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Zenith Pandemonium: Stevie Pawluk 1

Title of Unit

Zenith Pandemonium

Teacher Associate Wanda Gibbons School Magrath Junior high School

Grade 8 Total Number of Students

27

Dates of Unit March 7th - April 9th (Easter Break March 30th – April 7th)

Intentions (Goals, Objectives) Type of Unit

• Product Proposal/ Representation/ Interview Focus of Learning for Students

• Students will conduct and interview with an individual one generation older than them in their community

• Students will create a product proposal • Students will create a display or mock item of their technology • Students will create and present a presentation of their technology and

product proposal • Students will create an ad (video, magazine, billboard) for their

technology

Emphasis of Unit • Group work • Writing • Representing • Creativity

Essential Questions How has technology changed between generations? How can we assist the generation older? How do I distinguish important information from non-important information? How do advertisers direct the advertisements at specific audiences?

I.D.E.A – Intentions, Display, Evaluation, Activities


Major Projects

• Completion of product proposal • Presentation • Interview

Inclusion of the Strands of Language Arts Reading Writing Speaking Listening Viewing Representing • Reading

short stories

• Reading articles about new technologies

• Scribing of the interview

• Compiling concise information for the product proposal

• Organizing thoughts through graphic organizers.

• Presentation skills • Feedback to presenters • Communicating

effectively with group members

• Mock display of technology

• Advertisement for technology

• Mock display of technology

• Presentation elements

Display (Resources) Crossroads

• A Desk For My Daughter. Memoir by Gardner Mcfall • Instant Messaging. Newspaper article by Linda Matchan • On the Trail to a Greener Future. Article by Sue Kanhai

Videos

• Refer to video resource page Appendix C Evaluation Formative Assessments

• Rating scale of students (1-10) on progress • Check lists of completed tasks • Draft of proposal • Exit cards

Summative Assessments • Advertisement • Written proposal


• Presentation • Interview • Self/peer assessments

Activities (to be developed)

• Mock interviews • Going through advertisements and distinguishing the audience,

problem/solution, what makes them credible, key points of product. • Brainstorming of what is important in a presentation • Watching clips of dragons den • Brainstorming of what makes a good presentation (create a checklist for

students) • Create draft interview • Self assessments of interview skills • Self assessments of collaboration of group work • Peer assessment of interview skills • Graphic organizer of information gained from interview • What makes a good advertisement • What do advertisers look for?

Rationale

Student needs and interests

• Groups are able to split up responsibilities (In charge of the display, in charge of the ad, in charge of the writing of the proposal).

• All students must collaborate with ideas – sharing their personal research that has been done.

• Students choose their own invention. • Students will enhance their collaboration skills and presentation skills. • Peer/Self assessments. • Varity in choices for final project (commercial video, billboard, magazine

ad). Connection to other units

• Presentation skills will be needed in future units. • The research skills that students develop will be needed in future units.

Activities/ Strategies to reach objectives

• Mock interviews – this activity will have students learn how to retrieve information and utilize it in a useful manner pertaining to research.

• Peer/Self assessments – these activities reach the objectives of students reflecting on students work. Being critical and honest about the work


that they have done or their group members have done and make goals for the next project.

• Watching advertisements – this activity reaches the objectives of finding audience, rational, and credibility of a source.

Links to program of studies

• The group work links to GLO 4 and 5 • The interview and research portions of assignments link to GLO 3 • The advertisement links to GLO 2, 3 and 4 • The proposal will link to GLO 1,2,3,4 and 5

Resources and Materials

• Alberta Program of Studies • Crossroads 8 textbook • Videos (from eportfoliostevie.weebly.com) • Materials needed for creating display • Outline of product proposal (for student use) • Checklist for interview • Graphic organizers for information gained form interviews • Graphic organizers for analysis of advertisements

Objectives / Goals

• Students will be able to create an invention that is directed to a specific audience

• Students will be able to interpret information gained form the interview • Students will be able to develop a product proposal • Students will be able to distinguish the differences between useful and

non-useful information • Students will be able to share ideas and work collaboratively with group

members Learning Activities and Instructional Strategies Introductory

• Students first exposure to this unit will be reading “A Desk for my Daughter”.

