Friday, April 30, 2010
April 30, 2010
Field trip on Monday. Make sure your child has a bagged lunch. If you have any questions, please contact me over the weekend at bozmd@comcast.net .
Thursday, April 29, 2010
Wednesday, April 28, 2010
April 28, 2010
Homework:
Completing the Sentence Unit 12
The final draft of the 500 word piece is due Thursday.
Today:
Daily Drill
Reviewed vocabulary
Then we started the next unit. In a nutshell, the students will be defining who they are and having their portrait taken by me. The picture will "portray" who they are. I have lots of ideas of how I will help them define themselves. I promise, this unit will not be boring, nor will it be comfortable for many. Who wants to talk about themselves, well, besides me? :) I will make a web page as I gather some more things together.
Completing the Sentence Unit 12
The final draft of the 500 word piece is due Thursday.
Today:
Daily Drill
Reviewed vocabulary
Then we started the next unit. In a nutshell, the students will be defining who they are and having their portrait taken by me. The picture will "portray" who they are. I have lots of ideas of how I will help them define themselves. I promise, this unit will not be boring, nor will it be comfortable for many. Who wants to talk about themselves, well, besides me? :) I will make a web page as I gather some more things together.
Tuesday, April 27, 2010
April 27, 2010
(Picture: We are trying to sell the yearbooks!)Homework:
Synonyms and Choosing the Right Word unit 12
Good draft of 500 word piece due Thursday
Today:
Daily Drill
Read another sample 500 word piece
We spent time peer editing looking for errors
Here is what I explained to the students over the last two days.
"Your paper should not have any of these errors:
Proper nouns, Possession, Spelling, Contractions, Comma- Intro clause or phrase, Comma- Quotes. Run-on sentences do not help your score. "
0 errors = A
2=A-
3=B+
4=B
5=B-
6=C+
7=C
8=C-
9=D+
10=D
11=D-
12=F
There are other errors that I will point out in their papers, but I am only taking off points for those errors listed above. I am also giving a grade for content, but that will be a smaller grade. I want these perfect. I encouraged the students to get help from someone else.
Monday, April 26, 2010
April 26, 2010
Homework:
Pictionaries 1-20 Unit 12
Final draft of the 500 word piece is due Thursday
Today:
Daily Drill
Reviewed calendar
Listened to words 1-20 unit 12
We read a sample 500 word piece and proofread it. I am going to be very strict about errors in this piece! As it is now, two errors is an A-. I am encouraging students to have people help make sure they have not one error! This is real life. For other papers, I expect some errors. I want them to know that there are times when errors can cost you your job, or at the very least, respect.
Pictionaries 1-20 Unit 12
Final draft of the 500 word piece is due Thursday
Today:
Daily Drill
Reviewed calendar
Listened to words 1-20 unit 12
We read a sample 500 word piece and proofread it. I am going to be very strict about errors in this piece! As it is now, two errors is an A-. I am encouraging students to have people help make sure they have not one error! This is real life. For other papers, I expect some errors. I want them to know that there are times when errors can cost you your job, or at the very least, respect.
Thursday, April 22, 2010
April 22, 2010
Homework:Quiz 11 Friday
The good draft of the 500 word piece will probably be due Tuesday or Wednesday next week.
Today:The ads were turned in! I had so much fun looking at what the students made. Look for links soon that will showcase the posters and other pieces. I will also be posting video ads the students made as soon as I can get parental permission. Some were really good.
The box in the hallway was a guerrilla marketing ad. Like a strange toy in an animal's cage, the students couldn't stop exploring the box. When they did, two students popped up and said to buy the yearbook. The box caused quite a stir in the hallway, and I bet students will talk about it. Mission accomplished. Now, if this leads to sales, I will be even happier.
Tuesday, April 20, 2010
April 20, 2010
Homework:
Pictionaries, Synonyms, and Choosing are due Wednesday
The ad is due Thursday.
The rough draft of the 500 word piece is due Thursday:
Suggested topic sentence: “Mr. Bosler, I know I can sell your yearbook!”
The piece will discuss a few things:
-What did your research show about why students did not buy a yearbook?
Explain the research, in detail, from the chart
-Based on research, what techniques address the needs/perceptions of students?
