Grade 9
Interactive Magazine
Name: ___________________________
Class: ___________________________
Interactive Online Magazine
Problem:
Ms. Bennett and her colleagues need to learn some new information about today’s generation of teenagers and their use of technology. Your company has been hired
by Ms. Bennett to create an interactive magazine around the central theme of technology and today’s society. You will create a team of 2-3 people to compete with
other companies for the most comprehensive interactive e-magazine.
Requirements: “At least” 1 video created by your group, 1 PSA, 1 written informational piece, 1 feature story and
at least 4 other engaging elements around topics related to digital citizenship. Such as:
A three dimensional / interactive diagram
A “show me” type demonstration
A podcast
Animations
Comedy show
A photo essay
A series of informative pieces
An editorial
Augmented Reality
Music video
Graphs and info graphics
Any other creative suggestions
A series of three ads
A news report
A game show
You will need an eye catching cover page, informative information and graphics to meet different learning styles. The components of the magazine must be shared
equally with the group and clearly labelled who is responsible for each part.
Each group member must complete at least one written piece
Steps:
•
•
•
•
•
•
•
•
Time to experiment with and look for creative applications – each group will need to complete a class share of something they learned
Select a theme - around technology and today’s generation - something you are willing to learn more about and related to digital citizenship
Select a target audience - helps focus your articles, videos and other material. (teens, parents, teachers, government officials etc.)
Decide with your group which components you want to include in your interactive magazine - label who is responsible for each
Complete the planning booklet – include roles and responsibilities for each group member as well as pre-planning outlines
Begin work on your tasks – making sure to follow outlines and rubrics as you go
Keep a daily blog / tracking sheet on your progress and learning that has occurred
Ms. Bennett will be checking with you on a regular basis to assess your learning
Note on Copyright
Always check with the author or owner before using their work (even if there isn’t a copyright symbol). Just because you can copy or edit digital media
doesn’t mean you are legally allowed to; when in doubt create your own material. Always credit the person or organizations work you used.
Digital Citizenship Assignment Overview
Purpose:
To create an informative and engaging communication tool addressing the elements of digital citizenship while promoting positive usage
of technology and bringing awareness to traps and negative pitfalls involved while online.
Questions: What does digital citizenship mean? What are our rights and responsibilities as exemplar digital citizens?
How does the world of technology affect our teens of today?
Students will:
- Create an action plan addressing at least two of the elements of digital citizenship through an engaging digital media format.
- Research information around Digital Citizenship ; engaging applications and include cutting edge information
- Cite all sources, think of aesthetics and design and ensure all pieces have smooth transitions
Elements of Digital Citizenship
Digital Commerce: electronic buying and selling of goods.
A large part of today’s economy is being done online, you may address issues associated with legitimate and legal exchanges online., conflict with laws or morals of
some countries (downloading, gambling etc.) and inform your targeted audience how to be effective consumers in a new digital economy.
Digital Communication: electronic exchange of information.
One of the significant changes within the digital revolution is a person’s ability to communicate with other people (e.g. instant messaging, cellular phones, social
networks). The expanding of digital communication options have changed everything because people are able to communicate and collaborate with anyone from
anywhere and anytime. Unfortunately, many users have not been taught how to make appropriate decisions when faced with so many different digital communication
options. Through your information, your audience will be better informed of various modes of today’s communication tools.
Digital Literacy: process of teaching and learning about technology and the use of technology.
New technologies, not being taught in schools are rapidly finding their way into the work place. This process requires sophisticated searching and processing skills
(i.e. information literacy). In a digital society learners must be taught to learn anything, anytime, anywhere. As new technologies emerge, learners need to learn how
to use that technology quickly and appropriately. After viewing your interactive magazine, your audience will become more digitally literate on new ways of using
technology. How are teens using technology (social networking etc.), cool new applications, Past vs Present what the future may be like…
Digital Etiquette: electronic standards of conduct or procedure.
