annebellavance.weebly.com€¦ · Web viewItem Yes No Comments Video Primary responsibility: Notes – list of features typically associated with infomercials X Annie script - draft(s)

PROJECT 2:

MEDIA PRODUCTION AND ICT RESOURCES

APRIL 29TH, 2009

ANNE BELLAVANCE

GENEVIÈVE FAUTEUX

MARIE-CLAUDE JALBERT

ANNIE NOLET

TEAM #19

WINTER 2009

CLASS : ESL PEDAGOGY III (DID-22399)

PROFESSOR : SUSAN PARKS

________________________________ESL Pedagogy III – Project 2

Table of Contents

Task 1. Production of the Video ………………………………..………………..... 31.1. Notes on Key Features…………………………………………..………. 31.2. Script…..……………………………………………………….………... 51.3. Storyboard………………………………………………………………. 8

Task 2. Infomercial Project for ESL Students…………….………………………. 92.1. Template………………………………………………………………….92.2. Booklet……………………………………..…….................................... 11

2.2.1. Steps………………………………………………………..…..11 2.2.2. Schedule………………………………………………………..122.2.3. Forms for Peer/Teacher Review………………………………. 142.2.4. Criterion-Based Evaluation Form……………………………...15

Task 3. Reflective Analysis……………………………………………...….…........ 173.1. Pedagogical Value……………………………………………….……….17

3.1.1. Scaffolding…………………………………………….……… 173.1.2. Language Acquisition………………………………………… 183.1.3. Levels of Literacy…………………………………………….. 18

3.2. Classroom Management……………………………………….…………193.2.1. Cooperative Learning…………………………………………. 193.2.2. Win-Win Discipline……………………………………………20

3.3. Problems…………………………………………………………..…….. 213.4. Project vs. the MELS Curricula.......…………………………………….. 22

Reference List………...……………………………………………………………... 25

Project Criterion-Based Evaluation Form………………………….……………...26

Appendix A (Script – First Draft)…………………………………………………… 29

Appendix B (Storyboard)……………………………………………………………. 32

Appendix C (Template)………………………………………………………………33

Appendix D (Evaluation of ICT Competencies)……………………….…………….35

Appendix E (Progress Report)……………………………………………………..... 36

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Task 1. Production of the Video

1.1. Notes on Key Features

Anne’s Analysis of an Infomercial Use a professional to talk about the product Explains different ways to use it Everyone who is talking is VERY enthusiast about it Makes it look like it’s the deal of the century There is a bonus if we call now The information about the product and how to order appear very often There are many testimonials There are often pictures + how to order + narrator who speaks at the same time Use words like: Fantastic! Incredible! You won’t believe it! Amazing! They keep adding new promotional bonus after a few testimonials (3 testimonials – 1

promotion; 2 testimonials – 1 promotion; narrator explains how to order – 1 promotion) They show the original price which is much higher, cross it, and show the “amazingly

lower” price. Puts a lot of emphasis on the phone number and repeat it several times There are a lot of visual supports showing how to use it

Annie’s Analysis of an Infomercial Presented by a specialist (a dentist) – many diplomas on the wall Use many adjectives to describe the product Use many adjectives to describe the results Clinical studies proved its efficiency Talk about the low cost Offered in different colours (show them) May be used with different gel flavours One size fits all Many testimonials with before / after pictures

o Nice girlso Ordinary people

The phone number is always written at the bottom of the screen When we hear the narrator, we see actors doing all kinds of things while whitening their

teeth People “oversmile” all the time to show their super “overwhite” teeth Results are impressive…it changed people’s life! The dentist uses the product too! He recommends it to his family members He even recommends it to his patients! (isn’t it a dentist service to whiten teeth?) Show the product and how to use it Easy to use

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Fast It works! Works for any type of stains on your teeth (smoking stains, coffee stains, etc.) Call now! Only …$ + shipping and handling Priority mail for fast delivery Phone number 1-800-… toll free! Presenter talk fast when talking about the fees But wait! If you call now, you will get 2 for the price of one! But there’s more! If you call within the next 30 minutes, you will also receive…! A …$ value for only …$ If you go to a dentist office, it will cost over $500! But for only…$, you will have the same

extraordinary results!

Geneviève’s Analysis of an InfomercialSHAMWOWhttp://www.youtube.com/watch?v=Ns4mnmNBk1Y

Steps :1- Name of the product + key sentence: With Shamewow, you will say wow everytime !2- Description of the product3- How it works4- Examples of places where you can use the product5- How to use the product6- Extreme examples7- Testimonials8- Money savings compare to other products9- Price + if you call now additional products10- How to order

Language

Hi, it’s Vince! Do not need to work twice hard Doesn’t make a mess You can use it for: house, car, work You follow me camera guy No other product is going to do that It lasts Here is how… I can’t live without … Oh my god! I don’t even buy… All I can say … You’re going to spend your money on….anyway. This product ….

