Unit Assessment Outline

Performance Assessment:
You and a partner are ad developers for a company that sells brand-new,
completely unique products. They have come up with 3 new products to sell and
have asked your team to create an advertisement for one of them. Your ad will
either be shown to TV viewers as a 30-second commercial or to internet surfers
as a pop-up ad. Through what you know about developing media messages, you
must come up with an ad that will convince consumers to purchase your
product. Be sure to include persuasive techniques, fact and opinion, bias, and an
expression of viewpoints and values in your message. Also make sure you are
including only the most important information about the product to share. In
order to keep your job, the product must sell to at least 50% of the people who
see the message you create. You will have the opportunity to present your
commercial or pop-up ad to an audience but remember, as an ad developer you
wont get to verbally explain your product; make sure the advertisement speaks
for itself.
Once you have completed your advertisement, the company wants you to
individually reflect on your work. If the product doesnt sell well, this could help
you keep your job if they see you have done everything they asked of you. In
this reflection, include why you chose one form of media message over the
other. How did this media form specifically help you achieve your goal the best,
rather than using the other type? Be sure to include what you know about both
verbal and visual messages. You should also include an explanation of the
persuasive techniques, values and viewpoints that are expressed, bias that is
included, and the different facts and opinions displayed in your advertisement.
Furthermore, include why you chose to include certain information over what
you left out. Each partner will turn in their own report.
You will be uploading your commercial or pop-up ad to the class website. You will
need to print a copy of your reflection and turn it in on the day of presentations.
Three Products (you can only pick 6 of the 10 facts about the products to include
in your ad)
Laundry Machine
o Washes and dries laundry at the same time
o Identifies stains in clothing and removes them
o Once laundry is done, it folds it for you
o Can hold 5,000 items at one time
o Invented by scientists from Harvard
o Cost is $899
o Comes in a wide variety of sizes and colors
o Potentially starts house fires
o Special type of detergent required and sold separately
o Sometimes has a tendency to dye everything green

 Mood Pen
o Writes in a certain color depending on your mood
o Uses advanced technology to detect mood through
fingers
o Created by teenagers, for teenagers
o Has helped people express their true feelings
o Cant control what mood it expresses
o Can get it at a local store near you
o Glow in the dark version available
o Runs out of ink quickly, much be refilled often
o Must be recharged every 30 minutes
o Has been known to cause electric shock
Invisibility Spray
o Makes you invisible for as many hours as you choose
o One spray makes you invisible for one hour; two sprays
make you invisible for two hours, etc.
o Can get 2 cans for the price of 1
o If not thoroughly sprayed, certain body parts will begin
to appear
o Helps you sneak into secret places
o Created from an element found on Mars
o Only works on people under the age of 25
o Only appear invisible, wont be able to walk through
things
o Currently there is a wait list to buy the product
o Helps people discover the secrets of the world
- This assessment would take place at the end of the unit, and
students would present their projects on the last day. It would be given to
the students a few days in advance (around the middle of the unit). They
would be given specific days of planning and working with their partner
who they will choose (on a case-by-case basis I will assign partners when I
feel it is needed), and any work that isnt completed in class will need to
be done at home. Cameras and computers will be provided for half of a
class one day. Students will be expected to know how to use recording or
computer design techniques as they have used them in the past, but I can
provide support to those who need it.
- The 3 types of product would be created by me and given to them
with the project (see above), and they could pick which one they wanted
to focus on. Each product would have a list of 10 facts about it but they
would need to choose the 6 they find most important and only include
those.
- Students will also need to pick 2 other projects (one commercial, one
pop-up ad) and identify the different elements that are being asked for.
They will be given a chart to use that will have a table and sections for
each aspect I am looking for them to identify. The columns will include

bias, values, viewpoints, persuasive techniques, facts, opinions, and

intent. They will also give a short explanation as to whether or not the
advertisement was effective and why.
- The performance task prompt and chart are included in separate
attachments. The three product descriptions will be on the back of the
prompt. The charts will be given on the day of presentations.
- The refection will be worth the most at 60%. Students will be graded
on whether or not they demonstrate that they accurately understand all
the elements, and whether or not each is included. The advertisement will
be worth 30%, and will be graded on whether or not it includes all the
elements asked for. I will have a checklist to mark off each part as they are
presented. The evaluation of other projects will be worth 10% and will be a
completion grade.
- The unit objectives that will be covered with this assignment are; U1,
U2, K1, K2, K3, K5, K6, K8, K10, K11, K12, K13, D1, D2, D3, D4, D5, D6,
D7, D8, D9, D10, D11

Formative Assessment Plan

What methods will you use to gauge students progress towards the learning
goals and provide feedback and support leading up the summative
assessments? These should include both formal and informal methods of
assessment.
Formative Assessment
Description
(including implementation &
feedback plan)