• Activities o Journal entry answering the questions, “why is this desk

important to the narrator?”, “what artifacts are important to you?”, “why are these artifacts important to you?”

o Class discussion sharing the answers students has written. Creating a brainstorm of why these artifacts are important to students.


o From this brainstorm we categorize responses into graphic organizer and discuss how advertisers play on these concepts to sell products.

Developmental / ongoing

• Research for the product proposal o This activity will be ongoing. o Student developed interview checklist. o Graphic organizers for analyzing information gained from

interviews. o Research of information of audience that the product is

being made for. • Product Proposal

o This activity will be ongoing. o Format and outline of product proposal. o Analysis of different products discussing the problem this

product has solved, the credibility of the creator, who the audience is.

o Activities for distinguishing important information and key points.

• Self assessment o Reflection on personal growth and development through

unit. o Reflection on participation to the group. o Reflection on creativity of product.

• Advertisements o Analyzing who the audience is for advertisements. o Analyzing the different strategies companies use to

advertise their products. • Major requirements for unit

o Computer access (laptop cart) for students to design advertisement

o Materials: poster paper, markers, pencils. For creating advertisement.


Assessment and Evaluation Plan Determine student learning and future instructional needs

• Daily rating scale of 1-10 on confidence of understanding assignment

• Exit cards with daily question • Draft proposal checklist

Checklists, marking schemes in Appendix B Evaluation of unit learning and student reflection on unit

• Evaluation of unit will be based on final written proposal, presentation, advertisement and interview. Rubrics will be used for each.

• Student self-reflection will be done at midpoint of the unit and end of unit. Peer assessment will be done at the end of the unit. Appendix B.

Extension enrichment/ Special considerations/ Differentiated instruction

• There will be many opportunities for small group instruction since much of the in-class work will be group work – leaving myself available to circulate and assist small groups.

• Students will be separating the work within the group. This will allow students with difficulties to work to their strengths.

• Students are given the opportunity to design their own advertisement, display, presentation and invention. This leaves students to use their own interests and strengths in each area.

Extension to other areas of the curriculum

• ICT Outcomes o C1

§ 3.5 Analyze and synthesize information to create a product

§ 3.6 Communicate in a persuasive and engaging manner, through appropriate forms, such as multimedia presentations

o C4 § 3.1 Create a plan for an inquiry that includes

consideration of time management o C5

§ 3.1 Access retrieve and share information form electronic sources, such as common files

§ 3.2 Use networks to brainstorm, plan and share ideas

with group members


o F2 § 3.1 Describe the impact of communication

technologies on past, present and future workplaces, lifestyles and the environment

o F4 § ALL

Reflections

Draft This unit to me seems to have all the elements to formulate a successful unit. It allows for diversity of tasks, student directed work and teacher directed work, and incorporates language arts outcomes as well as ICT outcomes. The unit also has parts that are group centered and individual centered – this will benefit those students who work best in different situations. The possible shortcomings of this unit are time. I am afraid that I will not have enough time to allow the students to perform the task to their best of their abilities. As well, to me, this unit is engaging and fun but I know it could be a totally different result in the classroom.


Appendix A Lesson Plans

Lesson Plan 1 Grade: 8 Unit: Lesson Duration: 8:35 – 9:56

Outcomes from Alberta Program of Studies General Learning Outcomes: 5 Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. Specific Learning Outcomes: 5.1 Respect others and strengthen community

Learning Objectives Students will 1. Fill in the interest inventory 2. Appreciate, respect and understand one another and myself

Assessments Observations: How are students working on his/her own? Do students struggle with writing skills?

Key Questions: Tell me what you would like me to know about you.