Explain the ways that you will sway the students
-Explain everything in the ad: the pictures, words, colors, etc.
Explain everything!
Nothing in the ad is just there.
-Ads are tested on focus groups. What feedback did you receive on your ad?
Show the ad some other students.
What do they think?
You showed the rough ad to the class.
-Why do you think the ad will be successful at increasing yearbook sales?
You should sound convincing!
Pictionaries, Synonyms, and Choosing are due Wednesday
The ad is due Thursday.
The rough draft of the 500 word piece is due Thursday:
Suggested topic sentence: “Mr. Bosler, I know I can sell your yearbook!”
The piece will discuss a few things:
-What did your research show about why students did not buy a yearbook?
Explain the research, in detail, from the chart
-Based on research, what techniques address the needs/perceptions of students?
Explain the ways that you will sway the students
-Explain everything in the ad: the pictures, words, colors, etc.
Explain everything!
Nothing in the ad is just there.
-Ads are tested on focus groups. What feedback did you receive on your ad?
Show the ad some other students.
What do they think?
You showed the rough ad to the class.
-Why do you think the ad will be successful at increasing yearbook sales?
You should sound convincing!
Thursday, April 15, 2010
April 15, 2010
Homework:
Finish Unit 10 vocab
Quiz Friday
Today:
In sections 1,2,6,7 we have been doing daily drills which focus on idioms and analogies. We have been doing vocabulary reviews because we are going to be covering one unit a week until the end of school. We have also been working on the yearbook ad project mentioned in an earlier blog.
Today I explained that I would like the groups to present their ideas to me Friday. Just as an ad agency would present their ideas to a client, I want to hear what they are thinking about doing. I gave them a copy of the 500 piece requirements to use for the presentation because four of the five ideas need to be discussed. I would like to see a rough draft of the 500 word piece early next week. I would like the ads done ASAP so I can start promoting the yearbook.
Ironically, I have been doing this project with 100 students. Not all of them have bought yearbooks. Now, if we have been talking about selling yearbooks so much and they haven't bought them, what are my chances of the rest of the students buying them?
This makes me think about one part of the video "The Persuaders." There is one man who believes he can find out what people really want deep down. He believes you don't have to convince those people to buy the product if they already want it. In other words, you need don't need to advertise to people who want to buy anyway. Just find those people. I am hoping our ads will find students who have not bought a yearbook yet buy who really want one. We will see.
Requirements for the 500 word piece
The piece will discuss a few things:
-What did your research show about why students did not buy a yearbook?
-Based on research, what techniques address the needs/perceptions of students?
-Explain everything in the ad: the pictures, words, colors, etc.
-Ads are tested on focus groups. What feedback did you receive on your ad?
-Why do you think the ad will be successful at increasing yearbook sales?
Grade
The piece should be about 500 words. I want the number written on the piece.
There should be NO GRAMMAR ERRORS at all.
You must answer the questions above in a smooth, continuous piece.
It should not be a series of short answers.
The piece should flow from one topic to the next focusing on the goal of selling yearbooks.
Finish Unit 10 vocab
Quiz Friday
Today:
In sections 1,2,6,7 we have been doing daily drills which focus on idioms and analogies. We have been doing vocabulary reviews because we are going to be covering one unit a week until the end of school. We have also been working on the yearbook ad project mentioned in an earlier blog.
Today I explained that I would like the groups to present their ideas to me Friday. Just as an ad agency would present their ideas to a client, I want to hear what they are thinking about doing. I gave them a copy of the 500 piece requirements to use for the presentation because four of the five ideas need to be discussed. I would like to see a rough draft of the 500 word piece early next week. I would like the ads done ASAP so I can start promoting the yearbook.
Ironically, I have been doing this project with 100 students. Not all of them have bought yearbooks. Now, if we have been talking about selling yearbooks so much and they haven't bought them, what are my chances of the rest of the students buying them?
This makes me think about one part of the video "The Persuaders." There is one man who believes he can find out what people really want deep down. He believes you don't have to convince those people to buy the product if they already want it. In other words, you need don't need to advertise to people who want to buy anyway. Just find those people. I am hoping our ads will find students who have not bought a yearbook yet buy who really want one. We will see.
