Description
Students learn about the different approaches to creating a multimedia broadcast portfolio, the different elements it should contain and the content that it should not contain. Students will create one additional PSA project to add to their portfolio. Finally, students will present their finished portfolio to the class as they would to a potential employer.
Objectives
- Students will identify different ways to create a portfolio.
- Students will classify different items that should appear in a portfolio.
- Students will evaluate the types of content that should not appear in the portfolio.
- Students will use research to create a PSA.
- Students will evaluate their own work to use in a portfolio.
- Students will combine several projects to create a portfolio.
Common Core Standards
| CCSS.ELA-Literacy.SL.11-12.4 | Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. |
Length
Four weeks or 20 50-minute sessions
Resources
Lesson step-by-step
Day 1
1. Building background — 10 minutes
Introduce students to the idea that portfolios will help them collect their best work to show potential employers.
2. Present — 20 minutes
Present and discuss the information in the slideshow that covers what should and should not be in a portfolio.
3. In -class exercise — 20 minutes
Ask student to analyze and create a short list of the items they think they would want to include in their portfolio.
Day 2
1. Building background — 10 minutes
Students will review their own short list and then compare and contrast with classmates. Students will then create a master group list that best represents their combined efforts.
2. Present — 20 minutes
Talk about the information provided in the slideshow and engage in a conversation about the elements included in the JEA News Literacy PSA. What was successful about this PSA? What could have used improvement? What would they have done differently?
3. Student Research — 20 minutes
Students begin to research the top five PSA topics that interest them most.
Day 3
1. Think-pair-share — 30 minutes
Students discuss their PSA topic choices and each narrow down their selections to their top three.
2. Student work — 20 minutes
Students work on scripts for their top three PSA topics.
Days 4-5
1. Student work — 50 minutes
Students continue working on scripts for their top three PSA topics.
Day 6
1. Pair-share — 50 minutes
Have small groups of three to four students read each others PSA topics and then decide as a group which one they will create.
Days 7-12
1. Student work — 50 minutes
Students work on their PSA project.
Days 13-17
1. Student work — 50 minutes
Students work on creating their portfolios with the chosen platform.
Days 18-20
1. Student presentations — 50 minutes
Students present their finished portfolios to their classmates and instructor.