We recognize inappropriate behaviour when we see it, but before people use technology they do not learn digital etiquette (i.e., appropriate conduct). Many people
are unaware of appropriate digital etiquette and the implications of your digital footprint. Often rules and regulations are created or technology is simply banned to
stop inappropriate use, we must teach everyone to become responsible digital citizens in this new society. This topic may also include Cyber bullying and the
implications when proper etiquette is not followed. You may focus on pro’s and cons of popular networking sites and new applications.
Digital Law: electronic responsibility for actions
Digital law deals with the ethics of technology within a society. Stealing or causing damage to other people’s work, identity, or property online is a crime. Hacking
into others information, downloading illegal music, plagiarizing, creating destructive worms, viruses or creating Trojan Horses, sending spam, or stealing anyone’s
identify or property is unethical. This section can explore our responsibilities to maintain an ethical society as well as laws pertaining to online occurrences.
Digital Rights & Responsibilities: those freedoms extended to everyone in a digital world.
Digital citizens have the right to privacy, free speech, etc. Basic digital rights must be addressed, discussed, and understood in the digital world. With these rights also
come responsibilities; you must educate your audience on how technology is to be used in an appropriate manner.
Digital Health & Wellness: physical and psychological well-being in a digital technology world.
Eye safety, repetitive stress and carpal tunnel are examples of physical issues in technological world. Beyond physical issues there are psychological issues becoming
more prevalent such as Internet addiction, depression, anxiety. Your readers will become aware of and learn about health implications of our digital society.
Digital Security (self-protection): electronic precautions to guarantee safety.
In any society, there are individuals who steal, deface, or disrupt other people. The same is true for the digital community. In our own homes, we put locks on our
doors and fire alarms to provide some level of protection. The same must be true for the digital security. We need to have virus protection, security features in place
for networking sites, backups of data etc. Your reader will learn some ways to protect their information from outside forces that may cause disruption or harm.
Digital Citizenship suggestions to include….
Commerce
□ Buying and selling of goods online.
□ How to become intelligent consumers.
□ Process of online purchasing.
□ Long-term affects associated with online purchases.
□ How people are interacting with the digital economy.
Communication
□
□
□
□
Electronic exchange of information.
Types of instant access to others.
Appropriate use of devices.
Educational uses for communications.
Literacy
Etiquette
□
□
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□
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□
□
□
□
□
Capability to use technology knowing how and when to use it.
Infused technology.
Instruction on appropriate use; How certain technologies work..
Integral part of our daily lives.
Technology skills used in the workplace.
Law
□
□
□
□
□
Legal rights and restrictions governing technology use.
Appropriate, inappropriate, illegal and legal use.
Intellectual property rights.
How do we learn right from wrong?
Citations
Health and Wellness
□
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□
□
Physical and psychological well-being related to digital technology.
Awareness of physical dangers of technology use.
Internet addiction.
Affects of addictions.
Appearance Criteria
□
□
□
□
Easily readable font
Good page balance of text, graphic, and/or objects
Colors compliment and do not distract from the presentation
Background compliments text and graphics
Standards of conduct expected by other digital users.
Rules available for different technology.
How the rules were developed.
How technology affects others.
Ways to use technology courteously.
Rights and Responsibilities
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Privileges and freedoms extended to all digital users.
Certain rights and responsibilities extend to everyone.
Having a clear understanding of behavior required.
Being able to protect your own work.
Security
□
□
□
□
Precautions that all users must take to guarantee their safety.
Protect electronic data; Security faults.
Protecting oneself and identity.
Passwords, strangers online, giving out information.
Assignment Criteria
□
□
Create an engaging presentation providing information about digital citizenship
Professional in nature – all sources cited (in other words, you identify the
websites where you found the pictures, sounds, animation, and information)
□
□
Educational value is evident in presentation.
Correct grammar and spelling
□ Graphics must support the theme
□ Excellent design guidelines used to create presentation
□ Interactive activities to enhance your presentation.