Written/Performance Assessments: Interest inventory Learning Resources Consulted

Resource #1: Interest inventory Resource #2: My interest inventory Resource #3: Exit Cards

Materials and Equipment -‐ Interest inventory for each student -‐ Smart board -‐ My interest inventory

Procedure Introduction (__min): Hook/Attention Grabber: I am here to get to know you! (Show my interest inventory) Expectations for Learning and Behaviour: Students will be attentive and in their desks Advance Organizer/Agenda: -‐My interest inventory -‐Hand out their interest inventory -‐Hand in their interest inventory Transition to Body: bring up my smart board presentation Body (__min): Learning Activity #1: My interest inventory and marketing pitch Learning Activity #2: Students interest inventory/ market yourself Learning Activity #3: Students will present their marketing pitch Assessments/Differentiation: Not all students will have to present, but all students will have to hand it in.


Closure (__min): Consolidation/Assessment of Learning: -‐Have students successfully filled out the interest inventory and market yourself assignment? Feedback From Students: -‐Exit cards (questions they have for me that I will answer next class) Transition to Next Lesson: Next lesson we will be expanding on this idea of marketing!


Outcomes from Alberta Program of Studies General Learning Outcomes: 1 Specific Learning Outcomes: 1.1, 2.2

Learning Objectives Students will 1. Create groups for the presentation and product proposal (unsure if I am creating them or students are) 2. Have a general understanding of the over all task

Assessments Observations: Do students understand the main concepts of the assignment? Are students making positive choices for their groups?

Key Questions: What is our assignment for this unit? How do I pick an effective group?

Written/Performance Assessments: group sign up sheet Learning Resources Consulted

Resource #1: Learn Alberta Resource #2: Clip of dragons den

Materials and Equipment -‐ exit cards -‐ dragons den clip -‐ sign up sheet for groups -‐ assignment hand outs

Procedure Introduction (__min): Hook/Attention Grabber: Clip of dragons den Assessment of Prior Knowledge: Class discussion Who has seen this show? Who knows what this show is about? Expectations for Learning and Behaviour: students are participating and attentive during class. Students will be seated in their rows Advance Organizer/Agenda:


-‐Watch dragons den clip -‐ Class discussion -‐ Hand out assignment -‐ Overview of assignment -‐ Make groups -‐ Exit cards for questions concerning assignment Transition to Body: Body (__min): Learning Activity #1: Dragons Den clip -‐Watch clip -‐ Class discussion Assessments/Differentiation: Learning Activity #2: Hand out assignment -‐ Explain assignment -‐ Create groups for assignment (undecided if I will make groups or students will) If students choose own groups they must be reminded to do this responsibly because they will be expected to work well -‐ Point out the different parts of assignment -‐ Remind students that the different rubrics and expectations will be handed out at different times in the next few weeks Closure (__min): Feedback From Students: Exit cards (questions about the assignment) Feedback To Students: Ensure students understand that group choice is very important Transition to Next Lesson: We will be starting out interview structures. Have a great weekend!


Outcomes from Alberta Program of Studies General Learning Outcomes: 1, 3 Specific Learning Outcomes: 1.1, 3.3

Learning Objectives Students will 1. Respond critically to “A Desk for my Daughter” 2. Discover what advertisers look for 3. Create a check list for a great interview

Assessments Observations: Are students responding authentically to the text? Are students understanding the parts of an interview?

Key Questions: How do advertisers select information for ads? Why are certain artifacts important to me?

Written/Performance Assessments: The interview checklist


Learning Resources Consulted Resource #1: Crossroads 8 Resource #2: Crossroads 8 teacher resource Resource #3: Learn Alberta Program of Studies

