How to WOW!

Your Brand with AOL: Brand Marketing APPRENTICESHIP DESCRIPTION In this apprenticeship, students will learn what a brand is and how people and companies can be brands. Students will then go through the process of creating a brand for themselves; culminating in personal brand boards that show off their brands. From there, students will work as a class to create a brand for their school, culminating in a commercial which students will storyboard and write, showing off the various elements of their school brands attributes! This commercial will be used at summer orientations for incoming 6th graders. Choice Point: Starting with Lesson 7, students begin filming their schools commercial. The lesson plan outlines what the commercial looked like in the case of the Spring 2011 apprenticeship for which this curricula was originally written. The lessons can be used as a model for what a well-planned lesson looks like for filming days, but can obviously vary based on your apprenticeships creative vision!

WOW! DESCRIPTION WOW: Show off the Brand! For the WOW!, students will screen their commercial at AOL as well as displayed their own individual brand boards! KEY SKILLS AND OUTCOMES FOR STUDENT LEARNING 21st Century Skills: Collaboration: - Plan a collaborative project and demonstrate an ability to work as a member of a team. Advance Literacy: - Use technical language and vocabulary effectively and evaluate a specific media as a source of information.

Helpful Hints 1) This curricula was originally taught at Global Technology Preparatory (GTP). Anywhere you see GTP you should replace with the school you are teaching in. 2) Using a more developed a curricula can provide a lot more support, but also has its own challenges. It is important that you internalize the lessons to make sure you know it inside and out. Some suggestions: -Since you dont need to spend time planning, spend time practicing! Actually act out the lesson. -Review the needed materials and determine who should bring what (may vary from what is presented here) -The lessons will specify CT, but you still need to determine WHO. As your read through, divvy up the parts. -Modify! Dont be afraid to make changes as you see fit. Students all learn at different paces, and in some cases you may need to alter activities to better reflect your progress.

GUIDING QUESTIONS These are the questions you want students to be thinking about in every lesson to ensure they get to WOW! and learn the objectives listed above. Here is where you build the connection between the skills students will learn and the content they need to cover. The guiding questions translate that connection into everyday thinking for your planning purposes.

Essential Questions 1.) What is a brand? 2.) What makes a good commercial? 3.) What is your schools brand?

BASIC WOW! PROJECT PLAN Week 1 What will students need to do each week to finish their WOW! product, performance or presentation? WOW em! Lesson Topic: Introduction to Yourself as a Brand Learning Objectives: -What were doing in this apprenticeship, what the WOW! is -What a brand is and how people can be brands Week Two Lesson Topic: Yourself as a Brand Learning Objectives: -Create a logo and tagline for yourself -Determine what sets you (your brand) apart

3 Week Three Lesson Topic: Branding YOU Learning Objectives: -Create a tagline for our school -Determine what sets our school apart 4 Week Four Lesson Topic: Branding our school Learning Objectives: -What a commercial is, the different parts of a commercial -What makes a commercial viral Week Five Lesson Topic: Guest Speaker Learning Objectives: -What a storyboard is, how it relates to a commercial -Determine the story were telling about our school -Determine the different shots we will film for our commercial 2

Week Six Lesson Topic: Creating Your Storyboard Learning Objectives: -Put the elements of the commercial in order -Produce the final storyboard for our commercial -Finalize what shots we will need to film Week Seven Lesson Topic: Filming Your Commercial Learning Objectives: -What are the process and vocabulary of professional filming -Film our commercial Week Eight Lesson Topic: Field Trip to AOL Learning Objectives: -Tour AOL studios Week Nine Lesson Topic: Post-production Learning Objectives: -Make a decision about which commercial were choosing -Tell kids about where/how video will be used and distributed -Redo our brand boards Week Ten Lesson Topic: Storyboarding and video Learning Objectives: -See the final video (bring popcorn) -Storyboarding -Teach backs what have we learned? Week Eleven Lesson Topic: Practice Makes Perfect, Part I Learning Objectives: -Practice asking each other questions for the WOW! Week Twelve Lesson Topic: Reflection Session -Reflect on our learning Week Thirteen Lesson Topic: Celebration Activities: -Individual awards -Give kids copies of the commercial

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LESSON PLANS FOR HOW TO WOW! YOUR BRAND

How to WOW Your Brand: Lesson 1 Lesson Objectives By the end of the lesson, students will be able to: -- Articulate what they will do in this apprenticeship and what the WOW! is -- Articulate what a brand is and how people can be brands Agenda (70 minutes) 1. Intro (10) 2. Where are we? (15) 3. Whats a brand? (20) 4. People as brands (15) 5. Preview next week/Exit ticket (10) Materials Brand/name index cards (TL) Pictures of brand logos taped to desks (TL) 12-week plan visual (TL) Looseleaf paper (TL) Word wall visual (TL) Definition of brand (CTs) Pictures of people who are brands (CTs) Scholar dollars/prizes (TL) Exit slips (TL) Introduction (10 minutes) TL I will have students will form a line in the hallway and will give each student an index card with their name on one side and the name of a brand on the other. I will instruct students to sit at the desk with the picture of their brands logo. Ill explain that if they dont know their brand, they can ask a classmate, but the challenge is for the whole class to be sitting in correct seats in under 2 minutes! To introduce ourselves, we will go around the room with each student saying their name and their favorite brand. I will go first to model, then students will go, and CTs will finish. CTs should say their name, favorite brand, and JOB as well to give the students a brief intro into what you do! (More of this will come throughout the apprenticeship) AOL TEAM Where Are We? (15 minutes) TL I will go over expectations for behavior and participation in this apprenticeship. CTs CTs will go over the 12-week plan, referencing a visual we will use every week to point out our progress toward the WOW! Then spend a few minutes specifically talking about the WOW!, and taking any questions. CTs will explain that we will go through this process of checking our progress and recalling the WOW! during every class. 4