Requirements for the 500 word piece
The piece will discuss a few things:
-What did your research show about why students did not buy a yearbook?
-Based on research, what techniques address the needs/perceptions of students?
-Explain everything in the ad: the pictures, words, colors, etc.
-Ads are tested on focus groups. What feedback did you receive on your ad?
-Why do you think the ad will be successful at increasing yearbook sales?
Grade
The piece should be about 500 words. I want the number written on the piece.
There should be NO GRAMMAR ERRORS at all.
You must answer the questions above in a smooth, continuous piece.
It should not be a series of short answers.
The piece should flow from one topic to the next focusing on the goal of selling yearbooks.
Tuesday, April 13, 2010
April 13, 2010
Homework:
Synonyms and Choosing unit 10
Students should be researching why kids at H.B. are not buying their yearbooks.
Quiz on Friday
Today:
Here is the link for the current assignment.
Synonyms and Choosing unit 10
Students should be researching why kids at H.B. are not buying their yearbooks.
Quiz on Friday
Today:
Here is the link for the current assignment.
Monday, April 12, 2010
April 12, 2010
Homework:
Pictionaries 1-20 Unit 10
Quiz Friday
I will have a page up tomorrow that explains the current project. I will post a link here.
I need your help. I need three parents to be chaperons for the May 3 field trip. The cost is $20. If you want to see the play and go to the picnic afterward, please let me know ASAP. Thank you.
Pictionaries 1-20 Unit 10
Quiz Friday
I will have a page up tomorrow that explains the current project. I will post a link here.
I need your help. I need three parents to be chaperons for the May 3 field trip. The cost is $20. If you want to see the play and go to the picnic afterward, please let me know ASAP. Thank you.
Thursday, April 01, 2010
April 1, 2010
Homework:
None
Today:
We began watching Frontline: The Persuaders
When we come back from break, we will be creating ads... for real. I need to sell 103 yearbooks to break even. I am going to put our advertising knowledge to work. I want to have all of these books sold by May 22. You can't get more real than this! There will be more details to come, but they will be in groups and choose which method they want to use: standard print ad, radio ad for the announcements, guerrilla marketing, a TV ad, or a viral video ad.
Grades are in. I have two classes of magazine presentations that did not get into 3rd marking period's grades. I will grade them over break for the 4th MP.
None
Today:
We began watching Frontline: The Persuaders
When we come back from break, we will be creating ads... for real. I need to sell 103 yearbooks to break even. I am going to put our advertising knowledge to work. I want to have all of these books sold by May 22. You can't get more real than this! There will be more details to come, but they will be in groups and choose which method they want to use: standard print ad, radio ad for the announcements, guerrilla marketing, a TV ad, or a viral video ad.
Grades are in. I have two classes of magazine presentations that did not get into 3rd marking period's grades. I will grade them over break for the 4th MP.
Tuesday, March 30, 2010
March 30, 2010
Homework:
Sections 2 and 7- I changed the oral presentation assignment. Whereas I thought I could get them done for the 3rd marking period, it did not work out that way. I am having them turn in a written version of the presentation on Thursday. I have spelled out the expectations for them clearly in class. The written piece should have four ads- three for the techniques and one for the primary ad for that audience.
Section 3 is done their presentations. Sections 1 and 6 will finish their presentations tomorrow. I will have those grades entered into the 3rd marking period on Thursday.
Today:
We began discussing viral marketing. I showed them a video by Ok Go. I will show them more examples tomorrow from Will it Blend?. Then we will start watching a Frontline episode called "The Persuaders."
Sections 2 and 7- I changed the oral presentation assignment. Whereas I thought I could get them done for the 3rd marking period, it did not work out that way. I am having them turn in a written version of the presentation on Thursday. I have spelled out the expectations for them clearly in class. The written piece should have four ads- three for the techniques and one for the primary ad for that audience.
Section 3 is done their presentations. Sections 1 and 6 will finish their presentations tomorrow. I will have those grades entered into the 3rd marking period on Thursday.
Today:
We began discussing viral marketing. I showed them a video by Ok Go. I will show them more examples tomorrow from Will it Blend?. Then we will start watching a Frontline episode called "The Persuaders."