□ All required elements are completed
□ Graphics/Animation/ links and videos are all working
□ smooth transitions – non-distracting
Group Work Rubric
You will be assessed on a daily basis for your contributions to your group. The rubric below will be followed for your overall assessment.
Remember, I am checking in with you regularly. You need to do your part!
4
3
2
1
1.1 consider and reflect upon the
contributions of others’ ideas during
discussion
Student always demonstrates
respect for others in the
group.
Student usually
demonstrates respect for
others in the group.
Student sometimes
demonstrates respect for
others in the group.
Student rarely
demonstrates respect for
others in the group.
2.1 contribute to small group
conversation choosing appropriate
strategies that contribute to
effective talk
3.4 recognize that different
situations (group work) require
different speaking and listening
conventions
Student always contributes to
the group discussion using
appropriate volume and word
choice.
Student usually contributes
to the group discussion
using appropriate volume
and word choice.
Student sometimes
contributes to the group
discussion using appropriate
volume and word choice.
Student rarely contributes
to the group discussion
using appropriate volume
and word choice.
2.3 give instructions and respond
appropriately to instructions,
directions and questions
Student demonstrates an
understanding of compromise
in a group situation. Can always
give, follow and respond to
instruction.
Student demonstrates an
understanding of
compromise in a group
situation. Can usually give,
follow and respond to
instruction.
Student demonstrates an
understanding of
compromise in a group
situation. Can sometimes
give, follow and respond to
instruction.
Student sometimes
demonstrates an
understanding of
compromise in a group
situation. Can rarely give,
follow and respond to
instruction.
10.3 attempt to use various
technologies for communicating to a
variety of audiences for a range of
purposes
Student always attempts to
use the various technologies &
programs to the best of their
ability.
Student usually attempts
to use the various
technologies & programs to
the best of their ability.
Student sometimes
attempts to use the various
technologies & programs to
the best of their ability.
Student rarely attempts
to use the various
technologies & programs to
the best of their ability.
10.4 demonstrate a commitment to
crafting pieces of writing and other
representation
Student demonstrates
Student demonstrates
commitment to the work during commitment to the work
the entire project.
during most of the project.
Student demonstrates
commitment to the work
during parts of the project.
Student rarely
demonstrates commitment
to the work during the
project.
Online Magazine – Project Planning Sheet
Group names: ____________________________________________________
The overall THEME of our online magazine is: _____________________________________________
Some subtopics related to our theme that we intend to research are:
1.
_______________________________________________________________________________________________
2. _______________________________________________________________________________________________
3. _______________________________________________________________________________________________
4. _______________________________________________________________________________________________
5. _______________________________________________________________________________________________
The target audience for our online magazine is: ___________________________________________________
because_________________________________________________________________________________.
The components and who is responsible
1.
__________________
4. __________________
7. __________________
2. __________________
5. __________________
8. __________________
3. __________________
6. __________________
9. ___________________
What do we need to do to get started?
Video Planning Checklist
Step 1: Pre production: Why? Who? What? How stage?
1.
2.
3.
4.
5.
Project description
What is the purpose of the video?
What is the topic? What do you want to say about it? (message)
What do you want them to learn or feel? (overall goal)
Who will see the video? How much do they already know? What do you want
the audience to do after viewing?
6. Is there something you have seen and would like to model your project after?
7. What research do you need to do?
8. How will the video go? (List the sequence of events to be seen)
9. Build a storyboard
10. Develop a shot list
11. Cast and Crew roles
12. Describe and identify a location
Step 2: Production: Execute the shot list
Add needed Audio, sound effects etc.
Step 3: Post Production
1. Edit video and audio
2. Output to desired format
3. Embed in digital magazine / book
Notes
Planning, Roles and Responsibilities
Who will be writing the script?
Who will be shooting the shot?
Location of shoot
Need for additional gear / props
Elements that must be included in the video
Outside talent etc. needed
How will you divide the work? List the
responsibilities of each team member
Resources and equipment needed for the project
Video Planning Sheet
Camera Shot
(Long, head
shot etc.)
