Student Page Title Introduction Task Process Evaluation Conclusion Credits [Teacher Page ] A WebQuest for 12th Grade (Business Communications) Designed by Shannon Lebsack [email protected]Based on a template from The WebQuest Page Sex Appeal in Advertising
Sex Appeal in Advertising project for High School Seniors
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Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
A WebQuest for 12th Grade (Business Communications)
All of you work in the advertising department of a big company . This
company's sales are slowly declining. The heads of the company have
noticed a lot of sex appeal lately in advertisements and they are
wondering if they should go this route in their new advertisements.
Currently, your company uses minimal advertising with no sex appeal.
The heads of the company are trying to decide how sex appeal could
be used for their company, and if it would help or hurt their business.
The company has picked the three of you to research this problem, and
then present it to the entire company. Each of you will have a different
role. The roles to choose from are Historian, Researcher, and Analyzer.
Introduction
Student Page
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]After you have chosen your teams of three, you must each pick a role to play.
Historian: Your role is to research the history of sex appeal in advertising, how it was
used, by who, and for what products.
Researcher: Your role is to find current uses of sex appeal in advertising, how it was
used, by who, and for what products.
Analyzer: Your role is to compare the costs vs. benefits of using sex appeal in
advertising how people respond to sexual advertisements, and if your company could use
it.
Although each of you has a specific role, this is a group project and everyone will be
graded on all aspects of the project so you all must be knowledgeable about the complete
topic of Sex Appeal in Advertising. The heads of your company are really interested in the
topics that each roll has been assigned, so all are equally important. Once your research
has been done, and you have decided whether your company will benefit from sexual
advertisements or not, you will present it to them in a word processed 8-10 page report. If
your report impresses them, they will want you to present it to the rest of the company in
a 10-15 minute PowerPoint presentation.
Title
The Task
Student Page
Title
Introduction
Task
Process
Evaluation
Conclusion
Credits
[Teacher Page]
1. First you will choose your teams of three students and assign roles.2. Once you have done this, you will choose a Company to be working for.
It may be an existing company or a fictional one made up by your team.3. Your team will then begin brainstorming and researching Sex Appeal in
Advertising. Each person should complete the required research for their role, as well as any other information that they think may be important.
4. I have given you nine websites to use on the credit page. Your team must find an additional three sources. These can be additional websites, books, databases, etc.
5. Your team must write an outline that will be looked over by the heads of the company to ensure you are on the right track
6. After your outline is approved, you will begin writing your 8-10 page report. It must have a table of contents for easy reading, main paragraphs with subheading/subtopics underneath these, and be double spaced
7. In the conclusion of your report you must state whether or not your company should use Sex Appeal in their new advertisements, why/why not, and what their new ad campaign should be
8. Your Team must document all of the sources you use (including any of the given sources used) in MLA format in a work cited at the end of the report
9. Prepare a 10-15 minute presentation using PowerPoint with your team to present to the rest of the Company to show them your findings
10. All aspects of this report should be completed as a TEAM.
This WebQuest lesson was created for the Teacher Education Program
at Colorado State University. I am a Business (Accounting) Education
major, and think this assignment would be a great way for kids to work
in groups on a topic that is prevalent in today’s world. Although it is a
touchy topic, I believe that kids would be genuinely interested in it and
be able to witness it first hand in today’s advertisements, television
commercials, and TV shows.
This lesson is about how prevalent sex appeal in advertising really is. I
want the students to look in the past and realize that it has been around
for centuries. This lesson brings in a real world aspect with the
business aspect of a advertising plan. Also, it teaches the students
about the writing process. In the business world, research and group
projects are a huge aspect and are essential to being successful.
Evaluation
Teacher Script
Conclusion
Introduction (Teacher)
Introduction (Student)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Because of the nature of this project, I believe it is best suited
for the 12th grade level in a Business Communication class. It
involves business ventures as well as writing and group work.
This lesson could also be used in a lower level college class if
some minor changes were made to make the assignment a
little more difficult.
Although most 12th graders will understand what sex appeal in
advertising is, I plan on doing a lesson on the difference
between sex in advertising and sex appeal in advertising.
