ideas· Emphasizes key points· Ends coherently with appropriate closing.Presents ideas and information with some sequencing and transitions

Ends the presentation with an a relevant conclusion

The information appears to be disorganized.· Engages in numerous and distracting verbal/visual cues· Fails to clearly (visually or audibly ) deliver material

· Exhibits lack of planning and organization which results in a confusing overall project· Presents in a choppy, hesitant manner lacking transitions

Creativity / All sources (information, All sources (information, The story contains a few There is little evidence of

Originality videos and graphics) are accurately documented in the desired format.Assignment included all required elements

videos and graphics) are accurately documented, but a few are not in the desired format.Assignment included all required elements

creative details and/or descriptions, but they distract from the story. The author has tried to use their imagination.

creativity in the story. The author does not seem to have used much imagination.

Sources All sources (information, videos and graphics) are accurately documented in the desired format.Assignment included all required elements

All sources (information, videos and graphics) are accurately documented, but a few are not in the desired format.Assignment included all required elements

All sources (information, videos and graphics) are accurately documented, but many are not in the desired format.Assignment included most required elements

Some sources are not accurately documented.Assignment included some of the required elements

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Date Worked on Conversations