Assignment 2: Develop an Online Media Assignment
In this exercise, students will create a radio advertisement based off a short article and related questions. This particular project is aimed at a fourth and fifth grade class, as part of a Language Arts program.
The learning outcome being evaluated here is that the students will be able to incorporate the contextual vocabulary featured in the article into a series of sentences (paragraph) using appropriate conventions (spelling, capitals, and sentence structure).
The unit that this radio project is derived from a set of comprehension questions that follow a three-paragraph article on the Mexican dish, mole. Students are asked to pretend that they are the cook, and explain (in writing) how the shopping for, and preparing of, mole is complex.
On the next assignment, students are asked to create an advertisement for a new Mexican restaurant promoting their opening and authentic dishes including chicken and mole sauce. The target audiences for the assignment are local businesses and individuals, and criteria of what to include in the ad is provided. The previous writing assignment will act as a script for the recording.
Having students create a media project as a culminating activity makes a lot of sense. It allows them to continue to develop facility with technology, synthesize their reading comprehension and sentence structure, and, in this case, “Identify how differences in context, perspectives, and voice influence meaning in texts” (BC’s Curriculum, n.d.). Criteria to be assessed is: sentence structure, use of contextual vocabulary, vocal expression and performance, use of technology. Specifically, sentence structure assesses proper sentence form (subject/predicate, verb agreement, and sequencing); the use of contextual vocabulary assesses the integration and correct usage of supplied vocabulary; vocal expression and performance assesses diction, pacing and expression in reading; use of technology assesses quality of audio (is it audible) and use of audio effects (addition of music and effect to attract attention). In addition to the aforementioned BC curricular competency this formative assessment also aligns with the BC curriculum’s competencies for students to:
- Consider different purposes, audiences, and perspectives in exploring texts
- Synthesize ideas from a variety of sources to build understanding
- Use a variety of comprehension strategies before, during, and after reading, listening, or viewing to guide inquiry and deepen understanding of text
British Columbia Ministry of Education. (2021). English Language Arts 5. Retrieved from the Government of British Columbia website: https://curriculum.gov.bc.ca/curriculum/english-language-arts/5/core
Creating a Radio Advertisement
[Student Assignment Page]
Now we are going to record the advertisement we created from the last assignment. Using QuickTime, record your advertisement (if you need a reminder, there are how-to links below.). You are trying to get people and businesses from the community to come and try your brand-new Mexican restaurant. Remember to use the vocabulary listed on page 18 to add detail to your ad when you are writing it. Make it try to sound like a real radio broadcast! You will be marked on your message, how you deliver it, and how you use the technology. Please review the rubric before you start so you can begin with the end in mind.
You will need to make up a name and an address for your restaurant and use an expressive (radio) voice when you are reading. People will be excited if you are! Please add some music that suits your restaurant; you can find lots of free music on the internet (try going to this site). You will need to download your music to your computer, just like we practiced in class. If you need a reminder on bringing music into your project, there are how-to links below. A tip: Spanish music is well-known for a style called flamenco.