Whats a Brand? (20 minutes) TLs To ease us into thinking about brands, well start with a game of Scattegories. Well count off by 4s and break students into 4 teams. Then explain the rules: Each team must elect one scribe, who will write all the responses. We will play 4 rounds, each lasting only 60 seconds. For each round, the scribe must write down as many brands as the group can think of that fit the given category. When 60 seconds are up, well tally each teams brands, and the team with the most will win a point for that round. The winning team at the end of the game will win a prize and/or scholar dollars! Ask for a student to teach back the rules. Put 60 seconds on the timer, and begin! CTs Give out the different categories for each round. Categories for the different rounds: Round 1: Clothing Round 2: Technology Round 3: Sports Round 4: Food TL Once Scattegories is over, Ill have students return to their seats and get them settled. CTs Introduce the WORD WALL. Well be learning lots of different terms in this apprenticeship, and we want to keep track of what we learn. Each word will go on this wall (tri-fold) when we define it, and well reference the Word Wall throughout further lessons. This week our word is BRAND. Can I have a strong silent hand who thinks they know the definition of brand? (Take student volunteer, if there is one.) Display the official definition on the board. Ask for a strong silent hand to read the definition. Then ask for another strong, silent hand to explain the definition of brand in their own words. Now that we know what a brand is, what are the attributes of a brand? Here are the (7) attributes of a brand, and a few examples we will use to explain each attribute. We think the kids will be able to relate to these brands since a number of these resonated when we were pitching the apprenticeship. Attributes of a brand are: 1. Inspirational (Nike, Obama campaign) 2. Relevant (Hollister- many kids mentioned this brand, Apple) 3. Consistent (McDonalds, Disney) 4. Unique/Exceptional (Olympics, New York State- I Heart NY campaign) 5. Sustainable/Lasting Value (NY Yankees, Coke) 6. Credible/Trustworthy (Harvard, Boy/Girl Scouts) 7. Appealing (Tiffanys, Dominos pizza) As we go over the attributes of a brand, connect back to example brands from our intro to show how the brands students know have these attributes. People As Brands (15 minutes) TL 5

Now that weve defined what brands are, and talked about different attributes of brands, we have a question for you. Can people be brands? If you think YES, stand on the right side of the room, if you think NO, stand on the left side of the room. Ask one student on each side to explain their answer. Ill have everyone sit back down then pass it on to CTs. CTs Explain briefly about how people CAN be brands. Show a few pictures of people who are well-known brands. For each picture, the first strong silent hand to identify the person will win a scholar dollar! Then ask the class for volunteers to answer: (1) how did that person become a brand? (2) how do we see the attributes of a brand (that we just went over) in that person? Preview Next Week/Exit Ticket (10 minutes) CTs Next week well be developing YOU as a brand. Defining ourselves as brands will help us start thinking about the different attributes of our GTP community brand. To start off next week, well be asking you both how you would describe yourself and how OTHER PEOPLE would describe you. So start thinking over the course of this week about the answers to those questions, and start asking the people around you how THEY would describe YOU! TL Students will fill out an exit slip and turn it in as they leave the classroom. Exit Ticket: 1) What does brand mean in your own words? 2) Can a person be a brand? If yes, how? How to WOW Your Brand: Lesson 2 SEE HTWYB Lesson 2 worksheet attachment Lesson Objectives By the end of the lesson, students will be able to: -- Articulate how people can be brands -- Create a brand board that represents their personal brand Agenda (75 minutes) 6. Intro & WOW! Review (15) 7. People As Brands (10) 8. The Importance of Color (20) 9. Descriptive Words (10) 10. Brand Images (10) 11. Creation of Brand Boards (10) Materials Names on desks & do now on board (TL) Half-sheets of lined paper (TL) Word Wall (TL) Pictures of Oprah, Jay-Z, Lebron (CTs) Flipchart paper with agenda and checkboxes (TL) Glue sticks & word envelopes (TL) 6

Colored paper (CT) Scholar Dollars (TL) Adjectives worksheet (TL) Images to represent celebrities (CTs) Images for students boards (CTs) Introduction & WOW! Review (15 minutes) TL I will have students will form a line in the hallway and will instruct them to sit at the desk with their name on it and immediately start the do now. On each desk there will be a half-sheet of paper, and the do now will be written on the board. Ill give students 5 minutes to get settled and finish the do now. (Do Now: Do you think people can be brands? Explain why or why not in at least 2 sentences.) CTs Ask for a few (2-4) students to share their do now response. Then explain that people as brands is our topic for today, and well come back to the do now question in a few minutes. Even though youve already introduced yourselves, I think its important to do that again, since its been 2 weeks. Just a brief intro is good: your name, job, and maybe where youre from (if you think thats relevant or interesting!) Reintroduce the scope of the apprenticeship and ask students for a strong, silent hand of someone who remembers what our WOW! will be. Then spend a few minutes specifically talking about the WOW!, and taking any questions. Then remind students about the Word Wall. While we wont be making any additions to the word wall today, review the definition of brand. TL Review expectations: one voice at a time, hands raised, stay in your assigned seat, respect. People as Brands (10 minutes) CTs Now well return to the question of whether or not people can be brands. Explain briefly how people can be brands. Explain that today well be creating brands for ourselves, and well display these brands through brand boards that will highlight the most important aspects of our brands. To help understand the idea of people as brands, well be focusing on 3 individuals who have strong brands: Oprah Winfrey, Jay-Z, and Lebron James. Were going to focus on 3 different aspects of brands today when we create our boards: color, words, and images (reference flipchart paper that TL will make to list these three!). For each of these, well explore what it means for our 3 celebrity brands, and then figure out what it means for our brands. TL Emphasize how much we have to get through today, and explain that Ill ask for someone to come check off each item on our flipchart paper when we complete it. The Importance of Color (20 minutes) TL Were going to start by thinking about the importance of color. To begin, were going to play a quick game. Ill break students into groups of 4 and have them move into those groups. Each group will receive a glue stick, a few sheets of colored paper, and an envelope with words. (Add ideas for what these words should be). 7