Time
Visual Description
In seconds
A quick, rough sketch—no need to
be an artist!
Audio: narration,/ Music / Sound
Effects
What you will be hearing when the image is shown.
Narration (people speaking), Music (background
sound) or Sound Effect (SFX)—doors opening, car
horns, birds calling, etc.
Special Effects Action Notes:
(Costumes, props etc. )
Example
Description
Footage of cars driving
lightly in background, and
titles in foreground that
say:
Contest requirements:
● Videos must be 2
minutes or less
Must provide useful
service
Topic
People and jobs
Audio: Narrator: Make your video 2 minutes
or less and tell us why your site provides a
useful service to the public and
Production notes:
You want a monster truck announcer effect.
They’re right that 90% of it is the voice and the
reading.
This one http://www.youtube.com/watch?v=dap31vEMEi0
– is a good example. Notice that the delivery is
fast, so slowing it down to make it deeper would
not work well. But pitching it down (without
altering the length)
Do you need:
Cue Cards:
Work with people outside of class:
Computer
Video Recorder
Sound effects / Music
Notes
Length of segment
Equipment / Props etc. needed
Notes
Has the script been written?
Are there changes that need to be made
Time
Video
Audio
0-0:15
Opening graphic reads – We are connected: It’s our world
Our own creation – This is the time
0:15 – 0:23
School bulletin board – standing outside – school in background
Lauren walking into the building – younger children in the
background
Shots of phones, ipads, other tech apparatus
Music clip – Out of my Limit – 5 sec of summer (2:10 – 2:22)
Lauren: So Jason, this looks like a school where I can excel. Am I right?
0:23 – 0:36
Jason: Yeah, Lauren. Actually this is where we can work toward our future. Look at what this
group of grade 9’s are doing
Project Title:
Time
Video
Audio
Video Production Rubric
Planning
Research,
Storyboarding,
and Rehearsal
x8
Content
x8
Layout/
Design
x5
Technical
Elements
x2
Collaboration
x2
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2
1
Students research independently
and write a compelling and creative
script. The storyboard is drawn
carefully with set design and shot
compositions included. All group
members define their roles and use
video vocabulary and floor
language during rehearsals.
Students research and write a
compelling and creative script. The
storyboard is drawn carefully with
shot compositions included. All
group members have their and use
video vocabulary and floor
language during rehearsals.
Students need help to research and write a
script. There is a storyboard that is
adhered to during production. Most group
members have roles and use some video
vocabulary and floor language during
rehearsals. Students need to be reminded
to stay on task.
Students need help to research and write a
script. The storyboard does not match the
final production. Some group members
have roles and some perform very few
tasks. Some video vocabulary and floor
language is used during rehearsals.
Students need to be reminded to stay on
task
The project has a clear focus related
to the chosen topic and one or more
of the following elements; reflects
broad research and application of
critical thinking skills; shows
notable insight or understanding of
the topic. Excellent evidence of
student learning and efforts are
reflected in student's project.
The project has a clear focus related
to the chosen topic and one or more
of the following elements; reflects
broad research and application of
critical thinking skills; shows
notable insight or understanding of
the topic. Excellent evidence of
student learning and efforts are
reflected in student's project.
There is focus that is maintained
throughout the project. The project
presents information in a accurate and
organized manner that can be understood
by the intended audience. Adequate
evidenced of student learning and efforts
are reflected in student's project.
The project has a focus but may stray from
it at times. There is an organizational
structure, though it may not be carried
through in a consistent manner. There may
be factual errors or inconsistencies, but
they are relatively minor. Less than
adequate evidence of student learning and
efforts are reflected in student's project.
Organization of presentation is
excellent. Transitions add to the
viewer's understanding of the topic.
Titles are added to enhance
understanding. Storyboard shows
progression.