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http://www.youtube.com/watch?v=Ns4mnmNBk1Y


Marie-Claude’s Analysis of an Infomercial Person with a reputed profession (dentist, celebrity, doctor) Testimonials saying how well it works Price is always introduced with the term ‘only’ Safe, economical, fraction of the cost, works, I guarantee it Demonstration of how to use Try it If not delighted money back guarantee

Team’s Analysis of an Infomercial Person with a reputed profession (dentist, celebrity, doctor) used as a presenter Diplomas on the wall Many testimonials with before / after pictures saying how well it works Everyone who is talking is VERY enthusiastic about it Results are impressive…it changed people’s life! Show the product and how to use it, supported by a lot of visuals Explains different places where the product can be used The information about the product and how to order it appear very often Puts a lot of emphasis on the phone number and repeat it several times

Language used: Easy to use It works! Only …$ + shipping and handling But there’s more! If you call within the next 30 minutes, you will also receive…! Price is always introduced with the term ‘only’ If not delighted money back guarantee

1.2. Script* See our first draft in Appendix A

Slide 1 Pre- introduction

Are your teeth stained and yellow?Do people look away when you smile?Does your toothbrush always hide when it’s time to brush your teeth?DON’T BE DISCOURAGED; Spritz Brite is here!

Slide 2 Introduction

Hello my name is Dr. Pepper. I am here to tell you about an amazing new product that will change your life forever. This product will turn the dullest, yellowiest smile into a bright blinding smile. It works so well that I even recommend it to my patients, friends and family.

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Think about it, in two months your smile will outshine everyone else’s ordinary smile. We are even willing to give you back your money if you are not completely satisfied.

Slide 3 Testimonial 1

Before I started using this product, I had an awful smile. Nobody wanted to kiss me! Since I use Spritz Brite, I have met many kissers. Spritz Brite changed my life. I don’t even need to buy toothpaste anymore. I can’t live without my Spritz Brite.

If you are always in need of kisses like I am, you are really going to enjoy the results of Spritz Brite!

All I can say is thanks Spritz Brite!

Slide 4 Testimonial 2

I’ve been searching for a job for two years, but ever time I had an interview I always got a negative response. Then I discovered Spritz Brite and my life completely changed. After using the product for only two months I finally started to see the change in color. The following interview, I was hired! Thank you Spritz Brite for changing my life!

Slide 5 Show product

Spritz Brite comes in a practical toothpaste size tube. It’s so small, you can fit it anywhere: your purse, your back pocket or in your glove compartment. It comes with a brush especially made to simplify the application. Imagine for only 1.99 a month you can change your life forever! So don’t wait call now!

Slide 6 Demonstration

You won’t believe how easy it is to use! Simply apply a small amount of Spritz Brite on your brush and apply to teeth. You simply wait15 minutes for it to dry and then rinse. Imagine, you only have to do this 20 times a day and voila in only 2 months you will start to see the difference. What more could you ask for? Is easy to use, practical size to carry anywhere all for only 1.99$ a month.

Slide 7 Benefits

Not only is this product guaranteed to work but it is perfectly safe to use. Our product was created with only 100% natural ingredients. It’s even safe for children to use! I highly recommend this product to my patients, family and friends because even I used it and just look at the results. So call now; don’t wait! Start changing your life right away! It’s easy just call 1-800-smiling. You won’t regret it.

Slide 8 Practical in gym

It’s so easy to use that you can use it any where! In the gym,

Slide 9 Practical in car

Or in the car,

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Slide 10 Practical when speaking on the phone

You can even use it while talking on the phone!

Slide 11 Testimonial 3 Anne

Hello! I’m Dr. Pepper’s husband (showing his ring)I’ve been using Spritz Brite for 2 years now and look at how white my teeth are! (makes a big smile and has stars all over his teeth)Thank you honey for making me discover this fantastic product!

Slide 12 Testimonial 4 Annie

Before, my teeth were so yellow I only laughed through closed lips.But now, after having used Spritz Brite for two years, I want to show off my beautiful white teeth!

Slide 13 If you call now…

If you call now, you won’t get 1, you won’t get2 but you will get THREE tubes of Spritz Brite for the low price of only 1.99$ a month. Can you imagine? Two free tubes of Spritz Brite as a gift. But wait that’s not all! If you call within the next 24 hours you will get these amazing sunglasses absolutely free. That’s right Free! These glasses will be needed by everyone that wants to see your Spritz Brite smile because a Spritz Brite smile is a blinding smile. You’re probably thinking that it can’t get any better then this, but you’re wrong. If you are one of the lucky 250,000 callers to call first, you will also get a years supply of tissues to wipe away those tears of joy! Now that’s a deal. So call now 1-800-smiling and start smiling!

Slide 14 Ordering information

Call now and order Spritz Brite for only 1.99$ a month for 10 years plus 9.99 for shipping and handling. All orders are shipped priority for a fast delivery. Credit card orders call now at 1-800-smiling. Or mail your payment to the address on the screen. Thank you!