First group to glue the words that describe each color onto the correct sheet of paper will win. For example, if I found the word fiery, I would glue it to my red sheet of paper. CTs Each adult can take one group and keep them on track and participating in the game. TL When the game is over, Ill give scholar dollars to the winning group and have students return to their assigned seats. CTs When students are seated again, go over the significance of color.Then as a class, well think about which color would correspond with each of our 3 celebrities. Take a strong silent hand to guess (and explain) which color Oprah is, then Jay-Z, then Lebron. Now give students 3 minutes to pick a color for themselves, and instruct them to silently raise their hand when they know which color they want. Emphasize what they should think about in making their choice. When a hand goes up, have one or two adults who have colored paper and can come around and pass it out. TL Have a student come to the front to check off color on our flipchart paper. Descriptive Words (10 minutes) TL Now that weve thought about color, were going to pick descriptive words, or adjectives for our brands. But first, lets look again at our three celebrities. This time, were going to do an individual challenge. Ill pass out a sheet with a word bank on top, and a box for each of the three celebrities. Students must write each of the words in one of the three boxes, and whoever finishes in less than 3 minutes, earns a scholar dollar. (Add ideas of what this color should be) CTs While students are doing their worksheet/challenge, move around the room to help. When the 3 minutes are up, briefly go over how students should pick words that will describe their brand. Give the example of students from last week. Give students 3 minutes to write 3-5 words to describe their brand on a half-sheet of lined paper. TL Have a student come to the front to check off words on our flipchart paper. Brand Images (10 minutes) CTs Tape 6 images to the board. Explain that they represent our 3 celebrities. Ask for strong silent hands who will guess which images belong with which celebrity. Then explain that students are going to think about images that represent their brand. They dont have unlimited choice, but rather will choose from among the images you bring. Emphasize what students should be thinking about when choosing their images. Give students 3 minutes to think about 2 or 3 images they would like for their brand boards, and instruct students to raise their hands silently when they know which images they would like to pick. TL Have a student come to the front to check off images on our flipchart paper. 8

Creation of Brand Boards (10 minutes) TL Now were going to put all these elements together and actually create our own brand boards to represent ourselves as brands. On the paper you chose, glue the images and write the words you picked. You can be as creative as you want, but you only have FIVE minutes to finish. Make sure to put your name on your brand board you want people to know its your brand! CTs When 5 minutes are up, collect brand boards and forecast next lesson branding GTP.

How to WOW Your Brand: Lesson 3 SEE HTWYB_Lesson 3 documents Lesson Objectives By the end of the lesson, students will be able to: -- Create brand boards for their personal brands -- Determine what sets GTP apart Agenda (75 minutes) 12. Intro (10) 13. Brand YOU (20) 14. Brand GTP: Slogan (15) 15. Whats Special about GTP? (20) Materials Do now sheets (TL) Powerpoint, Smartboard game and computer (TL) Colored paper and images for students (CT from last week) Glue sticks (TL) Scholar Dollars (TL) Half sheets of lined paper (TL) Word wall with addition of slogan (TL) Slogan worksheet (TL) Exit slips (TL) Definition of slogan (CTs) Introduction (10 minutes) TL I will have students will form a line in the hallway and will instruct them to sit at the desk with their name on it and immediately start the do now. Ill give students 5 minutes to get settled and finish the do now. Do Now: 1. Choose ONE color that will represent your brand and circle it: Black Blue Red Yellow Orange Green Purple Pink White Brown 2. Write THREE words that will represent your brand CTs 9

Ask for a few (2-4) students to share their do now response. Then ask for the strong, silent hand of a volunteer to read our agenda and objectives for today. Ask students for a strong, silent hand of someone who remembers what our WOW! will be. Spend a minute specifically connecting todays lesson to the WOW!, explaining how this will help us reach our goal. Brand YOU (20 minutes) CTs Now were going to finish creating our brand boards, using the colors and words you already determined. The last element of our brands will be images. Remind students of our 3 celebrity examples, then display 9 images on smartboard. Explain that they represent our 3 celebrities. Ask for strong silent hands to come up to the board and drag the image to the celebritys name you think that image represents. Each correct answer = 1 scholar dollar! TL Now were going to break into smaller groups. In these small groups, well do three things: 1) choose images to represent our own brands, 2) create our brand boards, and 3) present them to the other members of our groups. Im going to put the groups on the board. You have 20 seconds to get into your group so I can give you further instructions first group with eyes up front gets 1 scholar dollar EACH. CTs Once we get into groups, explain that students are going to think about images that represent their brands. We have a number of different images they can choose from, or if anyone prefers drawing their own images, that is okay too. Go over what students should think about when choosing their images. TL You have 5 minutes in your groups to choose your images and create your brand boards. Based on your do now, youll receive a colored sheet of paper. On that paper you should write the words that describe your brand, and paste the images. When 5 minutes are up, groups will have another 5 minutes to present their brand boards to each other. I have just 2 reminders about presenting to go over before we being our group work. (Ill give warnings when 2 minutes and 1 minute are remaining, and when its time to switch from creation to presentation.) (CTs: in your groups, students will have 1-2 minutes each to present, depending on how many students you have) Brand GTP: Slogan (15) CTs Explain that now that we have some experience with branding, were going to start branding GTP. Creating a strong brand image for GTP will help us make the best possible commercial! Remind students about the Word Wall, and that our first word was brand. Ask for a volunteer who remembers the definition of brand, and if that person is correct, give them a scholar dollar. (I have these for you!) Then introduce this weeks word: slogan. Ask for a volunteer(s) who knows the definition already. Then read the official definition. TL Were going to create a slogan for GTP, but before we do so, we have a challenge for you all to see how many slogans you already know. Ill give you a worksheet with brand logos in one column, and a list of slogans on 10

