San Diego High-MVPA- Marketing
From Pblwiki
Summary
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Project Title: "Get Made! Student's Guide to Dress for Success" Teacher(s): Liza Aguirre-Oviedo School / Academy: San Diego High- Media, Visual and Performing Arts School Grade Level(s): 10-12 Core Subject(s): Marketing, Meeting, and Event Planning Career Technical Education (CTE) Class(es): {{{classes}}} |
Contents |
Theme
A guidebook spinning off MTV’s MADE show, in which students experience a makeover to accomplish a goal. The goal with this guide is to Dress for Success.
The theme is connected to MVPA because it captures student’s attention referring to a media arts group, MTV, that students are interested in and like. The guide will have budget tips for low income students and will provide photo examples and tips from students they know and can relate to. Industry applications- This guide can be used as a handout at the San Diego Student Hospitality Conference and other job/career conferences and conventions.
Content Standards
Identify the content standards that students will learn in this project (two to three per subject).
| Subject | Content Standard | Assessment |
| Marketing, Meeting, and Event Planning | Competency 2- Marketing and Promotions
1. Creates persuasive presentations. 2. Identifies marketing methods. 3. Understands the steps in a promotional campaign. 4. Identifies the differences among promotional vehicles: in-house, direct mail, paid advertisements and brochures. | PBL Project, Research, and Industry Related Rubrics. |
| Marketing, Meeting, and Event Planning | Competency 11- General Employment
Job Acquisition Skills Work Preparedness Section 1-3 1. Personal Profile 2. Career Goals 3. Resume Work place skills and behavior. | PBL Project, Work Preparedness Quizes, and Industry Related Rubrics. |
| Marketing, Meeting, and Event Planning | Competency 12- Business Practices
1. Practices time management and prioritizes workloads in various environments. 4. Demonstrates proficiency in giving and completing oral and written instructions. 5. Applies efficient learning techniques to new job tasks. | PBL Project and Industry Related Rubrics |
| Marketing, Meeting, and Event Planning | Competency- Job Acquisition Skills
A Complete an appropriate resume and job application. B Model job interview techniques. D Write a cover letter to target a job. | PBL Project and Industry Related Rubrics |
Begin with the End in Mind
- A. What is being produced?
- Guide Book and Windows Movie Maker File
- B. How is that being assessed?
- Industry Related Rubrics, Project’s Outcomes
- C. What is the individual student producing?
- A part of the book or movie.
- D. How is that being assessed?
- Industry Related Rubrics and Project’s Outcomes
- E. What is the group producing?
- Each team will produce a section of the book and/or movie.
- F. How is that being assessed?
- Industry Related Rubrics and Project’s Outcomes
SCANS Skills
Identify key SCANS skills students will demonstrate in this project.
| SCANS Skill | Assessment |
| Resources: A. Time: Selects goal-relevant activities, allocates time, and prepares and follows schedules. | Students will be provided with a check-off list and project time line. Students will be evaluated weekly on their progress of working with check-off lists and project time lines. |
| Interpersonal: Work with others A. Participates as a member of a team. Contributes to group effort. F. Works with diversity. Works well with men and women from different backgrounds. | Students will be provided with a check-off list and project time line. Students will be evaluated weekly on their progress of working with check-off lists and project time lines. |
| Technology: Works with a variety of technologies. A. Selects technology. Chooses procedures, tools, or equipment including computers and related technologies. B. Applies technology to task. | PBL Project will be created using Word, Publisher, Window’s Movie Maker, and possibly on-line Desktop software. Assessment of student’s work outcomes, time involvement, etc. will be evaluated using industry related rubrics and grading. |
Driving Question
How do I get hired?
Significant Questions
Is there a one-stop resource for teens to help them with job preparations? I am poor, how can I afford an outfit to wear to a job interview? I can’t find an outfit that looks like something I want to wear to an interview, what do I do? I want my career search attire to represent “who” I am, not what others think I am, what can I do? Can you tell me the top 10 things I should do or not do when applying for a job? Can I get a makeover? What does a teen’s non-work experience resume look like? What does a teen’s non-work experience cover letter look like? I am scared to ask for a job application, what should I do? How do teens feel about the whole job search and job applying process?
Plan the Assessment
Step 1
(Define the products and artifacts for the project)
Early in the Project:
During the Project:
End of the Project:
Step 2
State the criteria for exemplary performance for each product
Product:
Criteria:
Product:
Criteria:
Product:
Criteria:
Product:
Criteria:
Map the Project
| Look at one major product for the project and analyze the tasks necessary to produce a high-quality product. What do students need to know and be able to do to complete the tasks successfully? How and when will they learn the necessary knowledge and skills? | |||
| Product: <product>
Guide Book and Movie Maker Film | |||
| Knowledge and skills needed | Already have learned | Taught before the project | Taught during the project |
|---|---|---|---|
| Time Management Skills | |||
| Career/Work Preparedness | |||
| Photography Skills | |||
| Research Skills | |||
| Word Skills | |||
| Publisher Skills | |||
| Windows Movie Maker Skills | |||
| Fashion Trend Knowledge | |||
| Marketing Knowledge | |||
| Event Knowledge | |||
| Team Participation | |||
What project tools will you use?
Windows Software: Word, Publisher, and Movie Maker.
Paper and pens, Flash cards, Camera, Magazines, Internet, Color Printer, Display Boards, Scissors,Glue Stick, and Cable TV.
Project Timeline
<Outline the project timeline with activities, resources, timelines, and milestones.>
Working on Timeline first prior to other areas.
- What challenges or problems might arise in the project?
Manage the Process
<List preparations necessary to address needs for differentiated instruction for EL students, special-needs students, or students with diverse learning styles.>
Students will break up into teams based on interests, prior experience and knowledge, special-needs, and EL students.
How will you and your students reflect on and evaluate the project?