Alignment with
KUDs

Alignment with
Summative
Assessment(s)

For the independent practice part of

the fact and opinion lesson plan, I
would give students a printed version
of an editorial on physical education.
They will have to find two examples
of facts and two examples of opinion
within the editorial. They would need
to explain how they know it is a fact
or opinion as well. I would collect
them to review that night and identify
any common misconceptions the
class has in either their highlighted
answers or reasoning. I would give
feedback to students on their sheets,
and we would review as a class the
next day, going over possible
answers and providing support where
needed. This assessment would come
towards the beginning of the unit,
and would be given during the lesson
on fact and opinion.
In class students will watch an
advertisement, and will have to
identify the different elements on a
graphic organizer. These aspects will
include any bias they see, viewpoints
and values being expressed,
persuasion techniques, and what they
believe is the authors intent. It will
come towards the middle of the unit
and be given the day after we have
finished discussing all of these
elements. I will collect them to review
that night and identify the elements
they are having the most trouble
understanding. We will review them
as a class, along with me adding
notes to their organizers. I will give
more examples and explanation as
needed.
Students will create a blog entry
surrounding a conflict they have
experienced. They will pay particular
attention to their word choice and the
information they choose to include.
At the end, students will explain how

U1, K12, D1

This will help

students prepare
for their project
by making sure
they can identify
fact vs. opinion in
order to include it
in their own
creation. It also
gives them the
opportunity to
evaluate a media
message which
they will need to
do when others
present their
products.

U1, U2, K1, K2,

K8, K11, D1, D4,
D5, D8, D9, D10

Having to identify
these elements in
others works will
help them see
how they are
perceived so they
make sure they
come across in
their own
messages. It will
also help when
they have to view
other classmates
projects.

U2, K4, K9, K10,

D2

This assessment
will give students
a chance to
generate their
own messages
before the

information they left out changes the

perspective of the conflict. They will
also be encouraged to include
elements of bias, values, viewpoint
and intent in order to persuade the
reader that they are in the right in the
situation. Students will use what they
know about persuasive techniques to
create a blog they think would
convince a reader to be on their side.
I would provide feedback to the
students on whether or not I could
see each element in the blog. I would
also say whether or not I was
convinced, and give them tips about
language and techniques to use in
order to make their blog more
persuasive. This assessment would
come closer to the end of the unit but
a few days before the project is due.
After the persuasive techniques
U2, K2, D9
concept development lesson, collect
the generalization statements that
students came up with on their own.
Look over them that night to see
what students got out of the activity.
Comment on the statements with
guiding questions to extend thinking,
connections back to what we have
already learned in the unit, or
clarification on any misconceptions.
Use the information you get from this
assessment to see what students
understand about persuasive
techniques and what may need to be
re-taught or re-focused on.

performance
task. They will
get feedback on
their ideas and
the techniques
they know, which
will help when
they think about
how they want to
persuade
consumers to
purchase their
project.

Students will be
practicing
evaluating
techniques, and
come up with
patterns or trends
that they see will
persuasion in
media message.
This will help
them when they
have to identify
persuasion
techniques in
their peers work,
and when they
are trying what
ways they can
use to include it
in their own
projects.

A discussion on bias and viewpoint in U1, U2, K8, K11,

media messages will happen after
D5, D8
students learn about them in the
values, viewpoints and bias content
plan day. This discussion will include
images and examples of media
messages, and students will be asked
to identify possible biases and
viewpoints portrayed in those
messages. Students can volunteer
answers, but cold calling will also be
used to ensure that each student
understand the information.
Feedback on student answers will be
provided throughout the discussion,
as well as extension in connection
with other aspects we have learned
about. The discussion will also inform
the teacher how well students are
able to recognize bias and viewpoint
in a media message. It will allow the
teacher to clear up any
misconceptions that come up, as well
as provide information on what
information about bias and viewpoint
should be reviewed in the future.
Students will create a media message U2, K4, D2, D11
for homework from one of the
following types of media messages;
editorial, blogs, advertisements or
websites. They will include the
elements of the message form they
pick and the media message will be
about their favorite book. This will
come at the beginning of the unit as
homework for one of the first lessons.
Students will share them with their
groups, and then turn them in. I will
look over the messages and provide
feedback for students. The feedback
will comment on the clarity of their
message, and how well they used the
elements of the media form they
chose.

The assessment
will give students
feedback on how
they are able to
identify bias and
viewpoint before
they are asked to
do it in the
performance
task.

Students will get

an introduction
into creating their
own messages,
which they will
have to do for the
final project.
Focusing on the
characteristics
they learned
about for each
type will ensure
they look to
include them for
the type they
choose for the
performance task
as well.