the other. You have 2 minutes to work silently to match the logos with the slogans. The person with the most correct answers after 2 minutes will win 3 scholar dollars! CTs Go over worksheet with powerpoint. Go over aspects of a good slogan with powerpoint. Explain that well be creating a slogan for GTP next week, so start thinking!! Whats Special About GTP? (20 minutes) CTs Instruct students to silently, individually brainstorm for 3 minutes about what is special or unique about GTP. Explain that when 3 minutes are up, well go around the room asking everyone for a response, so every student should think of at least one thing thats special about GTP to share with the class. Before we set students loose to brainstorm, CTs start by each giving an example. TL When 3 minutes are up, Ill go around the room asking each student for a response. Ill type the responses on a word document, projected onto the smartboard so all students can see our list. Then Ill break students back into their groups (same as before), so they can explore GTPs website for 5 minutes. CTs (each in one small group) Explain that we will look at GTPs website (globaltechprep.com), focusing on the images and videos. As you look at the website, ask your group the following questions: (1) Are there any other unique, special, or important parts of GTP that we missed on our list before? (2) What is missing from the website in terms of what you believe is GTPs brand image? What aspects of the school are not represented? Have one student take down answers so we can add these to our list from before! TL Ill ask for the scribes to share out any additions to your list about whats special about GTP. Then Ill project the final list of whats special about GTP. From the list, students should write down the 3-5 most important aspects of GTP they think the GTP brand absolutely must include. That is your exit ticket for today. CTs Forecast next week: creation of slogan for GTP and what makes a good commercial?

How to WOW Your Brand: Lesson 4 SEE HTWYB_Lesson 4 documents Lesson Objectives By the end of the lesson, students will be able to: -- Determine the elements of GTPs brand -- Create a slogan for GTP Agenda (75 minutes) 16. Intro (10) 17. Whats Special about GTP? (35) 18. Creating Our Slogan (20) Materials Do now sheets (TL) Powerpoint (TL) 11

Whats special about GTP voting sheets (TL) Post its (TL) Scholar Dollars (TL) 4 pieces blank flipchart paper (TL) Slogan voting sheets (TL) Introduction (10 minutes) TL Have students form a line in the hallway and instruct them to sit in their assigned seats and immediately start the do now. Give students 5 minutes to get settled and finish the do now. (see do now sheet) Do Now: What do you think sets GTP apart from other schools? In other words, how is GTP special or unique? Write as many different things as you can think of!! CTs Explain that well go over the do now in a minute, but FIRST Ask for a volunteer to read our agenda and objectives for today. Ask students who remembers what our WOW! will be? Specifically connect todays lesson to the WOW!, explaining how this will help us reach our goal. Whats Special About GTP? (35 minutes) TL Before sharing out do now answers as a class, were going to challenge you all to think of even more responses by playing a game of Scattegories. Gave students 30 seconds to find a partner by doing a stand up-hand up-pair up (students should bring their do now sheets with them!) Explain the rules of Scattegories partners will have 2 minutes to come up with a list of as many things that are unique about GTP as they can. When 2 minutes are up, well go around the room and share out. The pair with the most distinct answers wins 2 scholar dollars each! CTs When the game is over, go around the class asking each group to give one response. Go around the room multiple times to get down all student responses. TL Type student responses on a word document, projected onto the smartboard so all students can see our list. When we have all answers and youve given scholar dollars to our winners, break students into groups (see powerpoint), so they can explore GTPs website for 10 minutes to see if there is anything else unique about GTP we forgot to put on our list. CTs & TL (each in one small group) Explain that we will look at GTPs website (globaltechprep.com), focusing on the images and videos. As you look at the website, ask your group the following questions: (1) Are there any other unique, special, or important parts of GTP that we missed on our list before? (2) What is missing from the website in terms of what you believe is GTPs brand image? What aspects of the school are not represented? (these questions are on powerpoint!) Have one student take down answers (as a scribe) so we can add these to our list from before! TL 12