Sequence of project components is
clear and evident. Transitions
provide easy movement from one
scene to another. Titles are used
and add to the video's flow.
Storyboard shows general outline.
Adequate preparation and sequence is
shown. Transitions are adequate. Titles
are present. If storyboard is present, it
shows the project in a broad outline.
Either lack of preparation or illogical
sequence. Transitions are choppy or
distract the viewer. Titles are not present
or distract from the overall video. Does
not have a storyboard.
The camera work is smooth and the
focus is crisp. Sound and visual
files are distortion free. Transitions
are timed for smooth movement
between scenes. Titles are legible.
There are few technical problems,
and none of a serious nature.
The camera work is generally
smooth and the focus is usually
crisp. Sound and visual files are
mostly distortion free. Transitions
provide a smooth movement
between scenes. Titles are mostly
legible. There are few technical
problems.
The camera work may be choppy or
panning is too fast. Sound and visual files
may have some distortion but it doesn't
distract the viewer. There are some
technical problems, but the viewer is able
to follow the presentation.
The camera work is choppy and the scenes
are blurry or panning is too fast. Sound
and visual files contain significant
distortion. Transitions are awkward
between scenes. Titles are illegible.
Technical difficulties seriously interfere
with the viewer's ability to see, hear, or
understand content.
Effective teamwork. The final
product represents something that
would have been impossible to
accomplish working alone.
Students worked together and were
assigned different roles
Presentation a result of a group effort, but
only some members contributed
Obvious that the presentation was created
by one person
Group members focus more on social
desires. Some students in the group
participate actively.
The group is unable to complete the video
in a timely fashion
Elements of a Feature Story
Feature stories tell a story through people, engaging us through what some call “human-interest” stories. They have news hooks,
and often put a face on an otherwise straight-forward news story.
For example, a news story about a new technique to improve blood flow in people with blocked arteries could be made as a feature story by talking to
patients who hope to have the procedure, have had it already, or can’t afford it. Or, the story could tell of a day in the life of the researcher working to
improve the procedure. In other words, the story is told through the eyes of the people involved, in their words and experiences.
Feature stories:
* Have some kind of news hook
* Have narrative blocks, i.e. “storytelling” in chronological or thematic order
* Include observation and description
* Include lots of great quotes
* Include anecdotes from those sources to give the reader a full picture
* Include lots of types of sources:
But feature stories still adhere to the basics of journalism. They must include:
Who?
What?
When?
Where?
Why?
And, they must include the structural basics:
Lead
Introductory paragraph
Body organized by subject or theme
Conclusion
Source: http://www.asher-watts.com/j201/feature-elements.doc
How?
Feature Story Rubric
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3
8.3 make informed choices of language
to create a range of interesting effects in
imaginative writing.
Vivid, concise and clear words
are used. Nouns are specific and
verbs are vivid.
Word choice is good, but better
words could have been chosen.
Better word choice could have
been chosen on a few of
occasions.
The word choice is very poor.
9.1 Use a variety of forms of writing to
create texts for specific purposes and
audiences.
The story is written for the
intended audience.
Word choice is good, but better
words could have been chosen.
The intended audience is hard to
determine.
The story may not address the
intended audience.
The writer’s manner maximizes
reader interest.
Word choice is good, but better
words could have been chosen.
The writer’s manner is not very
engaging.
The writer’s style lacks
creativity and does not invite
the reader’s interest.
The information is clearly
developed and in the proper
sequence.
Word choice is good, but better
words could have been chosen.
The information is not always
clearly presented, and may be
out of order.
The information is not clearly
presented and order is
confusing.
The lead, middle, and end work
as a single unit.
Word choice is good, but better
words could have been chosen.
The story has lacks some
organization and the writer
drifts away from their main
point
The organization is not clear or
the writer strays from it.
Vivid, concise and clear words
are used. Nouns are specific and
verbs are vivid.
Word choice is good, but better
words could have been chosen.
There are a few details that
adequately explain the topic, but
a number of the details may not
be needed.