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1.3. Storyboard* See the original paper version in Appendix B

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Task 2. Infomercial Project for ESL Students

2.1. Template* See the original paper version in Appendix C

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2.2. Booklet

2.2.1. Steps

ESL Core ProgrammeSecondary III

---Video Production

Infomercial – Steps

Project: Produce an infomercial which will be presented to your classmates. To do this project, you will be placed in teams of four. Each class, you will have to complete a progress report which will indicate what has been done, who did what, and who will do what. The videos will be presented at the end of the project. After the presentations, all the written parts of your project and the final video will be handed in for evaluation.

Length of the video: The final infomercial will be 5 to 7 minutes long.

Audience: All the people who could be interested to buy your product.

Time: The entire project will be divided among 7 classes.

Steps to follow:1. Brainstorm topics. In teams, try to think about any product that could be sold in your

infomercial. Do not restrict your ideas. Sometimes the silliest ideas are better when producing an infomercial.

2. Have your topic approved by the teacher. Before going any further into your project, make sure your topic is accepted by your teacher.

3. Research the topic. When we want to produce an infomercial, we first have to know what it usually looks like. Look at some examples of already existing infomercials. More specifically:

a. Individually, look at one or more infomercials on the Internet;b. Identify the key features (selling strategies and typical expressions);c. Take notes. In other words, write down the key features you just observed. Do

it carefully because you will have to hand them in;d. Once this is done, in teams, share your information and make a list of your

common and most important features (will also have to be handed in).4. In teams, write your script. Your script will be peer reviewed and you will also

receive feedback from your teacher. You will have to hand in your drafts and your final script.

5. Create a storyboard. Your storyboard will have to be handed in.

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a. The story board must begin with your title;b. Line up shots to script. In other words, link what is said to what is seen;c. If you want to add background music or background sound, indicate it at the

appropriate place;d. Keep it short and simple. If you make it too complicated, you will not

appreciate your project because it will be too long and arduous to do.6. Material needed. Determine what material you will need when filming your

infomercial. Will you need costumes? Props? Special setting?7. Distribute roles. Who will be the…

a. Narratorb. Actorsc. Cameraman/womanRemember that everybody should be involved in the process.

8. Separate the tasks among the team members. Determine who will be responsible for each task.

9. Rehearse. Try not to read your text; be as natural as possible.10. Schedule a date and a place for filming and for editing.11. Reserve the equipment that you will need (video camera, computer, movie editor,

etc.)a. The required equipment is available at the audiovisual room.b. If you need help, you can contact the audiovisual technician.

12. Shoot the video. Use your storyboard in order not to forget anything and to avoid a lot of editing.

13. Edit.a. The required equipment is available at the audiovisual room.b. If you need help, you can ask the audiovisual technician.

14. Complete your self-evaluation form.15. Present your infomercial to your classmates.16. Evaluate others’ video.

2.2.2. Schedule

Video ProductionInfomercial – Schedule

1st class: 1. Look at an infomercial done by your teacher.2. Explanation

a. of the overall project;b. of the project step by step.

3. Distribution and explanation of evaluation criteria.4. Team formations. Note: exchange email addresses for easier communications.5. Overview of available resources.

a. Links for music, noises, etc.b. Technical helpc. Peers, teachers, books, magazines, Internet, etc.

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6. Overview of technical vocabulary: zoom, freeze, frame, fading, etc.7. Brainstorm topics. In teams, try to think about any product that could be sold in your

infomercial. Do not restrict your ideas. Sometimes the silliest ideas are better when producing an infomercial.

Homework: If not done in class, decide on your final topic. Have your topic approved by the teacher by email. Before going any further into your

project, make sure your topic is accepted by your teacher. Research the topic. When we want to produce an infomercial, we first have to know

what it usually looks like. Look at some examples of already existing infomercials. More specifically:

a. Individually, look at one or more infomercials on the Internet;b. Identify the key features (selling strategies and typical expressions)c. Take notes. In other words, write down the key features you just observed. Do

it carefully because you will have to hand them in.

2nd class:1. In teams, share your information noted when looking at an existing infomercial

and make a list of your common and most important features (will have to be handed in).

2. In teams, write your script. Your script will be peer reviewed and you will also receive feedback from your teacher. You will have to hand in your drafts and your final script.

3. Revise carefully once you are done.4. Give your script to your teacher who will find a team for peer review.

Homework: Peer review of another team’s script.

3rd class:1. Revise/edit your script following the comments received from your peers.2. Give your script to your teacher who will review it.3. Create a storyboard. Your storyboard will have to be handed in.

a. The story board must begin with your titleb. Line up shots to script. In other words, link what is said to what is seen. c. If you want to add background music or background sound, indicate it at

the appropriate place.d. Keep it short and simple. If you make it too complicated, you will not

appreciate your project because it will be too long and arduous to do.

Homework: Finish your storyboard if not already finished.

4th class:

1. Information about how to use technical equipment.

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1. Revise/edit your script following the comments received from your teacher.2. Material needed. Determine what material you will need when filming your

infomercial. Will you need costumes? Props? Special setting?3. Distribute roles. Who will be the…

- Narrator?- Actors?- Cameraman/woman?

Remember that everybody should be involved in the process.5. Separate the tasks among the team members. Determine who will be responsible

for each task.6. Schedule a date and a place for filming and for editing.7. Rehearse. Try not to read your text; be as natural as possible.

