Title コマーシャルを作ろう  Let's make commercials!
Unit/Lesson No. Recycle/Lesson 10
Topic Making commercials for recycling
Function Task-based project
Focus Help students integrate what they have learned about recycling through a commercial-making group project
I. BACKGROUND INFORMATION FOR TEACHERS

Purpose of This Lesson

Students will work in groups and integrate what they have learned in the Recycling unit. They will make commercials related to the theme of the unit as their final project.

Teacher Instructions

  1. Before class, prepare the handout and transparency.

  2. Explain activity 1 showing Transparency 1. Hide the rest of the transparency. Have students free-write what they have learned in this unit. Encourage students not to think about language forms. Stop in 10 minutes.

  3. With the whole class, discuss what students have learned in this unit. Write down key words on the blackboard as the discussion progresses.

  4. Distribute Handout 1 to students. Explain the final project using the transparency: Students will work in groups of three or four The commercial is going to include acting-out by all the members of a group. The commercial will be video-taped. The length of the commercial will be about 1-2 minutes, and on the presentation day, they will show it to the whole class. Assign them a presentation day and a due date for the video.

  5. Have students form groups of three or four. Start with activity 3 on the handout. Walk around and check their progress. Activities 7 and 8 can be done outside of class.

  6. Have each group submit the media (video) before presentation day. Watch all the commercials and write down the strength of each group and come up with an award name for them using Scoring Guide under the Assessment section.

  7. On presentation day, explain how they are going to evaluate other groups’ commercials using the peer review guide under the Assessment section. Then, have each group introduce themselves and show their commercial. For each commercial, have the whole class discuss the main point. Repeat the process.

  8. After all groups are done with their presentation, have each student write down on a piece of paper which group’s commercial was the best and the reason(s) why s/he thinks so. Collect the papers.

  9. Read the votes to the class and tally the scores. Conduct an awards ceremony. After the best commercial is awarded, give out other awards.

Assessment

Scoring Guide

[Name:                                                                      ]

score
Content Organization Creativity/Effect Grammar/ Vocabulary accuracy
3
Excellent: Message is great and clearly conveyed. Excellent: great sequencing and organization Excellent: very creative and great effect Excellent: frequent use of new vocabulary and accurate grammar
2
Good: Message is good and nicely conveyed. Good: good sequencing and organization Good: creative and good effect Good: some use of new vocabulary and good grammar
1
Adequate: Message is vague or not clearly conveyed. Adequate: some organization Adequate: minimum work Good: minimum use of learned materials
0
Poor: Message is not clear at all. Poor: no organization Poor: no evidence Poor: many mistakes
sub total

            / 3

            / 3

            / 3

             / 3
Total score
/ 12

Peer Review Guide

Version 1

[ Group:                                  ]

  1. Is the message of the commercial clear? What is the main message?
  1. Is the commercial organized nicely? Is the sequence of each part good?
  1. Is the commercial well made? Is it creative? How is their acting? How is the use of visuals?
  1. Do you think the commercial is effective for promoting recycling (or whatever their main point)?
  1. What do you think is the strength of the presentation?

Version 2

Circle one. (1 = not at all, 2 = not much, 3 = so so, 4 = very much, 5 = exceptionally)

[ Group:                                  ]

Q1. The message of the commercial is clear. 1 2 3 4 5
Q2. The sequence/organization is good. 1 2 3 4 5
Q3. The commercial is creative. 1 2 3 4 5
Q4. The visual/effect/acting is good. 1 2 3 4 5
Q5. The commercial is effective. 1 2 3 4 5
Comments:

II. STUDENT ACTIVITY HANDOUTS

Handout 1

コマーシャルを作ろう！

Planning and preparation:

1.    This is the final project for the recycling unit! Free-write what you have learned in this unit in your notebook. You will have 10 minutes. Don't worry about correct grammar or kanji. Just let your knowledge out and write!

2.    Share what you have written down with your classmates.

3.    Form groups of three or four for the final project.

4.    In groups, brainstorm messages you want to convey through your commercial and write them down. Then, decide the main point of your commercial.

Example:  stop people from throwing away cans, raise awareness about air pollution, and etc.

5.    Discuss and decide the content and the sequence of the presentation. Draw the important components of your commercial. The length is about 1-2 minutes.

Example:

6.    Make a scenario of your commercial. Ask teacher for help on vocabulary, expressions, or grammar if necessary.

7.    Practice acting out according to the scenario. All the members of your group are required to have active roles in the commercial and to use Japanese.

8.    Record/shoot your commercial. Ask your teacher if you need technical assistance.

9.    Submit the video to your teacher.

Presentation:

10. Introduce the members of your team and show your commercial to the class.

11.  Discuss the main message for each commercial with the whole class.

12.  Vote for the best commercial with reasons why.

III. VISUAL AIDS FOR TEACHERS

Transparency 1

same as Handout 1