Poor selection of details and
may cause confusion.
The story is written for the
intended audience.
Word choice is good, but better
words could have been chosen.
The story has a number of
mistakes in grammar and
spelling.
There are many errors in
spelling and grammar.
Vivid, concise and clear words
are used. Nouns are specific and
verbs are vivid.
Word choice is good, but better
words could have been chosen.
The story’s central idea is not
clear.
The story does not contain one
central idea.
The story is written for the
intended audience.
Word choice is good, but better
words could have been chosen.
The story is fairly well
developed and has enough
information to inform the
reader about the topic.
The story has little
development and a minimum
amount of information.
9.2 make appropriate choices of form,
style, and content for specific audiences
and purposes
10.2 consistently use the conventions of
written language in final products
10.4 demonstrate a commitment to
crafting pieces of writing and other
representations
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Feature Article Template
Public Service Announcement ( PSA ) Component
Task
Create a 30 second PSA about a social issue of your choice related to one of the elements of digital citizenship.
Specific Outline
Follow the steps below completely and accurately.
Step 1 – Select a message to convey about your main topic. This must be a serious issue for society – no comedy here.
Step 2 – Research topic. Gather information about your topic to use in your PSA. You should be gathering the most current information you can
find. You must use 3 different, reliable, sources. Record your information and source on the sheet provided.
Step 3 – Prepare a storyboard for your PSA. This is basically a planning sheet that includes the scenes you will shoot and the script. Use the
handout provided.
Step 4 – Film your PSA. During your filming time it is your job to be responsible to the other people in the school.
Step 5 – Edit your PSA. You should definitely do the following:
✓ Add text
✓ Add transitions
✓ Use special effects
✓ Add music
PSA Rubric
4
Great work!
Evidence of Problem
Outcome 1.3
Research
& Citations
Outcomes 5.2 and
5.3
Creativity
3
Good work!
2
Needs work
1
Back to start
The problem you are
addressing is clearly
stated in the PSA. Your
PSA clearly offers a
solution to the issue.
The problem is stated
in the PSA. Your PSA
offers a solution to the
issue.
It is difficult to
understand the overall
problem being addressed.
It is difficult to
understand the solution in
your PSA.
Your PSA does not
address a clear issue.
There are no solutions
offered in the PSA.
Your research notes and
PSA include at least 4
thought provoking,
reliable, facts.
All research material is
cited in the credits.
Your research notes
and PSA include 4
reliable facts.
Most research material
is cited in the credits.
Your research notes and
PSA include 3 reliable
facts.
Some research material is
cited in the credits.
Your research notes and
PSA include less than 3
facts.
No material is cited.
Your PSA is presented in Your PSA contains
Your PSA contains little
a unique, creative manner. attempts at creativity
creative elements.
that add to the project.
Your PSA makes no
attempt at creativity.
Outcome 10.3
Transitions are
consistent and ad to the
professionalism of the
project.
Sound effects and music
are appropriate and add
to the PSA.
Transitions appear and
are consistent.
Sounds effects and
music are included.
Transitions are lacking in
parts of the project.
Lacks sound and music
where needed.
There are no transitions
used.
No sound, other than
voice, OR music included.
Time (in minutes)
PSA is 30 sec
PSA is 20-30 seconds
Over 30 seconds
PSA is 15-20 seconds
Over 30 seconds
PSA is much less than or
more than 30 seconds
Outcome 9.3
Transitions & Sound
PSA Facts/Research
Pre-Research Information
The topic of our PSA is: _______________________________________________________________________________
__________________________________________________________________________________________________
Our audience is: _____________________________________________________________________________________
The facts we will look for will show the audience (or prove):
__________________________________________________________________________________________________
Research Information
Source:
Fact:
Source:
Fact:
Source:
Fact:
Source:
Fact:
Source:
Fact:
Source:
Fact:
Source:
Fact:
Source:
Fact:
Source:
Fact:
PSA Storyboard
Informational Writing
Informational/explanatory writing as text that conveys information accurately "to increase readers' knowledge of a subject, to help readers better
understand a procedure or process, or to provide readers with an enhanced comprehension of a concept" (NGA & CCSSO, 2010, p.23)
Think about…
reasons for …
examples of ….