Homework: Reserve the equipment that you will need (video camera, computer, movie editor, etc.)

a. The required equipment is available at the audiovisual room.b. If you need help, you can contact the audiovisual technician.

Shoot the video. Use your storyboard in order not to forget anything and to avoid a lot of editing.

5th and 6th classes:Edit. The editing will be done in the audiovisual room. If you need help, the audiovisual technician will be there.

Homework: Finish editing. Check if you have all the documents that have to be handed in. Complete your self-evaluation form.

7th class:Present your infomercial to your classmates and evaluate others’ video.

2.2.3. Forms for Peer / Teacher Review

CATEGORY Very good Good Average Poor Score Storyboard Storyboard is

complete with sketches for each scene, detailed notes on titles, transitions, special effects, sound, etc. Storyboard reflects outstanding planning and organization for the visuals in the

Storyboard is relatively complete with sketches for most scenes, and notes on titles, transitions, special effects, sound, etc. Storyboard reflects effective planning and organization for

Storyboard has glaring omissions in scene planning. There are some sketches, and notes on titles, transitions, special effects, sound, etc. Storyboard reflects attempts at planning and organization for

Storyboard is not done or is so incomplete that it could not be used even as a general guide. Storyboard reflects very little planning of the visuals.

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video. the visuals in the video.

the visuals in the video.

Vocabulary / word choice

Always appropriate and varied.

Generally appropriate and somewhat varied.

Occasionally appropriate and somewhat limited range.

Frequent errors, limited range (highly repetitive vocabulary).

Grammar No errors. Few errors. Quite a few errors.

Frequent errors.

Script Script is complete and it is clear what each actor will say and do. Entries and exits are scripted as are important movements. Script is quite professional.

Script is mostly complete. It is clear what each actor will say and do. Script is shows planning.

Script has a few major flaws. It is not always clear what the actors are to say and do. Script shows an attempt at planning, but seems incomplete.

There is no script. Actors are expected to invent what they say and do as they go along.

Storyboard Storyboard is complete with sketches for each scene, detailed notes on titles, transitions, special effects, sound, etc. Storyboard reflects outstanding planning and organization for the visuals in the video.

Storyboard is relatively complete with sketches for most scenes, and notes on titles, transitions, special effects, sound, etc. Storyboard reflects effective planning and organization for the visuals in the video.

Storyboard has glaring omissions in scene planning. There are some sketches, and notes on titles, transitions, special effects, sound, etc. Storyboard reflects attempts at planning and organization for the visuals in the video.

Storyboard is not done or is so incomplete that it could not be used even as a general guide. Storyboard reflects very little planning of the visuals.

2.2.4. Criterion-Based Evaluation Form

Students’ checklist

To be handed in Done Not DoneBrainstorming ideasList of typical features Script (first draft)Teacher’ feedbackPeer Reviewed draftFinal draftStoryboard

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VideoSelf-Evaluation sheet

Don’t forget to include in your videoPersuasive Speech

o Open Questiono Hooko Thank you

Two testimonialsCostumesMusicTwo different settingsPropsInfo on how to buy your product

CATEGORY 4 3 2 1 ScoreConcept Team has a clear

picture of what they are trying to achieve. Each member can describe what they are trying to do and generally how his/her work will contribute to the final product.

Team has a fairly clear picture of what they are trying to achieve. Each member can describe what he/she is trying to do but has trouble describing how his/her work will contribute to the final product.

Team has brainstormed their concept, but no clear focus has emerged for the project. Team members may describe the goals/final product differently.

Team has spent little effort on brainstorming and refining a concept. Team members are unclear on the goals and how their contributions will help them reach the goal.

Script Script is complete and it is clear what each actor will say and do. The script is well written, looks professional.

Script is mostly complete. It is clear what each actor will say and do. Script shows planning.

Script has a few major flaws. It is not always clear what the actors are to say and do. Script shows an attempt at planning, but seems incomplete.

There is no script. Actors are expected to invent what they say and do as they go along.

Lighting Setup Additional lighting has been used to eliminate shadows and glares. Cameras are set to the appropriate light level.

Additional lighting has been used, but may not be set up optimally. Cameras are set to the appropriate light level.

Cameras are set to appropriate light level, but no additional lighting was used when needed.

Cameras are not set to appropriate light level. Additional lighting may, or may not have been be used.

Speaks Clearly

Speaks clearly and distinctly all (100-95%) the time, and mispronounces no words.

Speaks clearly and distinctly most of (94-85%) the time, mispronounces some words.

Speaks clearly and distinctly some of (84-75%) the time. Mispronounces a lot of words

Often mumbles or can not be understood OR has problems with the pronunciation of the words.

Sound Setup Microphones are positioned

Microphones are positioned

At least one microphone (in

Little attention was paid to ensuring

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optimally to ensure that important sounds and dialogues are captured. The team has made every attempt to anticipate and filter out unwanted ambient noise in the recording.

optimally to ensure that important sounds and dialogue are captured.

addition to that on the camera) is used to ensure that dialogue is captured.

quality sound during the shoot.