Materials and Equipment -‐ crossroads 8 -‐ computer for brain storming

Procedure Introduction (__min): Hook/Attention Grabber: Answer questions form the exit cards filled out last day Assessment of Prior Knowledge: Is technology only computers? What are other examples of technology? Expectations for Learning and Behavior: Students will be seated in their rows Students will work silent and then participate in class discussion Advance Organizer/Agenda: -‐answer exit cards -‐what types of things are considered technology (other than computers) and why? -‐ read “ A Desk for my Daughter” -‐ respond to text with questions -‐ brainstorm and fill in concept map of what advertisers look for Transition to Body: Take out Crossroads (page 192) Body (__min): Learning Activity #1: Read “ A Desk for my Daughter” Learning Activity #2: Respond to questions (questions will be written on the board) “Why is this desk important to the narrator?” “What artifacts are important to you? “ “Why are these artifact’s important to you?” Assessments/Differentiation: All students are able to use any artifact they would like to. Learning Activity #3: Brainstorm! As a whole class we will brainstorm reasons why the artifact is important to you. We will then split these into categories (venn diagram at bottom of page) Sentimental meaning Makes doing work easier Is aesthetically pleasing Advertisers want to have their product in the center – to hit all three categories. Or they want to have one of the surrounding areas. Assessments/Differentiation: All students are encouraged to participate in the


brainstorm; however, not all are forced to. Learning Activity #4: What types of questions would be best to ask when attempting to invent something new that would touch on these categories? Students will jot down questions on their own as a brainstorm activity Closure (__min): Consolidation/Assessment of Learning: Question on exit cards Feedback From Students: Exit card Transition to Next Lesson: We will be expanding on the interview process, questions to ask and etiquette. Please have some sample questions to work off of for next day.


Appendix B Evaluation Instruments

Proposal Checklist Problem

The problem that is being solved is clearly stated. ☐

The problem includes research directed specifically at the audience. ☐

The problem includes examples of where this issue has/might occur. ☐ Solution

The solution is directly related to the problem. ☐

The solution includes research directed specifically at the audience. ☐

The solution includes examples of how this would help solve the issue. ☐ Description of invention The description of invention includes a description of materials that construct

the invention. ☐

The description of invention includes the purpose of the invention. ☐

The description of invention includes how the invention works. ☐

The description of the invention includes a visual of the invention. ☐ Defense

The defense relates to the problem and solution. ☐

The defense includes personal experience. ☐

The defense includes valuable reference to research. ☐


Formatting

Table of contents ☐

Headers on pages ☐

Page numbers ☐

Flows logically ☐

Is esthetically pleasing (colours, headings, font) ☐ Spelling and conventions are correct ☐


Presentation Rubric – Looking for the WOW

factor

4 Excellent

3 Proficient

2 Adequate

1

Visual Aids • Posters • Advertisements • Videos • Etcetera

The presentation contains compelling visual aids that draw in the “investor”.

The presentation contains effective visual aids that assist the “investor” in understanding the product.

The presentation contains straightforward visual aids that assist in understanding of the product.

Not enough information

Key Points • Problem • Solution • Product use • Research

The presentation contains accurate information that discusses all key points of the presentation.

The presentation contains logical information that discusses the key points of the presentation.

The presentation contains simplistic information that discusses the key points of the presentation.

Engaging/ Entertaining • Delivery of

presentation • Investor

participation

The presentation contains engaging elements that are creative and unique.

The presentation contains interesting elements that are somewhat creative and unique.

The presentation contains predictable elements.

Performance • Clothing • Posture • Speech

The presenters had engaging and creative pieces of their performance. They spoke purposefully and acted in a professional manner.

The presenters had engaging and creative pieces of their performance. They spoke effectively and acted in a somewhat professional manner.

The presenters had somewhat engaging and creative pieces to their performance. They spoke appropriately.


Proposal Rubric

4 Excellent

3 Proficient

2 Adequate 1

Format

Proposal contains in-‐depth descriptions of problem/solution.

Proposal contains sufficient descriptions of problem/ solution

Proposal contains simplistic descriptions of problem/solution

Not enough information given

Research

Research included is relevant and insightful.

Research included is thoughtful and logical.

Research included is basic and appropriate.

Audience

Proposal shows clearly who the audience is and relates to it purposefully.

Proposal shows clearly who the audience is and relates to it effectively.

Proposal shows vaguely who the audience is and relates to it predictably.