Some students may not understand that sex appeal in
advertising can be very subtle and not noticeable and also that
it has been around for centuries. I believe a prior lesson is very
important to get the appropriate factor out to the class.
Evaluation
Teacher Script
Conclusion
Learners (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher PageSTANDARD 5:Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources. In order to meet this standard, students will select relevant material for reading, writing, and speaking purposes; understand the structure, organization, and use of various media, reference, and technological sources as they select information for their reading and writing; paraphrase, summarize, organize, and synthesize information; give credit for others' ideas, images, or information; and use information to produce a quality product.
GRADES 9-12As students in grades 9-12 extend their knowledge, what they know and are able to do includes using organizational features of printed text such as citations, end notes, and bibliographic references to locate relevant information; evaluating information in light of what they know and their specific needs; using organizational features of electronic text such as bulletin boards, database keyword searches, and e-mail addresses to locate information when technology is available; using strategies to gain information from journals, research studies, and technical documents; and using available technology to access information, conduct research, and produce a carefully documented product. For students extending their English/Language Arts education beyond the standards, what they know and are able to do may include understanding and applying knowledge of the structure, organization, and use of various media, reference, and technological information sources in their reading and writing as they meet academic, personal, and professional challenges; locating information appropriate for their reading and writing purposes such as career and academic interest, leisure time, and self-improvement; using information from various resources, both primary and secondary, as a vehicle for expressing their own thoughts, impressions, and ideas; giving precise, formal credit for others' ideas, images, or information; and planning and presenting multimedia presentations.
Evaluation
Teacher Script
Conclusion
Curriculum Standards (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page1. First you will choose your teams of three students and assign roles.2. Once you have done this, you will choose a Company to be working for. It may be an
existing company or a fictional one made up by your team3. Your team will then begin brainstorming and researching Sex Appeal in Advertising. Each
person should complete the required research for their role, as well as any other information that they think ,ay be important.
4. I have given you nine websites to use on the credit page. Your team must find an additional three sources. These can be additional websites, books, databases, etc.
5. Your team must write an outline that will be looked over by the heads of the company to ensure you are on the right track
6. After your outline is approved, you will begin writing your 8-10 page report. It must have a table of contents for easy reading, main paragraphs with subheading/subtopics underneath these, and be double spaced
7. In the conclusion of your report you must state whether or not your company should use Sex Appeal in their new advertisements, why/why not, and what their new ad campaign should be
8. Your Team must document all of the sources you use (including any of the given sources used) in MLA format in a work cited at the end of the report
9. Prepare a 10-15 minute presentation using PowerPoint with your team to present to the rest of the Company to show them your findings
10. All aspects of this report should be completed as a TEAM.
This lesson is organized to be student run after the initial lesson. It involves one full teaching period to explain and get the original assignment out. I am assuming around six additional classes will be necessary. These classes will not be consecutive because students will be expected to spend time outside the classroom to research. The in-class sessions will take a lot of observation from the teacher because students tend to get off topic. Also, if students are not familiar with research papers and PowerPoint projects, they will need guidance with that.
Students may pick their own groups originally, but if conflicts arise then the teacher will have the discretion to change any of the groups. This project will not require much from the teacher. To pull this lesson off, they will need to have a basic knowledge of the websites given and the history of sex appeal in advertising, as well as basic knowledge of Word and PowerPoint. Otherwise as long as they can control the classroom, everything should go as planned.
The websites that will be used are listed in the Student Resource Page.
To implement this lesson technology is very important. Students need
access to computers and Word and PowerPoint programs. But, these
programs should be available on the schools computer. If they are not
available, hand written is acceptable and presentation can just be done
orally without PowerPoint.
One teacher should be enough to implement this lesson. During the
working classes, additional teachers would be very beneficial to walk
around and help the groups on their projects. These additional teachers
would also need to have knowledge of Word and PowerPoint.
Evaluation
Teacher Script
Conclusion
Resources (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)
Evaluation (Teacher) Page 2
CATEGORY 10 7 4 1 Score
Organization Information is very organized with well-
constructed paragraphs and subheadings.
Information is organized with well-
constructed paragraphs.
Information is organized, but
paragraphs are not well-constructed.
The information appears to be
disorganized. 8)
Quality of Information Information clearly relates to the main
topic. It includes several supporting details and/or examples.