Regroup the class after 10 minutes and ask for the scribes to share out all their additions to our list of whats special about GTP. CTs Explain that we will be picking 3-5 of the most distinguishing features of GTP to highlight in our brand. We want to be honest in our representation of what GTP is all about, and also make GTP seem as appealing as possible to our customers. SO, we need to pick carefully when deciding which features of GTP will be the ones we focus on! We (the teachers) will tally the votes at the end of class, and if there is a tie, we will base the decision on your explanations! TL Project the list of whats special about GTP. From the list, students should take 5 minutes to silently, individually write down the 3-5 most important aspects of GTP they think the GTP brand absolutely must include (see worksheet). On the back of the sheet, students should explain WHY they think the thing they put for #1 is so important to the GTP brand. When 5 minutes is up collect the sheets! Creating Our Slogan! (20 minutes) CTs Explain that now we that we know what parts of GTP our brand will focus on, we need to create a slogan for our school. Last week, we saw many existing slogans. ASK for 1-2 examples of slogans. Go over the aspects of a good slogan (on powerpoint) to refresh our minds from last week. Explain that while students are creating a slogan, they should consider our brand (what we just talked about), as well as these aspects of a good slogan. TL Pass out 3 post its to each student. Give students 5 minutes of silent, individual brainstorm time to write down a possible slogan for GTP on each post it. Then collect the post its and display them (CTs can help with placing these!) on 4 different pieces of flipchart paper placed in 4 different areas of the room. Give directions for the gallery walk silent, individual, 5 minutes. Write your top 3 slogan ideas (see worksheet), which will act as your votes. CTs During the gallery walk, quietly tally the votes from the whats special about GTP activity to decide which 3-5 aspects of the GTP the class feels we should focus on. When the gallery walk is over and students have voted on their favorite slogan ideas, ANNOUNCE what the aspects of our GTP brand will be! Preview next week what makes a good commercial; starting to create our storyboards. How to WOW Your Brand: Lesson 5 SEE HTWYB_Lesson 5 documents Lesson Objectives By the end of the lesson, students will be able to: -- Create a slogan for GTP -- Learn about storyboards -- Begin creating our storyboard Agenda (75 minutes) 19. Intro (10) 13

20. Slogan Creation (20) 21. Guest Speaker (20) 22. Storyboard Creation (20) Introduction (10 minutes) TL Bring students into the classroom and give them the 30-second challenge: write the three aspects of our GTP brand that we decided on last week. CTs When the 30 seconds are up, ask for a strong silent hand to share out the response. Then ask for a volunteer to read our agenda and objectives for today. Ask students who remembers what our WOW! will be? Specifically connect todays lesson to the WOW!, explaining how this will help us reach our goal. Ill make a Roadmap to WOW! slide on the powerpoint to reference during this. Slogan Creation (20 minutes) CTs Go over 4 aspects of a good slogan: Good slogans are HAMS! Highlight a benefit Accurate Memorable Set company apart TL Split into 4 groups, which will work in 4 corners of room. (See powerpoint for groupings) Groups will elect a scribe and a presenter. Groups have 5 minutes to come up with as many different slogans for GTP as they can. The scribe will write these ideas on chart paper. Then groups have another 3 minutes to narrow down to their top 1-2 slogan choices. Come back together as a class. Presenters share out their groups top 1-2 slogan choices. I will create a live poll (via polleverywhere.com) during the share-out. Give students 2 minutes to vote via text or their computers results will come up live on the smartboard. Guest Speaker (20 minutes) CTs Introduce the guest speaker, and explain the importance of positive participation and behavior during his presentation. Guest Presents on commercial and storyboards. TL Possibly facilitate a smartboard activity where students must put storyboard frames in order after watching the commercial? Storyboard Creation (20 minutes) 14

TL Break students into 3 groups based on the 3 brand aspects of GTP. (see powerpoint) Goals of this time: What is the story your group is telling? What shots will you need to film? How to WOW Your Brand: Lesson 6 SEE HTWYB_Lesson 6 PowerPoint Lesson Objectives -- Vote on a slogan for GTP -- Storyboard our commercial Agenda 23. Intro (5) 24. Elements of our commercial (20) 25. Planning for our commercial! (45) 26. Looking ahead (5) Introduction (5 minutes) TL As students enter the classroom, hand each person an index card. Tell them to hang on to it, but they dont need it right now. When everyones seated, students have 60 seconds to do the poll link is in their email. If they dont have a computer, write their vote on a post-it (I will add this to the total). Results live on smartboard. http://www.polleverywhere.com/multiple_choice_polls/MjEwMzEwNzczOQ/web CTs Ask a volunteer to read our agenda. Ask another volunteer to read our objectives. Go over our WOW! progress (via powerpoint slide same as last week). Emphasize importance of todays class to our WOW! and emphasize how much we have to get through today!! Elements of our commercial (20 minutes) TL Were going to go over all the different things we need to think about and incorporate when creating our storyboard and planning for our commercial. Tell students to take out their index cards. Pass out note-taking worksheet. Explain the rules: your index card has a number on it. Well start with number one. That person needs to stand up, say their number, and slowly and clearly read their index card. Everyone else should write down what they said on their note-taking sheet. Then person two will go, and repeat the same procedure. When weve all gone, everyone with a completely correct worksheet, who also read their notecard slowly, clearly, and in the correct order, will earn 3 scholar dollars AND a special treat from AOL. CTs 15