Presentation

Over the entire proposal is engaging and esthetically pleasing.

The proposal is interesting and esthetically well done.

Over the entire proposal is simplistic and esthetically lacking.


Group assessment of presentation

Not There Yet Requirements Got it ü

Above and Beyond

Our presentation focuses on key points of our

proposal.

Our presentation includes visual

aids.

Our presentation is engaging and entertaining for

the investors.

Our presentation includes research

that we have done.

Our presentation includes us (the

presenters) dressing/acting

the part.


Self-‐assessment for group work # of ✓ marks X 2 = /10

Not There

Yet

Requirements Got it ü

Above and Beyond

I have collaborated effectively with my

group members while being respectful and

helpful.

I have contributed information and

knowledge that is useful to the project.

I have participated in organizing the

information and share responsibilities.

I have assisted in the progress of the group

project.


Self-‐assessment proposal

Not There Yet Requirements Got it ü

Above and Beyond

In my proposal I have clearly

stated a problem and solution.

In my proposal I have relevant and

insightful research

elements.

My proposal is clearly geared

towards a specific audience.

Our proposal has esthetically

pleasing elements .

Our proposal is easy to follow.


Not There Yet Requirement Got it! ✓

The organizer selected for organizing information is appropriate

There is a clear separation of important

information and unimportant information

The organizer includes point form and clear information from the

interview

The interview information shows that the student understood

the problem that has occurred

The organizer was done

with care

Interview graphic organizer assessment


Appendix C Other Teaching Resources

Interest Inventory/ Market Yourself Lesson 1

Market yourself

By using the information you wrote down on the interest inventory create a paragraph long pitch to me (Ms. Pawluk) why you are an asset to this class!

Include as much information as you can – and be creative!

Interest inventory 1. Full name 2. Nicknames 3. My hobbies/extra- curricular activities 4. My family 5. Places I have lived 6. People I look up to 7. Favorite subject


8. Favorite sport team 9. An accomplishment I am proud of 10. Where I spend my free time 11. Favorite childhood memory 12. A goal I have for myself Language Arts this year

13. Any further information that you would like to share about yourself ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Venn Diagram Lesson 3

Sentimental meaning

Makes things easier

Is aesthetically pleasing


Lesson March 12

Advertisement Audience Problem Solution


Outcomes from the Program of Studies

General Outcome 1 Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences.

1.1 Discover and Explore Express ideas and develop understanding

• revise understanding and expression of ideas by connecting new and prior knowledge and experiences

• review, reread, discuss and reflect on oral, print and other media texts to explore, confirm or revise understanding

• seek out and consider diverse ideas, opinions and experiences to develop and extend own ideas, opinions and experiences

Experiment with language and forms

discuss and respond to ways that forms of oral, print and other media texts enhance or constrain the development and communication of ideas, information and experiences General Outcomes 2 Students will listen, speak, read, write, view and represent to comprehend and respond personally and critically to oral, print and other media texts. 2.4 Create Original Text Generate ideas

• create oral, print and other media texts related to issues encountered in texts and in own life

Elaborate on the expression of ideas • retell oral, print and other media texts from different points of view

Structure texts • create oral, print and other media texts with both main and minor

characters choose forms or genres of oral, print or other media texts for the particular affects they will have on audiences and purposes General Outcome 3 Students will listen, speak, read, write, view and represent to manage ideas and information.


3.1 Plan and Focus Focus attention

• experiment with several ways to focus a topic, and select a form appropriate to audience and purpose

• identify and trace the development of arguments, opinions or points of view in oral, print and other media texts

Determine information needs • select the most appropriate information sources for topic, audience,

purpose and form Plan to gather information

• choose a plan to access, gather and record information, according to self-selected parameters

3.2 Select and Process Use a variety of sources

• obtain information from a variety of sources, such as artifacts, debates, forums, biographies, autobiographies, surveys, documentaries, films, CDROMs, charts and tables, when conducting research