Vocabulary Uses appropriate vocabulary for the audience. Defining words that might be new to most of the audience.

Uses appropriate vocabulary for the audience. Includes 1-2 words that might be new to most of the audience, but do not define them.

Uses appropriate vocabulary for the audience. Does not define new vocabulary (3-4 words) used in the script.

Uses several (5 or more) words or phrases that are not understood by the audience.

Task 3. Reflective Analysis

3.1. Pedagogical Value

3.1.1. ScaffoldingIt would not be appropriate to assign an infomercial project without providing

scaffolding for the students. Creating an infomercial is a project that requires some knowledge of technologies and it is wrong to think students have this knowledge. Therefore, it is important for the teacher to guide students in the creation process.

Because it is a big project, it has to be broken into smaller parts. The first step is to show the final product to the students so they know exactly what it should look like. After, the teacher proposes different resources they can use for their video. Specific vocabulary for the making of a video is also dealt with. This way, students have all the resources and vocabulary necessary for the making of their video, giving them the knowledge to start their project. Throughout the project, specific elements which should be included are mentioned and examples are provided. Students have the guidelines to work on their project. When the steps, the objectives and the deadlines are clearly mentioned, students work at their rhythm without feeling rushed and without loosing their time. Thus, they work at their level which corresponds to their zone of proximal development.

Almost all the oral interactions are done within the team. When students interact together, each one works within his or her zone of proximal development. Moreover, oral interaction within the team helps students improve their level speech because they learn from others’ speech.

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The project has been designed to provide the knowledge students need to carry out the tasks. When students have all the tools to build the project, they are more autonomous. As explained by Cotterall and Cohen (2003), teachers should provide the necessary elements for the students to be responsible for their learning. The teacher gives the foundation and a model so students build on this knowledge.

3.1.2. Language AcquisitionThe infomercial project is an excellent project to help promote language acquisition

because it is a student centered activity that allows students to decide ‘[h]ow, where, by whom, and what is filmed’ (Biegel, 1998). Letting students have control on their project is an efficient way to motivate students. According to Biegel (1998) ‘it becomes a motivational activity, since it is the type of project that attempts to draw from the students their most creative urges’. Students appreciate being able to have a say about their learning activities which is why the infomercial would a great means of motivating students to participate in an ESL classroom.

Furthermore, viewing of the infomercial videos allows students to focus on form. According to Keene (2006) “spoken language can be observed for semantic, pragmatic (regarding turn-taking, formal or informal usage, and so on), … with a specific aim of learning lexical items.” Students can examine the type of language used in infomercials and can learn to understand the type of language typically used for making infomercials. Equally, Biegel (1998) agrees that the video can help students focus on the language used, but goes on to mention how writing the script and getting feedback from peers is also another way of focusing on the language structure.

Finally, the creation of infomercials is also beneficial for oral interaction in the L2. Infomercials are a perfect opportunity to place students in teams to optimize the use of the L2 between students. Bygate (1988) mentions that activities done in small groups help students learn language effectively because learners learn language through use.

3.1.3. Levels of LiteracyAccording to Ada (in Cummins, 1994), there are four phases of literacy in the writing

process. These phases evolve around the zone of proximal development. The first phase mentioned is the descriptive phase. To realize this step, writers have to focus on the information contained in the text such as the characters, the settings, the places, and the time. In other words, this step is to answer the usual comprehension questions (who, where, when, how, why). In our project, the brainstorming phase takes into account all these basics questions. Students have to think about the numbers of actors they need, the places where they will film their video, they have to think about the feasibility of their infomercial.

The second phase Ada brought up is the personal interpretative phase. In the creative writing process this is the moment to write about one’s personal understanding of the text. Depending on what one knows and how one feels about the text, the writing process will differ. At this step in the infomercial project, students will have discussed their analysis of a

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video, what they have seen before and etc. They will also choose their topic. It is important that they choose a topic of interest for them because they will spend quite some time on this project. This phase could also be included in the self-evaluation and the peer review stages since they are moments that involve personal reflection and criticism.

The critical analysis phase is the step that involves objective analysis of the story. In this project, students will try to fit as best as they can the storyboard with the narration. It demands a lot of analysis because students need to think about which frame is appropriate to convey particular emotions. They will also have to think about persuasive speech to sell their product. Even if they make a humoristic infomercial, they have to choose wisely the functional language and the props to make their video funny.

The reinvestment of understanding a text by involving yourself in real actions is what Ada entitles the creative action phase. In the infomercial project, the filming and editing of the video would fall under this category. Students will have to use a real camera and real editing programmes to create a credible and well structured infomercial. Communication will be essential in this step to make sure all students are involved in the creative process and happy with the final product.

3.2. Classroom Management

3.2.1 Cooperative LearningOur infomercial project supports two principles that are very important for cooperative

learning: positive interdependence and individual accountability. First positive interdependence can be defined as being the dual responsibility of “learning the assigned material” and making sure the other team members also “learn the assigned material” (Johnson & Johnson, 1994). There are five different types of positive interdependence but we focused on positive role interdependence and face-to-face promotive interaction.