During this activity, keep track of who does a good job with reading their index card (and who doesnt!) and help students stay focused taking notes as necessary. Give stars to students doing a great job. Planning for our commercial (45 minutes) TL Break students into 4 groups: writers, actors, creative team, and producers (see powerpoint for assignments). First 10 minutes of work time: Writers: determine storyline of commercial and different roles **CTs create an example storyline for a GTP commercial to model, but I want the kids to feel the ownership of making their own, even if it winds up happening with lots of CT input** Actors: take headshots and play charades to practice acting **Ill make a list of charades words** Producers: determine different locations for each of the images in the storyboard where should each be filmed? Take flipcams to different locations and practice shooting some video to see how it will look All: give stars to focused, hardworking students Next 15 minutes of work time: Writers: write the script Actors: determine who will play which role and create a powerpoint with headshot photos plus titles (actors name and their role) and play memory to practice memorizing skills **Ill bring the materials for the game memory** Producers: Continue practicing with the video; come back to the classroom and pull still shots out of video to use in storyboard All: give stars to focused, hardworking students Next 15 minutes of work time: Writers: simultaneously edit the producers powerpoint on Google Docs to put in the pieces of the script underneath each photo that it applies to Actors: practice roles with script! Producers: put photos together into a powerpoint on Google Docs with titles for each photo All: give stars to focused, hardworking students Looking ahead (5 minutes) TL Give out the permission slips and filming release forms. Collect stars and draw 2 winners who will get remaining AOL prizes. CTs Explain the importance of these forms, and preview what will happen next week (filming)!!! How to WOW Your Brand: Lesson 7 SEE HTWYB_Lesson 7 documents Lesson Objectives -- Film our commercial! Agenda 27. Do Now (5) 28. Setting Expectations (5) 29. Preparing to Film (5) 30. Filming, Part 1 (15) 16

31. Filming, Part 2 (15) 32. Filming, Part 3 (15) 33. Close (5) Do Now (4:30-4:35) TL Give students 2 different colored pieces of paper. On one color, answer question 1. On other color, answer question 2. Ill collect and give these to actors to help them prep for those parts of the commercial. Question 1: How has technology helped you at GTP? Be specific! Think about the different ways you use technology in school. Question 2: Have you been on any trips since youve been at GTP? Where did you go? What did you do? Why did you get chosen to go? Setting Expectations (4:35-4:40) CTs Go over the importance of what were doing today. Introduce the film crew and explain how big of a deal it is for them to be here filming us (for free)! TL Go over behavior expectations. Preparing to Film (4:40-4:45) TL Split students into their groups. Explain that groups will have 3 minutes to go over their schedules for today (Ill print a schedule for each group on colored paper) and ask any questions before we get started. CTs Working with your individual groups! Ill take Cathys group during this time. Filming, Part 1 (4:45-5:00) Actors (with CT) Prep for Technology and Trips sections (Paul and Isaac: Film Leadership section) 1. Divide up do now responses from class and go around in a circle reading them out 2. Give students 5 minutes to answer prep questions (Ill make a worksheet) 3. Practice talking about technology and trips. (Have students pair up and one student reads a question from the worksheet and the other person answers) 4. Last 5 minutes, students should film each other answering the worksheet questions using flip cams: message that this is a practice for what theyre about to do on real camera! Writers (with TL) Prep for Trips section (Raquel: Film Mouse Squad section) 1. Brainstorm a list of all trips students have gone on with GTP 2. Pair up to make maps of trip destinations: one pair does USA map, the other does NYC map Producers (with CT) Film GTP Logo 17

Support film crew 1. Bring film crew to 3rd floor landing, where the GTP banner is, to film GTP logo 2. When finished, Raquel and Derek to film Mouse Squad section 3. Chris S to act as one member of film crews personal assistant 4. Luis and Kaylyn to assist film crew as necessary (for example Kaylyn will need to go back to the classroom to get Raquel to do the Mouse Squad section, Luis will need to keep time and bring film crew back to classroom at 5pm) Filming, Part 2 (5:00-5:15) Ms. Lenhart Whole class back in room to film Smartboards section. Sit in groups based on roles. Briefly run through rules of Jeopardy. Play Jeopardy! **If film crew doesnt want to film the whole game of Jeopardy, they could: 1. Pull out 2 members of the writers group to explain the maps they made (for trips section) 2. Pull out Paul and Isaac to show the Honor Roll bulletin board and talk about how they made it onto 2nd marking period honor roll (for leadership section) Filming, Part 3 (5:15-5:30) Actors (with Ms. Bivens) Film technology and trips sections Film Paul and Isaac for leadership section (re. Honor Roll) Writers (with Ms. Lenhart) Develop leadership section how are students leaders at GTP? (other than honor roll) Producers (with Ms. Claire) Support film crew (If producers dont have enough to do, pull 1-2 of them, other than Chris, out to make a thank you video with a flip cam for the film crew and editors who will be working on our commercial) Close (5:30-5:45) Film full class saying GTP slogan Give students permission slips for trip to AOL next week How to WOW Your Brand: Lesson 8 FIELD TRIP to AOL!! Since we will not be doing any work specific to the apprenticeship, we will ask you to complete this worksheet for homework and come prepared to answer and discuss these questions next class. Name: _________________________________ How to WOW! Your Brand 1. Next week, we are going to re-do our personal brand boards, to make them professional quality. What types of images will you want to include on your brand board? What specific people, sports, places, animals, will you want? 18

Imagine you are at the WOW! right now! Audience members are coming up to our apprenticeship station and asking you lots of questions. Write out your answers to these questions: 2. What is your brand board? What is on it? What did you think about when you were creating it? How does it represent YOUR brand?

3. I see you created a slogan for GTP Superior Technology, Future Leadership. How did you decide on that slogan? What does it mean?

4. What are the three aspects of GTPs brand that you focused on with your commercial? How did you decide on these three things?