Access information • expand and use a variety of tools and text features, such as subtitles,

margin notes, key words, electronic searches, previews, reviews, visual effects and sound effects, to access information

• record key ideas and information from oral, print and other media texts, avoiding overuse of direct quotations

• adjust rate of reading or viewing to suit purpose and density of information in print or other media texts

Evaluate sources • develop and use criteria for evaluating the usefulness, currency and

reliability of information for a particular research project 3.3 Organize, Record and Evaluate Organize information

• organize ideas and information creatively, as well as logically, to develop a comparison or chronology, or to show a cause-effect relationship

• organize ideas and information to establish an overall impression or point of view in oral, print and other media texts

Record information • make notes in point form, summarizing major ideas and supporting

details; reference sources • discard information that is irrelevant for audience, purpose, form or point

of view • use a consistent and approved format to give credit for quoted and

paraphrased ideas and information Evaluate information

• evaluate the relevance and importance of gathered information; address information gaps


• incorporate new information with prior knowledge and experiences to develop new understanding

General Outcome 4 Students will listen, speak, read, write, view and represent to enhance the clarity and artistry of communication. 4.2 Attend to Conventions Attend to grammar and usage

• use words and phrases to modify, clarify and enhance ideas and descriptions in own writing

• use a variety of simple, compound and complex sentence structures to communicate effectively, and to make writing interesting

• use correct pronoun-antecedent agreement in own writing • use verb tenses consistently throughout a piece of writing

Attend to spelling • develop a systematic and effective approach to studying and

remembering the correct spelling of key words encountered in a variety of print and other media texts

• use knowledge of spelling generalizations and how words are formed to spell technical terms and unfamiliar words in own writing

• identify the use of spelling variants in print and other media texts, and discuss the effectiveness depending on audience and purpose

Attend to capitalization and punctuation • use hyphens to break words at the end of lines, and to make a new word

from two related words in own writing • identify semicolons, dashes and hyphens when reading, and use them to

assist comprehension • use parentheses appropriately in own writing • use appropriate capitalization and punctuation for referencing oral, print

and other media texts 4.3 Present and Share Present information

• plan and facilitate small group and short, whole class presentations to share information

Enhance presentation • present information to achieve a particular purpose and to appeal to

interest and background knowledge of reader or audience Use effective oral and visual communication

• plan and shape presentations to achieve particular purposes or effects, and use feedback from rehearsals to make modifications


Demonstrate attentive listening and viewing • anticipate the organizational pattern of presentations, and identify

important ideas and supporting details • use appropriate verbal and nonverbal feedback to respond respectfully

General Outcome 5 Students will listen, speak, read, write, view and represent to respect, support and collaborate with others. 5.2 Work within a Group Cooperate with others

• propose ideas or advocate points of view that recognize the ideas of others and advance the thinking of the group

• use opportunities as a group member to contribute to group goals and extend own learning

Work in groups • contribute ideas, knowledge and strategies to identify group information

needs and sources • organize and complete tasks cooperatively by defining roles and

responsibilities, negotiating to find the basis for agreement, setting objectives and time frames, and reviewing progress

Evaluate group process • evaluate the quality of own contributions to group process, and offer

constructive feedback to others; propose suggestions for improvement


Handouts for projects

Welcome to Zenith Pandemonium

You are a creative entrepreneur who will design an invention that would help individuals a generation older than you with problems they are having. These problems could be: I am afraid of losing my pictures on my phone of my son, I don’t like using plastic water bottles because it hurts the environment or my dogs booties always fall off on a walk. These problems have solutions that have been created by other entrepreneurs. On April 9th and 10th you and a group of your colleagues will be presenting to investors (classmates) a product proposal. This proposal includes research you have done, a written proposal, a display of your item, an advertisement and a presentation.