Information clearly relates to the main
topic. It provides 1-2 supporting details and/or examples.
Information clearly relates to the main
topic. No details and/or examples are given.
Information has little or nothing to do with
the main topic.
Internet Use Successfully uses suggested internet links to find information and navigates within these
sites easily without assistance.
Usually able to use suggested internet
links to find information and navigates within these sites easily
without assistance.
Occasionally able to use suggested internet links to find information
and navigates within these sites easily
without assistance.
Needs assistance or supervision to use suggested internet
links and/or to navigate within these
sites.
Mechanics No grammatical, spelling or punctuation
errors.
Almost no grammatical,
spelling or punctuation errors
A few grammatical spelling, or punctuation
errors.
Many grammatical, spelling, or
punctuation errors.
Sources All sources (information and graphics) are
accurately documented in the desired format.
All sources (information and
graphics) are accurately
documented, but a few are not in the desired format.
All sources (information and graphics) are
accurately documented, but many are not in the desired
format.
Some sources are not accurately
documented.
_____/50
This is the rubric I am going to use to grade the research paper. It allows me to grade on the basics and still to adjust point values.
Research Paper Rubric
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Evaluation
Teacher Script
Conclusion
Evaluation (Teacher)
CATEGORY 10 7 4 1 ScoreAttire Business attire,
very professional look.
Casual business attire.
Casual business attire, but wore
sneakers or seemed
somewhat wrinkled.
General attire not appropriate for audience (jeans, t-shirt, shorts).
Preparedness Student is completely
prepared and has obviously
rehearsed.
Student seems pretty prepared but might have needed
a couple more rehearsals.
The student is somewhat
prepared, but it is clear that
rehearsal was lacking.
Student does not seem at all prepared to present.
Time-Limit Presentation is 8-10 minutes long.
Presentation is 6-7 minutes long.
Presentation is 4-6 minutes long.
Presentation is less than 5 minutes OR more than
10 minutes. Collaboration with Peers Almost always
listens to, shares with, and supports the efforts of others in the group. Tries
to keep people working well
together.
Usually listens to, shares with, and
supports the efforts of others in the group. Does not cause "waves" in
the group.
Often listens to, shares with, and
supports the efforts of others in
the group but sometimes is not
a good team member.
Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member.
Comprehension Student is able to accurately answer
almost all questions posed by
classmates about the topic.
Student is able to accurately answer
most questions posed by
classmates about the topic.
Student is able to accurately answer
a few questions posed by
classmates about the topic.
Student is unable to accurately answer
questions posed by classmates about the
topic.
____/50
This is the rubric I am going to use to grade the group presentation. Since I have already graded the content this allows me to grade the presentation.
Group Presentation Rubric
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
The WebQuest model is best suited for learners who can
navigate the Web on their own and can read the kinds of
material commonly found on the Web. Because of this, a
teacher script is not completely necessary. The teacher is just
presenting the project and does not need to follow any specific
script. If the teacher follows the introduction and process then
everything should go as planned.
The students should be able to follow the procedure on their
own. The teacher will be constantly present for questions and
to keep students on task. Because this project is on a touchy
subject, the teacher should mention the difference between
“appropriate” searches “inappropriate” searches.
Process (Student)
Evaluation
Teacher Script
Conclusion
Teacher Script (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
Credits
Teacher Page
Like I have said before the topic is a little touchy for any
students under 12th grade. But I believe this would be an
amazing learning experience. It is a chance for students to
work on a topic that could interest them and do it in a very
professional manner. They will get great experience with the
research paper as well as with PowerPoint.
I believe students need this type of practice before entering
college or the workforce. Writing skills can never be taught
enough. It is necessary for any and every job. There are many
ways teachers could adapt this project to fit their subjects, and
that is why it is a good project.
Evaluation
Teacher Script
Conclusion
Conclusion (Teacher)
[Student Page]
Title
Introduction
Learners
Standards
Process
Resources
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Teacher Page
The WebQuest PageThe WebQuest Slideshare GroupHow Apple Will Sell 10 Million IPodsRubistarThe small pictures are from Clip Art
Websites for your useYou must document the ones you use in MLA format