Now, based on these questions, brainstorm at least 2 other questions you think the audience members might ask you. How to WOW! Your Brand: Week 9: Post-Production SEE HTWYB PowerPoint Objectives: 1. Pick our commercial 2. Decide how our commercial will be distributed 3. Redo our brand boards for professional quality Agenda: 1. Welcome back! 2. Screen commercial options 3. Distribution 4. Brand boards 5. Next week 1. Welcome back (5 minutes) y 3 weeks to WOW! y Focus for those 3 weeks is on making all products professional quality that starts today with re-doing our brand boards y Agenda and objectives 19

2. Screen commercial options (15 minutes) y Hand out materials each student receives 2 green squares of paper, 2 yellow, 2 red and 1 post-it y Were going to screen the first commercial option and when its over, youll have 3 minutes to do 3 things: write what you liked about the commercial on the green paper, what you didnt like on the red paper, and at least ONE question you have about that commercial option on the yellow paper y Screen the first commercial, give students 3 minutes for writing, then collect y Screen the second commercial, give students 3 minutes for writing, then collect y On the post-it, write 1 or 2 depending on which commercial youd like to be our final commercial. Collect post-its y Results next week when we screen the final commercial 3. Distribution (10 minutes) y Define the term y Give a few examples of where the commercial could be distributed (GTP website, YouTube, AOL website?) y Students break into groups (one CT with each group) and have 3 minutes to brainstorm places we want to distribute our commercial. CTs: during this time make sure your group doesnt get excited about something thats not a realistic option! y Before we come back together as a class, each group should nominate a speaker, and pick their top 4 ideas to share y Groups share out and well compile a list on the smartboard 4. Brand boards (40 minutes) y Explain why were doing this again: professional quality; now that you know more about what it means to brand something has your brand changed? y Explain how well use these at the WOW!: well display them, people in the audience will ask you questions about yours; they represent individual pieces of GTP, which we have branded as a whole! y Go over the high quality brand board checklist (this is attached to this email as well!) y I will create an assignment in case students finish early where they will write an artists statement to go along with their brand board (basically explaining the different colors, words, and images they used) (this is attached to this email as well!) y While students are working, circulate around the classroom to keep students on task and producing high quality work!! y If we have time before class is over, ask for 2 volunteers to present their brand boards in front of the class! 5. Forecast next week (5 minutes) y Well screen our final commercial, and use it to create a final storyboard that reflects the scenes included in the commercial How to WOW! Your Brand: Week 10 SEE HTWYB Lesson 10 documents Objectives: 1. Screen final commercial 2. Review what weve learne 3. Finish brand boards 20

4. Start preparing for WOW! Agenda 1. Intro 2. Screen final commercial 3. Word Wall Review 4. Jeopardy 5. Brand Boards 6. WOW! Prep 7. Next week 1. Welcome (5 minutes) ((CTs lead)) y 2 weeks to WOW! y Focus for these 2 weeks is on making all products professional quality y Agenda and objectives 2. Screen final commercial (10 minutes) ((TL Leads) y Explain that after we watch the commercial, each adult is going to give a shout out to a particular student, and then well ask for 2 volunteers to come up to the front of the room to give shout outs y Screen the commercial, then do shout outs 3. Review (30 minutes) ((TL leads)) y Bring in word wall to go over vocab and storyboard (aka the 5 elements of our commercial) y Read through definitions and storyboard, then individual mini-quiz where students have to match the words with their definitions and put the storyboard elements in order. 100% correct will win scholar dollars y Full-class Jeopardy game to review everything weve learned in class 4. Brand Boards (15 minutes) ((CTs lead)) y For students who were here last week, 15 extra minutes to work on your brand boards, with the expectation that you will finish! y For students who were absent last week, 15 minutes to start your brand boards at the end of these 15 minutes, you should have found all your pictures and cut them out 5. WOW! Prep (15 minutes) ((Roles spelled out below)) y Farhana and Stephon will go with Ms. Cathy to another room (GTP recording studio? CS office?) to start preparing for their WOW! speaking roles. y Raquel, Kyli, Derek, Jason, Xavier, and Paul (who should have finished their brand boards by this point!) will go with Ms. Lenhart to another room (Ms. Morriss?) to do their artists statements and practice talking about these in pairs with flipcams y Isaac, Kaylyn, John, Chris will stay with Ms. Bivens to finish their brand boards 6. Forecast next week (5 minutes) ((CTs lead)) 21

y y

Everyone come back to the classroom and help clean up Explain that next week well practice public speaking and get ready for the WOW! How to WOW! Your Brand: Lesson 11

Objectives: 1. Students will understand their responsibilities and the flow of the WOW! 2. Students will practice their public speaking skills and prepare for the WOW! Agenda: 1. Commercial 2. Imagine the WOW! 3. Review Challenge 4. Public Speaking Skills 5. Rotation Stations 1. Commercial (4:30-4:35) Ms. Lenhart will get everyone seated and paying attention. Ms. Cathy could you give a brief intro to why its important to watch our commercial again (feel comfortable seeing ourselves on screen, today is all about practicing for the WOW!, etc.) 2. Imagine the WOW! (4:35-4:45) Ms. Lenhart will talk through what will happen next Monday (May 16) from the time students get out of last period, through arriving home from the WOW! Ms. Lenhart will take questions at the end. Ms. Bivens could you pass out scraps of paper and explain that students should write their questions down because I wont answer them till the end 3. Review Challenge (4:45-4:55) Ms. Lenhart will explain instructions: Ms. Cathy and Ms. Bivens will take turns calling students names. When your name is called, stand up. CT will ask you either to say our slogan or the 3 brand attributes. Youll have 15 seconds to answer, and if youre correct and in time, Ms. Lenhart will throw you a piece of candy. Then youll sit back down. We earn a strike as a class if anyone talks out of turn. Ms. Lenhart will track strikes. When the game is over, if the full class gets less than 3 strikes, everyone gets 3 scholar dollars EACH. (Cathy and Aimee Ill make you a list of students so you can just call names from a list and not have to worry about calling on every student at least once. I figure you two can alternate asking for the slogan versus the brand attributes.) 4. Public Speaking (4:55-5:05) Ms. Lenhart will write the SPEAK acronym on the board (Stand up straight; Project your voice; Eyes up; Arms at rest; Killer confidence). Ms. Cathy could you go over this with students and explain the importance of interacting professionally with the audience. 5. Rotation Stations (5:05-5:50) **First thing Ill do here is send Farhana and Stephon to the CS office with Ms. Cathy to start prepping!** Ms. Lenhart explain to students that now were going to practice for the WOW! There will be 3 stations, and youll have 15 minutes at each station. Station 1 Ms. Lenhart will be in the classroom, working with students to practice answering audience questions. Passport questions students should practice: 1. What is a brand? 2. What makes a good commercial? 22