data regarding …
evidence supporting …
statistics on …
consequences of …
problems resulting from …
issues related to … factors influencing …
Vocabulary: Informational Text Features
author
source
author bio
title
subtitle
section
heading
chart
info-graphic
image
graph
t-chart
table
reference
map
caption
subheading
citations
non-fiction
issue
claim
Informational / explanatory Writing piece
What is the topic of the article
What is the article mainly about?
What are the most important details?
main idea
key ideas
perspective
fact
example
position
evidence
Ad Component
Task
Create a series of 3 media ads that relates to some aspect of your overall topic.
Yes, you can make up a fake product/service, but it should add to your overall message.
Specific Outline
Requirements:
➢ Each ad must use one specific advertising strategy (as previously studied – see your advertising sheet). This strategy must be clear to
the viewer.
➢ Ads must be appropriate and clearly relate to your topic
Rubric
Content
Outcome 9.2
4
3
Ads clearly
demonstrate that the
form (strategy) chosen
matches the purpose of
the ad.
Ads demonstrate that the
form (strategy) chosen
matches the purpose of the
ad.
2
Ads somewhat
demonstrate that the
form (strategy) chosen
matches the purpose of
the ad.
1
Ads rarely demonstrate that
the form (strategy) chosen
matches the purpose of the ad.
Ad: Preparation and Planning Guide
Ad / Commercial name or topic: ___________________________________________________________________________________________
Ad / Commercial description _______________________________________________________________________________________________
_________________________________________________________________________________________________________________________
Target Market/ Audience:
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
Logo / Video / Visuals / Layout ideas
Headline/ Slogan / Narration:
#1_______________________________________________________________
#2_______________________________________________________________
#3_______________________________________________________________
Communication Objective (subtext of your advertisement / Commercial):
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
Concept: Appeal or Strategy (1-3 techniques)
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
Visual:
__________________________________________________________________________________________________________________________
__________________________________________________________________________________________________________________________
1. What product/idea/service do you plan to sell?
2. What will be your advertisement’s purpose?
3. Who will your ad be directed to?
4. What will people see when they look at your ad?
5. What will people read when they look at your ad?
6. Which will be more important – the pictures or words? Why?
Overall Assessment for Interactive Book / Magazine
4
Point of View
Purpose / Audience
3
Establishes a purpose early on and
maintains a clear focus throughout
the interactive book.
Establishes a purpose early on and
maintains focus for most of the
interactive book.
Strong awareness of audience in
the design, selection of topics and
examples are interesting and
relevant for the audience.
Encourages audience to know
more
Some awareness of audience in the
design, selection of topics are
appropriate for the audience and
effort is shown to make the material
relevant to the audience interests.
The media matches different parts
of the story.
The media creates a tone that
matches most parts of the story.
The images, graphics and
interactive elements enhance and
build a rich understanding of the
subject.
The images, graphics and
interactive elements enhance the
story.
Students can partially explain why
they felt the vocabulary, media and
Students can clearly explain why
graphics chosen fit the target
they felt the vocabulary, media and
audience.
graphics chosen fit the target
audience.
Media &
Interactivities
Develops and connects key points
throughout and emphasizes them
with rich, varied, and relevant
supporting facts
Content
The stories / information pieces
are told with exactly the right
amount of detail.
It is educational and shows
creativity.
Includes essential information,
elaborates clearly and shows a
strong understanding of topics
related to digital citizenship.
Often develops and connects key
points throughout and usually
emphasizes them with rich, varied,
and relevant supporting facts
The stories / information are
typically good, though it seems to
drag somewhat OR need slightly
more detail in one or two sections.
It is educational and shows
originality.