You will be in groups of three for this assignment. You must work as a team to create the most innovative, rational and logical invention! The overall project includes four parts:

• The interview (March 12) (/10) • The proposal (March 18) (/20) • The presentation (March 25) (/20) • The advertisement (March 27) • Self assessment (T.B.A.) (/10)

The individual assignments will be given to you on various dates. It is

important to complete the assignments in order to build a successful product proposal. Together as a class we will be exploring each assignment – searching for good habits and skills that will enhance your presentations; however, I expect each group to have a different invention. No duplicates are allowed. Be creative and unique – in order to succeed in this business you must be memorable and knowledgeable.

This project is a group project. I am expecting that everyone will

work positively and collaborate with group members to design an invention that will impress the inventors. You will be assessed on collaboration and teamwork. Total = /60


The interview Completed by March 15th

Interviews are an important part of research when developing

a new product. The interview will assist you and your group members to understand what needs your target audience has and what problems they need solved. Each group member will be conducting an interview, then, collaboratively the group will assess and organize the research collected. What you need to do:

• Select an individual who is one generation older than you (parent, coach, aunt etc.)

• Create questions for the interview • Conduct the interview • Record information from the interview • Organize information from the interview in a graphic

organizer • Distinguish between relevant information and irrelevant

information What we as a class will do:

• Create a guide for question making • Create an outline of Interview tips

Pieces to be submitted:

• Questions for interview will be reviewed by me • Graphic organizer

What will be marked?

• Graphic organizer distinguishing important information from unimportant information.

Please remember that each group member will be conducting his or her own interview. After each interview is completed the group will come together to combine relevant information to use as research in their product proposal.


Not There Yet Requirement Got it! ✓

The organizer selected for organizing information is appropriate

There is a clear separation of important

information and unimportant information

The organizer includes point form and clear information from the

interview

The interview information shows that the student understood

the problem that has occurred

The organizer was done

with care

# of ✓ marks X 2 = /10


The Written Proposal Completed by April 9th Draft Check March 26th

The written proposal is an essential part to a successful product

proposal. This piece of literature holds all the information that will be given to the investors. The proposal must be written in a professional manner, using language and format that is appropriate for your product. It cannot contain spelling or grammar errors. Remember you want to look professional and serious to the individuals reading this written proposal – if there are errors then they will assume you are not serious and reject the proposal. What you need to write:

• A problem • A solution • A description • A defense

What you need to do:

• Format the proposal (Table of contents, headers, page numbers)

• Ensure the writing flows logically • Use creative factors (fonts, colours) to create an esthetically

pleasing proposal • Check that spelling and grammar is correct

What we will do as a class:

• Discuss how to write professionally • Discuss how to organize information into categories

Pieces to be submitted:

• Final written proposal What will be graded?

• Your final written proposal will be submitted and marked. Please follow the assignment rubric.

This proposal will be a work in progress throughout this unit.

Remember you want to be unique, creative and professional when creating your written proposal. You want your proposal to be memorable and stand out amongst the crowd. You want your proposal to be easy to read and for information to be easily accessible.


What goes into a problem section? In this section of your proposal you need to explain to the reader

what the problem is that you are solving. Include research that you have done (interview and other). The problem section should be directed at a specific audience. Why is this a problem for this audience? How does this negatively affect this audience? Also include examples or anecdotes of where these problems have occurred or could potentially occur. Include any other information that you feel would be valuable to the problem section.

You may format this section in the way that you think best fits the

topic. This could mean different categories with headings, point form information, paragraph information etc. Be creative and concise. Experiment with different formats and designs.

What goes into a solution section?

In this section of your proposal you need to explain to the reader

how your invention solves the problem you have presented. Include research that you have done (interview and other). The solution section should be directed at a specific audience. How is this invention a solution to the problem? Why will the consumers be compelled to buy this product to solve the problem? Why is this solution logical to the audience?

What goes into a description of the invention? In this section of your proposal you need to describe the invention in

an understandable manner. Include the materials that are needed to construct your invention. Include the purpose of the invention in regards to the problem and solution (briefly). Include a description of how this invention works – how is it powered, how is it used, where should I be used, cautions for the invention.



Include visual aids that will help the reader understand your

description (diagrams, pictures, charts).