Our infomercial project uses positive role interdependence because each team member is assigned a role that interrelates with the other members. Only if each member does his part, will the team achieve its goal. One person is in charge of writing the script. Once the script is done the person in charge of the storyboard can do his job. The person in charge of the props must examine what props are needed and buy the material to create them. Then each person in the team can help create the crops. After the crops are finished, then everything can be set up and the person in charge of filming can begin. Each role depends on the completion of the previous role. It is individual roles that work in a joint effort to reach a common goal (Johnson & Johnson, 1994).

Consequently, face-to-face promotive interaction is also accounted for in our project. Each team member is required to encourage the others and help each other complete tasks that have not been completed. According to Johnson and Johnson (1994), “…face-to-face promotive interaction among individuals fostered by the positive interdependence” is a winning combination for cooperative learning because it “influences efforts to achieve”; it creates “caring and committed relationships” and “social competence”. Learning to work as a

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team is the greatest technique to help students develop skills that will not only be useful in their everyday lives but also when they integrate into the work force.

Our infomercial also takes into account individual accountability because each team member is held responsible for his share of the work. Each person has to complete their part of the task because the other team members rely on each other. Each team member must contribute in order for the team to be successful. The project is a team effort and everyone must participate in achieving the team’s goal.

The teams would be formed by the students’ choice of topic. Every student would be asked to write down which project they want to do as well as an asset that could be useful to the team. The teacher would then form the groups according to the choice of project and the asset that was given. Therefore, the teams would be formed on the basis of students’ interests. Since students usually choose their friends as team mates, this method would permit them to work with students that they might not even know. According to Coelho (1992), working with students that they do not necessarily know “will better equip them for interaction in the wider society”.

3.2.2. Win-Win DisciplineMany aspects of our media production project have implications for successful

classroom management. Since the best classroom management strategy is to avoid moments of disruption as much as possible through prevention, we have attempted to minimize moments of disruption through an exciting project which will hopefully interest all kinds of students. Students presenting one or more of the seven positions suggested by Kagan (2004) in Win-Win Discipline will be glad to work on a project such as this one. The project will help to prevent the disruptions these students usually cause.

First of all, the simple fact that students are working in teams offers many advantages: 1) they are less discouraged by the work load, 2) since they work alone most of the time, they like to work in teams once in a while, which increases their motivation to work, and 3) they know they can rely on others if they do not understand something or if they need some help. Therefore, because of they are working in teams, most of the students will be more engaged in the project. It will also help students who usually try to avoid failure and those who are always uninformed because they will have the possibility to rely on others’ help.

Second, because the project will be presented to the rest of the class at the end, students who are always seeking for attention will be well served. In fact, those students like to be the “class clown” and by presenting a funny aspect of themselves recorded on video, they get their precious minute of fame.

Third, a project like this is not something students are used to doing during their usual school day. It is an exciting project that can motivate them, especially the bored students. Even though they do not notice, a media production project offers the possibility to evaluate every ESL competency and students will not even notice they are being evaluated because they are having so much fun. This exciting aspect is also beneficial for energetic students who always need to move around and cannot stay in place for more than a few minutes. Indeed, by

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asking students to take part in a project which has many steps to complete in addition to rehearsing and shooting a video, energetic students’ needs are fulfilled.

Fourth, because students have the possibility to choose the product they want to present in their infomercial and because they have to decide practically everything in each step of the project, a media production project such as this one is perfect for control-seeking students. Although the project is the teacher’s decision, students control how the project will be carried out. Having their topic approved by their teacher does not threaten their control and the teacher still controls the overall situation.

Our project fits in with another classroom strategy that would be interesting to use in class. In fact, another effective way to prevent moments of disruption is to choose activities that respect the students’ multiple intelligences. When focusing on the different abilities students can have, it helps them to be more confident and to feel less pressure. Because of that, students are less inclined to disrupt since their needs are already satisfied.

3.3 Problems EncounteredWe chose to create an infomercial because we thought it would be fun to make a

humoristic version of an infomercial. When the project was presented to us, we immediately came up with numerous good ideas. The time schedule was easy to respect because we planned ahead and shared the tasks equally. However, some elements were problematic while filming the video. The script was so funny that some scenes had to be done several times because we could not stop laughing. This slowed down the filming. To solve this problem, we decided to leave the cameraman and the actor alone to film the scene but it was not always successful because the camera man laughed so much the scene looked like it was being filmed during an earthquake. In addition, learning the text was difficult for some of us. We wrote our texts on big posters so we could read our text instead of memorising them. We wrote our texts on big cardboards, so we could read our text instead of memorising them. Video production was new to all of us, so we did encounter some difficulties. For example the lighting when filming caused us some retakes because we had not thought about proper lighting. We had to plug the video into an electrical socket because we ran out of batteries and the editing was difficult for us. We were lucky to have Anne’s mother who kindly offered to help us with the editing. The problems that we encountered were always solved as a team.