3. What is GTPs brand? Station 2 Ms. Bivens will be in the GTP recording studio, working with students on talking about their brand boards. Ms. Bivens pretend to be an adult at the WOW! and practice the following with each student. When a student is not practicing, he/she should be coming up with feedback for the student who is practicing. y Introducing themselves to an adult (handshake, eye contact, full name) y Explaining what is on their brand boards and WHY they included those pictures and words y Answering questions about their brand boards Station 3 [Adult 1] will be in the stairwell, working with students on professionalism and practicing public speaking skills. **Ill fill in the [Adult 1] once I get a sense of who will be available to help us! Id really like to keep it to 3 spaces, so student groups are small and they can get the most practice out of this time.** Student groups: A) Xavier, Kaylyn B) Paul, Jason, Kyli C) Derek, John Chris Sostre will film Ms. Lenharts rotations. Farhana and Stephon will be with Ms. Cathy practicing speaking. Isaac will be prepping with Mr. Nartey during the first half of class, but may join in for the second half to practice. How to WOW! Your Brand: Lesson 12 CTs: Cathy, Aimee and Claire TL: Rentsch (Lenhart is graduating!) Objectives: 1. Students will reflect on their experiences in the apprenticeship and at the WOW! 2. Interested students will have a chance to create extra materials to go along with our video Agenda: 1. 3/2/1 reflections 2. Concentric circles 3. Food & quizzo 4. SPLIT supplementary materials & activity 1. 3/2/1 reflections (4:30-4:35) Ms. Rentsch to give students 5 minutes to write or draw: y 3 things you enjoyed about the WOW! y 2 things you didn t enjoy y 1 experience or memory that stuck out to you either good or bad 2. Concentric circles (4:35-4:50) Ms. Rentsch to explain activity, then get students into 2 concentric circles, facing each other. Ms. Rentsch to call directions for student movement, then CTs ask questions: y What did you enjoy most about the WOW!? y What is one thing you learned from this apprenticeship? y What did you not enjoy about the WOW!? 23

y y

What was your favorite part of this apprenticeship? What is one experience you had in the apprenticeship or the WOW! that stuck out to you?

3. Food & quizzo (4:50-5:10) Ms. Rentsch and CTs to pass out food to students (Question: order pizza and soda? Bring food from AOL? Just snacks?) Ms. Rentsch to seat students in their teams: y Team A: Farhana, Paul, Kyli, Chris y Team B: John, Isaac, Stephon, Derek y Team C: Kaylyn, Xavier, Jason Ms. Rentsch to explain rules of quizzo, then get each team to pick a scribe who writes answers. CTs ask questions, which are either pictures of logos or slogans students must identify the brand. Winning team gets AOL swag? Scholar dollars? Extra food? 4. SPLIT (5:10-5:45) Students interested in creating supplementary materials to go along with our commercial, that Ms. Russell can give out to interested students at GTP information sessions, go with Ms. Cathy to room #? Students not interested in doing that will stay in classroom with Ms. Rentsch and watch something? For Ms. Cathy and students interested in creating supplementary materials: 1. Have students pick a section to elaborate on trips, technology, leadership 2. Once each student has picked ONE, have them spend 5 minutes brainstorming on chart paper everything that they think students interested in coming to GTP should know about that section, in a group with everyone who picked the same section to work on 3. Have groups share out from their brainstorming, and make suggestions to other groups about things they have missed 4. Explain that we re going to create a handout to give to students at these information sessions, so they know more about trips, technology, and leadership at GTP 5. Students can pick whether they want individual writing time, or want to work in pairs to create a written explanation of their category. Then give students 10 minutes of straight writing time to compose in paragraph form an explanation of their focus area. Help students who are struggling! 6. Workshop the written pieces for grammar/spelling, as well as anything that s missing. 7. Give students 5 minutes to make corrections, and collect the final products! How to WOW! Your Brand Final Lesson! Agenda: 1. Apprenticeship Awards (10 minutes) 2. Toy Story 3 Brand Identification Challenge (1 hour) 3. Final Goodbye (5 minutes) Apprenticeship Awards (10 minutes) Ms. Lenhart will call all students up to the front one by one for an individual award. CTs will take turns presenting awards (and giving hugs/handshakes) to students. Toy Story 3 Brand Identification Challenge (1 hour) Ms. Lenhart will introduce the challenge students must take note of every brand they see in the video and where it is (for example: Buzz Lightyear using a Mac computer). Ms. Lenhart will stop the video every 10 minutes to see who has the most brands in that period of time and that student will win a prize (speakers). For students who already won speakers last week, they will win 5 scholar dollars instead. 24

Final Goodbye (5 minutes) Ms. Lenhart will give students time to say a final goodbye to CTs.

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