What goes into a defense section? In this section of your proposal you need to defend why the

investors should invest in your product and why you believe consumers will buy this product. The defense must relate directly to the problem and solution. It should include research (interview or other) that you have conducted to support your claims. Include personal experiences that will support your claims. This section is written persuasively – you are convincing others that your invention is the only solution to this problem.



Include visual aids that will verify your claims (diagrams, charts)

Formatting Your product proposal should be formatted in an understandable

and logical way. It should be easy for readers to follow and should be directed at the audience. Formatting must include, a table of contents, page numbers, and headers – how you choose to use these aspects of formatting is up to you. Use colours, fonts, visuals and other esthetically pleasing factors that will make your proposal memorable. It is very important to check your work – you are submitting this as a professional individual, ensure that there are no spelling or grammar errors.


Proposal Rubric

/20

4 Excellent

3 Proficient

2 Adequate 1

Format

Proposal contains in-‐depth descriptions of problem/solution.

Proposal contains sufficient descriptions of problem/ solution

Proposal contains simplistic descriptions of problem/solution

Not enough information given

Research

Research included is relevant and insightful.

Research included is thoughtful and logical.

Research included is basic and appropriate.

Audience

Proposal shows clearly who the audience is and relates to it purposefully.

Proposal shows clearly who the audience is and relates to it effectively.

Proposal shows vaguely who the audience is and relates to it predictably.

Presentation

Over the entire proposal is engaging and esthetically pleasing.

Over the entire proposal is interesting and esthetically well done.

Over the entire proposal is simplistic and esthetically lacking.


The Presentation Presented April 9th and 10th

The presentation is the final step in your product proposal. This

presentation is the first time that the investors are seeing your invention and listening to your rational about the invention. It is important that you have a clear and coordinated presentation that includes all members of your group. You want to be unique, compelling and convincing to the inventors. Presentations should be 5 – 7 minutes. What you need to do:

• Create an advertisement (video, poster, magazine ad, billboard)

• Create a script • Create other visual aids (other than your advertisement) to

enhance your presentation • Dress the part – you are pitching your idea to a group of

investors. Be conscious of your attire • Create engaging ways to explain your product and to make

your presentation memorable • Create a display of your item

What we will do as a class:

• Create a checklist for good qualities in a presentation Pieces to be submitted:

• Your advertisement • Your self assessment of group work • Your display of invention

What will be graded?

• Your presentation skills • Your advertisement • The content of your presentation • Participation within the group

Remember that you are sharing the information you have gathered

with the investors. You want to include key points that are important to the audience. You want to be aware of what you will wear, how you will speak, how you will deliver the presentation, what you will hand out to the investors. Any creative ideas that you have for the presentation I strongly encourage you to use. I am looking for a concise, understandable, compelling and entertaining presentation.


Presentation Rubric Looking for the WOW factor /20

4 Excellent

3 Proficient

2 Adequate

1

Visual Aids • Posters • Advertisements • Videos • Etcetera

The presentation contains compelling visual aids that draw in the “investor”.

The presentation contains effective visual aids that assist the “investor” in understanding the product.

The presentation contains straightforward visual aids that assist in understanding of the product.

Not enough information

Key Points • Problem • Solution • Product use • Research

The presentation contains accurate information that discusses all key points of the presentation.

The presentation contains logical information that discusses the key points of the presentation.

The presentation contains simplistic information that discusses the key points of the presentation.

Engaging/ Entertaining • Delivery of

presentation • Investor

participation

The presentation contains engaging elements that are creative and unique.

The presentation contains interesting elements that are somewhat creative and unique.

The presentation contains predictable elements.

Performance • Clothing • Posture • Speech

The presenters had engaging and creative pieces of their performance. They spoke purposefully and acted in a professional manner.

The presenters had engaging and creative pieces of their performance. They spoke effectively and acted in a somewhat professional manner.

The presenters had somewhat engaging and creative pieces to their performance. They spoke appropriately.

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