P R O J E C T D E S I G N : O V E R V I E W page 1

Name of Project: Lights, Camera, Action Duration: 2 weeks

Subject/Course: English Language Arts Teacher(s): Mrs. Hickle Grade Level: 8th
Other subject areas to be included, if any:

Key Knowledge and 8.3 The student will analyze, develop, and produce creative or informational media messages.
Understanding a) Evaluate the persuasive/informational technique being used in nonprint media including television, radio, video, and Internet.
(CCSS or other standards) b) Examine how values and viewpoints are included or excluded and how the media can influence beliefs, behaviors, and
interpretations.
c) Use media and visual literacy skills to create products that express new understandings. d)
Evaluate sources for relationships between intent and factual content.

Success Skills Critical Thinking/Problem Solving X Self-Management X

(to be taught and
assessed) Collaboration X Other: Communication X

Project Summary
(include student role,
issue, problem or
challenge, action taken,
and purpose/beneficiary)
Driving Question
Each group will have a leader that acts as ‘producer’ for this assignment. Each group will also have actors that act out
the assignment students come up with. Students will create an advertisement for an issue that they find important. (Ex.
– equality, animal rights, etc.) and create a short “film” persuading people to take up for their cause.
How do you get people to hear what you are trying to say and how can the media be used to convey these thoughts?

Entry Event Video about particular student selected (teacher approved) topic

Products Individual: Specific content and competencies to be assessed:

Scripts written with teammates Writing is grade level appropriate and is on task for the
given assignment

Team: Specific content and competencies to be assessed:

Working together for smooth flow and delivery of Students are able to work together collaboratively to avoid
information and points any slips or hiccups in “film” production

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 P R O J E C T D E S I G N : O V E R V I E W page 2
Making Products Public The groups will present to all grade levels and talk about why their topic is important to them.
(include how the
products will be made
public and who students
will engage with
during/at end of project)

Resources Needed On-site people, facilities: Mrs. Hickle, librarian

Equipment: Camera, microphone, TV

Materials: Costumes and props as needed

Community Resources: None

Reflection Methods Journal/Learning Log X Focus Group

(how individual, team,
and/or whole class will Whole-Class Discussion X Fishbowl Discussion
reflect during/at end of
project)
Survey Other:

Notes:

PR OJECT DESIGN: STUDENT LE AR NING GUIDE

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Project:
Driving Question:

Final Product(s) Learning Outcomes/Targets Checkpoints/Formative Assessments Instructional Strategies for All Learners
Presentations, knowledge, understanding & success skills needed to check for learning and ensure provided by teacher, other staff, experts; includes
Performances, Products by students to successfully complete products students are on track scaffolds, materials, lessons aligned to learning
and/or Services outcomes and formative assessments
(individual and
team)

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