For future video production, we suggest to check the camera batteries ahead of time. Having the props, the settings and the costumes prepared in advance help to help the filming go faster. The storyboard is a helpful tool because it allows you to keep track of what you are doing. It helps to see what has been done and what needs to be done. We produced our video in a house, which meant that we needed a means of transportation. Also we had to be available on the same day. To simplify things, we could have filmed the video at school during our free time. In addition, filming each scene chronologically helps to simplify the editing part.

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3.4. Project vs. the MESL Curricula

How it applies to the infomercial project

Bro

ad A

reas

of L

earn

ing

Media literacy

Awareness of the place and influence of the differentmedia in his/her daily life and in society.

When they analyse an infomercial, students reflect on the role of media in society.

Students realize the enormous amount of publicity on television. The project helps students become aware of how publicity creates false

needs for the viewers.Understanding of media representations of reality.

When students analyze the infomercial, they take notes about the language used to capture viewers’ attention. They realize how images and testimonials play an important role in the production of such a video. They understand how infomercials manipulate reality to present a positive image of the product.

Use of media-related materials and communicationcodes.

Students have to understand the production procedures to be able to create an infomercial.

Students use technicalities related to video production such as the use of a camera, an editing program and the language used in media.

Environmental awareness and consumer rights and

responsibilities

Responsible use of goods and services. During the project, students have to analyze an infomercial. Therefore,

they realize how publicity manipulates society because it creates a false or unnecessary need to get viewers to purchase the product.

Students become aware of the importance of making good choices when purchasing a product.

Cro

ss-c

urri

cula

r co

mpe

tenc

ies

Intellectual

Use information Students use the information included in the infomercial to create their

own video. Students use the information in the booklet to work on the project.

Exercise critical judgment When students analyze the infomercial, they have the opportunity to

make judgments about the way it is produced and its impact on consumers.

Methodological Adopt effective work methods Students follow the guidelines and deadlines but organize their own

work inside the given time frame. Students have to work effectively and plan ahead to shoot the video

without loosing time.Use information and communication technologies

Students have to use a camera to shoot the video. Students have to use a video editing program to produce the final

product.

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Personal and social

Cooperate with others Because the whole project is done in teams, students have to talk

together and discuss the tasks to be done as a team. They have to make decisions, separate the tasks and work together.

Communication-related

Communicate appropriately Throughout the whole project, each member of the team has to share

his or her ideas, discuss the tasks, give an opinion and talk when shooting the video. Therefore, each team member has to use the appropriate language.

ESL

com

pete

ncie

s

To interact orally in English

Throughout the whole project, students have to discuss different issues related to the tasks to be done. They have to talk when they brainstorm on ideas, create the storyboard, write the script and of course, when they shoot the video.

To reinvest understanding of oral and written texts

When students analyze the infomercial, they reinvest the key elements they find by including the important ones in their project.

To write texts To prepare for the shooting of the video, students have to write a script, have it peer reviewed and make the necessary corrections.

Rel

ated

con

tent

CultureAesthetic aspect of culture

An infomercial is a form of media which promotes a product. This form of publicity is associated with of North American culture.

Language repertoire

Functional language Requesting, receiving and providing feedback Sharing information Promoting cooperation Constructing meaning with others Planning the production Setting goals

Vocabulary Vocabulary related to the issues inspired by the broad areas of

learning Descriptions of an infomercial Vocabulary related to different products Vocabulary related to adjectives used in an infomercial Vocabulary related to selling products in an infomercial

Vocabulary related to the development of the cross-curricular competencies Talking about how to produce an infomercial Talking about how to organize the project Talking about how to use TIC Giving his or her opinion about an infomercial and its impact on

society Vocabulary related to the response, writing and production processes

Words linked with the production of a video (narration, focus, background, title, credits, bloopers, etc.)

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________________________________ESL Pedagogy III – Project 2R

elat

ed c

onte

nt

Production process

Preproduction phase Students brainstorm on possible topics Students activate prior knowledge about the topic Students can research the topic Students determine the language to be used by examining an example

of an infomercial Students create a storyboard Students write a script Students determine roles and responsibilities within the group

Production phase Students create the media Students use media conventions and techniques that were found when

analyzing the infomercial Students use a camera and an editing program

Postproduction phase Students present their video to a group Students do a self-evaluation of the project

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Reference ListBiegel, K. (1998). It's show time: Video production in the EFL classroom. The Japan

Association for Language Teaching, 22(8). Retrieved March 29, 2009, from http://jalt-

publications.org/tlt/files/98/aug/index.html

Bygate, M. (1988). Units of oral expression and language learning in small group interaction.

Applied Linguistics, 9(1), 59-82.

Coelho, E. (1992). Jigsaw: Integrating language and content. In C. Kessler (Ed.), Cooperative

language learning (pp. 129-152). Upper Saddle River, NJ: Prentice Hall Regents.

Cotterall, S., & Cohen, R. (2003). Scaffolding for second language writers: Producing an

academic essay. ELT journal, 57(2), 158-166.

Cummins, J. (1994). Knowledge, power, and identity in teaching English as a second

language. In F. Genesee (Ed.), Educating second language children: The whole child,

the whole community (pp.35-58). New York: Cambridge University Piero.

