Create A Commercial

4th Grade Project Based Learning Lesson Plan

Teacher: Ms. Lastiyano

Date: 11/12/2015

Activity & Purpose

For this activity, students will separate into teams of four; a writer, designer,
spokesperson and film editor. We are creating our own commercials, and in
each team, the product will be designed, given a description and recorded
into a one minute commercial. Each team must contribute in order for this to
be successful. This activity is meant to promote teamwork, public speaking
and critical thinking. The entire project is worth 100 points, 25 point per
element.
Writer: The team writer will document ideas and create a script for the
product the team has created. Please be sure that grammar and punctuation
are used correctly.
Designer: The team designer will illustrate the product and provide any
additional illustrations, that may improve the overall look of the product your
team comes up with. However, as a team you are not limited to paper,
please feel encouraged to use 3-D materials to create your product.

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Spokesperson: The team spokesperson will be the voice, and salesman.
Use your creativity and really sell your teams product. As the spokesperson
you will be reading the script for the commercial. Again, as a team you are
not limited, to just one person in the commercial-however, because you only
have one minute, the team spokesman must be the one to provide the
monologue for the product.
Editor: The team editor will trim, and smooth out the video for your team.
As the editor you have to make sure that your video has smooth transitions
(if any) and that your sound quality is good enough for everyone to hear. You
will tie up loose ends and make the final product.

Education Standards
1. Content Area: Reading, Writing, and Communicating
a. Standard: 1. Oral Expression and Listening Prepared
Graduates: Use language appropriate for purpose and audience.
b. Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 4 topics and texts, building on others ideas
and expressing their own clearly. (CCSS: SL.4.1) i. Come to
discussions prepared, having read or studied required material;
explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion. (CCSS:
SL.4.1a) ii. Follow agreed-upon rules for discussions and carry out
assigned roles. (CCSS: SL.4.1b)
c. Report on a topic or text, tell a story, or recount an
experience in an organized manner, using appropriate facts and
relevant, descriptive details to support main ideas or themes;
speak clearly at an understandable pace. (CCSS: SL.4.4)
d. Add audio recordings and visual displays to
presentations when appropriate to enhance the development of
main ideas or themes. (CCSS: SL.4.5)

Objectives
Students will come together to make a commercial using collaborative
strategies and creative writing skills.

Materials Needed
1. Writing Utensils
2. Coloring utensils (markers, colored pencils and crayons
3-D materials to be found in the classroom, or
recycled from home.
3. Laptop/Ipad to edit and produce your video.
4. Imagination.

Create A Commercial: RUBRIC

JOBS

25 - 20

15-10 pts

5-1points

0 points

Points

3
pts
All writing is
clear, ideas are
well
documented
and organized
for group to
utilize. Grammar
and punctuation
are properly
used.
Participates and
contributes in
group
discussions.

Writing is
somewhat
clear, ideas
are
documented,
some
organization
used. Some
grammatical/p
unctuation
errors.
Participates in
group
discussions.

Writing is
unclear, ideas
are
unorganized
and poorly
documented.
Several
grammatical/p
unctuation
errors. Little
participation
in group
discussions.

No
participatio
n.

/25

Spokesperson

Spokesman uses
a clear voice
when filming
commercial.
Stands tall and
creatively
expresses ideas
clearly
contributes in all
group
discussions and
collaborations.

Spokesman
uses a clear
voice when
filming
commercial.
Appears
nervous,
swaying, but
expresses
ideas and
contributes in
all group
discussions
and
collaborations.

Spokesman is
unclear when
speaking.
Hard to hear
in commercial.
Appears
uninterested/l
ack of
enthusiasm.
Little
participation
in all group
discussions
and
collaborations.

No
participatio
n

/25

Editor

Commercial is
well timed,
sticking to the 1
minute criteria.
Transitions are
smooth, and
overall is
smooth and
original.
Contributes to
all group
discussions and
collaborations.

Commercial
falls short one
minutes
criteria, but is
well edited. No
transitions,
video is
smooth.
contributes in
all group
discussions
and
collaborations.

Commercial is
under time.
Show no
editing and
appears
choppy in
segments.
Little
participation
in all group
discussions
and
collaborations.

No
participatio
n.

/25

Uses multiple
(2-D/3-D)
resources and
utensils to
create team

Uses resources
and utensils to
create team
product.
Product is

Uses little
resources and
utensils to
create team
product.

Writer

Designer

No
participatio
n.

/25

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product. Product
is completed,
and background
set for video is
complete and
clean.
Participates in
group
discussions.

Team
Grade

completed,
background
set for video is
complete but
could use
refinement.
Participates in
group
discussions

_______/100
Score__________/25

Product is
incomplete,
background
set also
incomplete.
Participates
little in group
discussion.

Individual

ED 442 Scoring Guide: Performance Tasks & Rubric Design (rev. fall 2014)
Self-Assessment: Please highlight where you think your work falls and give yourself a total

5
score for each part and a total, overall score
Performance Task Scoring Guide
Factors to consider when designing and evaluating performance tasksmost good performance tasks
will incorporate all seven of these or as many as possible:
Factor

Generalizability (is there a

high likelihood that the
students performance on the
task will generalize to
comparable tasks?)

High likelihood of
generalizing

Low to no likelihood of
generalizing

Authenticity (is the task

similar to what students
might encounter in the real
world as opposed to only in
school?)

Very similar &

authentic

Not similar/authentic at all

Multiple foci (does the task

measure multiple
instructional outcomes?)

Measures 3 or more
instructional
outcomes (but not
TOO many)

Measures only one outcome

Teachability (can the

students become more
proficient in this with
instruction?)

Yes, teaching can

increase students
proficiency

No, this skill is not something

that can be taught

Fairness (does the task

avoid bias?)

Yes, task avoids all

bias

No, task shows some bias

Feasibility (is the task

realistically implementable in
relation to its cost, space,
time, and equipment
requirements?)

Very realistically
implementable

Not realistically
implementable

Scorability (is it likely to

elicit student responses that
can be reliably and
accurately evaluated?)

Yes, very likely to

elicit responses that
can be reliably and
accurately evaluated

No, not likely to elicit

responses that can be
reliably and accurately
evaluated

Originality and Out of

the Box Concept for task
(similar to examples shared
from local schools and on

Yes, very original and

out of the box
concept. Not run of
the mill or too

No, not much evidence of

originality or out of the box
thinking. Quite traditional or
simplistic.

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videos)

traditional.

Total score for design of performance task:

24/24
Rubric Scoring Guide
Rubric Element

Exemplary

Proficient

Developing

2 points

1 point

0 points

Evaluative criteria match the

task appropriately

5-4

3 to 0

Includes at least three levels of

quality (e.g., exceeds, meets,
approaches expectations) but not
too many

Descriptions of levels of quality

for the evaluative criteria are
clear and appropriate (describe
in words what a response looks like
when its high, medium, low)

8-7 points

6-5

4 to 0

Includes clear indication of how

the rubric will be used for
scoring (e.g., point values or other
indication)

Includes evaluative criteria

(ideally not more than four or less
than three)

Total score for rubric:

Final, total score:

20/20
44/44