Includes essential information and
covers and shows an understanding
of digital citizenship.
2
1
There are a few lapses in focus, but
the purpose is fairly clear.
It is difficult to figure out the
purpose of the interactive book.
Some awareness of audience in the
design and the selection of topics at
times relates to the audience needs
and interests.
Limited awareness of the needs and
interests of the target audience.
Selection of topics do not relate to
audience needs and interests.
Students find it difficult to explain
how the vocabulary, media and
graphics chosen fit the target
audience.
An attempt was made to use media
to create a tone, but it needs more
work.
Little or no attempt to use images,
videos or text features to create an
appropriate tone.
The media choice is generally
logical, but did not necessarily
enhance the story or subject.
The media choice is generally not
logical and does not enhance the
story or subject.
At times, key points are developed,
connected and have some
emphasizes on supporting facts
Key points are not well developed
and do not usually include
supporting facts
The story seems to need more
editing. It is noticeably too long or
too short in more than one section.
It is somewhat educational and
shows some degree of originality.
The story needs extensive editing. It
is too long or too short to be
interesting. It lacks educational
value and requires more originality.
Includes some essential information
and demonstrates an understanding
of some topics related to digital
citizenship.
Includes little essential information
and demonstrates little
understanding of digital citizenship.
Publishing
Grammar and usage are correct
and contributed to clarity, style
and development. There are no
spelling mistakes or inaccuracies.
At least 2 elements are discussed
in detail.
All links and videos are working
smoothly.
Organization
Written information is very
organized with well-constructed
paragraphs and subheadings.
Captivates the audience with
effective verbal/visual cues
Delivers information clearly,
effectively and confidently
Presents ideas and information
with logical sequencing and
seamless transitions
Grammar and usage are typically
correct and errors do not detract
from the story.
Grammar and usage were typically
correct but errors detracted from
story.
At least 2 elements of digital
citizenship are discussed.
Some links and videos are broken
or do not work effectively.
Most of the links and videos are
working smoothly.
At least 2 elements of digital
citizenship are mentioned.
Written information is organized
with well-constructed paragraphs.
Information is organized, but
paragraphs are not wellconstructed.
Engages the audience with
appropriate verbal/visual cues
Delivers information clearly and
confidently
Presents ideas and information with
sequencing and transitions
Ends the presentation with an
effective, and relevant conclusion
Ends the presentation with a
logical, effective, and relevant
conclusion
Creativity /
Originality
All sources (information, videos
and graphics) are accurately
documented in the desired format.
Assignment included all required
elements
Sources
All sources (information, videos
and graphics) are accurately
documented in the desired format.
Assignment included all required
elements
All sources (information, videos
and graphics) are accurately
documented, but a few are not in
the desired format.
Presents logical transitions between
main topics and ideas
· Emphasizes key points
· Ends coherently with appropriate
closing.
Presents ideas and information with
some sequencing and transitions
Repeated errors in grammar and
usage distracted greatly from
Links and / or videos are not
effective.
Only 1 element of digital
citizenship was mentioned.
The information appears to be
disorganized.
· Engages in numerous and
distracting verbal/visual cues
· Fails to clearly (visually or
audibly ) deliver material
· Exhibits lack of planning and
organization which results in a
confusing overall project
· Presents in a choppy, hesitant
manner lacking transitions
Ends the presentation with an a
relevant conclusion
The story contains a few creative
details and/or descriptions, but they
distract from the story. The author
has tried to use their imagination.
There is little evidence of creativity
in the story. The author does not
seem to have used much
imagination.
All sources (information, videos
and graphics) are accurately
documented, but many are not in
the desired format.
Assignment included most required
elements
Some sources are not accurately
documented.
Assignment included all required
elements
All sources (information, videos
and graphics) are accurately
documented, but a few are not in
the desired format.
Assignment included all required
elements
Assignment included some of the
required elements
Interactive Magazine
Daily Blog
Date
Worked on
Conversations
Date
Worked on
Conversations