Johnson, R. T., & Johnson, D. W. (1994). An overview of cooperating learning. In J.

Thousand, A. Villa and A. Nevin (Eds.), Creativity and collaborative learning: A

practical to empowering students and teachers (pp. 31-44). Baltimore, MD: Brooks

Publishing Co.

Kagan, S., Kyle, P., & Scott, S. (2004). Win-win discipline. San Clemente: Kagan Publishing.

Keene, M. D. (2006). Viewing video and DVD in the EFL classroom. Department of World

Education, Beijing University, 8(1), 217-234.

Ministère de l’Éducation, du Loisir et du Sport. (2007). Programme de formation de l’école

québécoise, enseignement secondaire, premier cycle. Québec, QC: Author.

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Project Criterion-Based Evaluation FormPart A

The following items should be completed and handed in (or done). ITEM Yes No Comments

Video Primary responsibility:

Notes – list of features typically associated with infomercials

X Annie

script - draft(s) X Anne, Annie, Geneviève, Marie-Claudefinal script X Marie-ClaudeStoryboard X Annevideo cassette X Anne

Project for high school studentsPlanning (template) X AnneBooklet X Annie

OtherReflective analysis X Anne, Annie, Geneviève, Marie-ClaudeProgress reports X GenevièveProject presentation to class X Anne, Annie, Geneviève, Marie-Claude

Part B – QualityITEM/ CRITERIA Degree of mastery

Video Script A range B range C range D range- genre features (format, language)

Very much in evidence.

Generally in evidence.

Somewhat in evidence.

Not totally obvious the video is supposed to deal with infomercials. .

- vocabulary /word choice

Always appropriate, varied

Generally appropriate, somewhat varied

Occasionally inappropriate, somewhat limited range

Frequent errors, limited range (highly repetitive vocabulary)

- grammar No errors few errors Quite a few errors

Frequent errors

ActingVoice – pronunciation/ intonation

Excellent Good Fair Poor

Voice - audibility Loud and clear Generally clear and loud enough

Frequently not clear/ difficult to understand

Not audible/ couldn’t be understood

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Interpretation of role Gestures, actions well adapted to the character.

Gestures, actions generally well adapted to the character.

Gestures, actions at times not well adapted to the character.

Little effort to adapt gestures, actions in function of the character.

Technical quality of videoTitle included Yes noCredits included Yes noLength: 5-7 minutes Yes noSound quality excellent very good fair poorImage quality excellent very good fair poorEditing excellent very good fair poorCreativity very high high fair lowBooklet for high school studentsContent/OrganizationProcedures/ steps Clearly

explainedGenerally clearly explained

Occasionally not clearly explained

Not clearly explained.

Time frame Very clear Generally clear Somewhat problematic

Highly problematic

Peer/teacher review forms (script): criteria

Highly relevant

Generally relevant

Some gaps Numerous gaps

Criterion-based evaluation forms – checklist: criteria

Highly relevant

Generally relevant


criterion-based evaluation forms - quality: criteria (Rubi-star)

Highly relevant criteria

Generally relevant


Language- vocabulary/ word choice

Always appropriate

Generally appropriate

Occasionally inappropriate

Frequent errors

- grammar No errors Few errors several errors Frequent errorssentence structure No errors Few errors several errors Frequent errorspunctuation No errors Few errors several errors Frequent errorsspelling No errors Few errors several errors Frequent errors

Reflective analysisParts included: Indicate below who had primary

responsibility for each part. Pedagogical value (minimum 3 items)

Yes No Anne, Marie-Claude, Geneviève

Classroom management (2 items)

Yes no Annie, Marie-Claude

Problems (including low tech options – 3 items)

Yes No Geneviève

MELS program Yes No Anne

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APA reference list (minimum 10 items)

Yes No Annie

Content/organizationRelevance Highly

knowledgeable Generally knowledgeable

Some gaps, lack of depth

Numerous gaps, weak theoretical grasp

References: minimum 10 10 or more 7-9 5-6 0-4References – APA style Accurate for

both in-text references and list

Generally accurate

Several errors Numerous errors or items missing

LanguageVocabulary/ word choice Always

appropriateGenerally appropriate

Occasionally inappropriate

Frequent errors

Grammar No errors Few errors Several errors Frequent errorsSentence structure No errors Few errors Several errors Frequent errorsPunctuation No errors Few errors Several errors Frequent errorsSpelling No errors Few errors Several errors Frequent errors

Part CSelf-evaluation: Based on how you completed parts A and B above, circle the grade you propose for your team.

Self-evaluation by team Course instructor’s evaluationA+ 94 95 96 97 98 99 100A 90 91 92 93 A- 87 88 89 B+ 84 85 86 B 80 81 82B- 77 78 79C+ 74 75 76C 70 71 72 73C- 67 68 69 D+ 64 65 66 D 60 61 62 63E Less than 60 (failing grade)

Final grade = /40

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Documents

annebellavance.weebly.com€¦ · Web viewItem Yes No Comments Video Primary responsibility: Notes – list of features typically associated with infomercials X Annie script - draft(s)