Monday, March 29, 2010
March 29, 2010
Homework:
Today, students saw clear examples of what I expect from the presentations. They saw how I will score them using the rubric. Tomorrow, we should get through a lot of presentations and learn about a variety of magazines. This will be the last grade for the marking period. The grades have been done. I just have this one presentation.
Today:
We talked about guerrilla marketing. Wikipedia gives a good explanation. I showed them about 30 example pictures I found on the internet. Here is an example.
Friday, March 26, 2010
March 26, 2010
Homework:
The magazine presentation is due Monday. It will be worth a test grade. We have been studying these concepts for the past month, and I want the students to demonstrate their understanding.
You can see the sheet I will use during the presentations here. They must mention all of these things and explain. To receive an A, the students must be organized and show a clear understanding of their magazines. I recommend they write out the information and practice giving the presentation to someone.
Some students are a little confused about what to explain. Think of it this way. Imagine a person reading your magazine. That person is the audience of the magazine. Who buys that magazine and reads it? What are their interests? How do advertisers sell their products to that audience? Ideally, the student bought a magazine they are interested in. It would make the task easier. The audience is them! However, too many students just used one of mine. Those magazines are aimed at all types of audiences.
If you have questions, e-mail me at home: bozmd@comcast.net I have a very busy weekend, but I usually check this e-mail on my phone.
The magazine presentation is due Monday. It will be worth a test grade. We have been studying these concepts for the past month, and I want the students to demonstrate their understanding.
You can see the sheet I will use during the presentations here. They must mention all of these things and explain. To receive an A, the students must be organized and show a clear understanding of their magazines. I recommend they write out the information and practice giving the presentation to someone.
Some students are a little confused about what to explain. Think of it this way. Imagine a person reading your magazine. That person is the audience of the magazine. Who buys that magazine and reads it? What are their interests? How do advertisers sell their products to that audience? Ideally, the student bought a magazine they are interested in. It would make the task easier. The audience is them! However, too many students just used one of mine. Those magazines are aimed at all types of audiences.
If you have questions, e-mail me at home: bozmd@comcast.net I have a very busy weekend, but I usually check this e-mail on my phone.
Wednesday, March 24, 2010
March 24, 2010
Homework:
I told students they could find a media kit for their magazine. The media kit is what magazines create for potential advertisers to describe their audience. Advertisers would learn about the interests and spending habits of the magazine's audience and decide if they want to spend their advertising dollars on that magazine.
I gave the example of a tire manufacturer. I pretended I wanted to buy ad space, so I looked at Girls Life. They have a rate base of 440,000 readers and charge $19,000 for a full page color ad. However, their media kit tells me the audience of 14 year old girls is not a good fit. Sports Illustrated had a rate base of 3.1 million readers, but they charge $350,000 for a full page ad. While lots of men would see the ad, the price is high, and not all of the readers are into cars. They are into sports. The best value was Hot Rod, which had a rate base of 660,000 readers and charged $92,000 for a full page ad. The audience was very specific, and I was sure that audience would be into tires.
The students need to figure out the audience of their magazine. They can do this with a media kit or by being a detective. I showed them how the readers of magazines see who they are or who they want to be in ads; they are shown what they would look like using the product as they really look, or they see what they dream of looking like using the product. By examining the magazine, you can determine who is reading the magazine, how much they spend, and what their interests are.
I told students they could find a media kit for their magazine. The media kit is what magazines create for potential advertisers to describe their audience. Advertisers would learn about the interests and spending habits of the magazine's audience and decide if they want to spend their advertising dollars on that magazine.
I gave the example of a tire manufacturer. I pretended I wanted to buy ad space, so I looked at Girls Life. They have a rate base of 440,000 readers and charge $19,000 for a full page color ad. However, their media kit tells me the audience of 14 year old girls is not a good fit. Sports Illustrated had a rate base of 3.1 million readers, but they charge $350,000 for a full page ad. While lots of men would see the ad, the price is high, and not all of the readers are into cars. They are into sports. The best value was Hot Rod, which had a rate base of 660,000 readers and charged $92,000 for a full page ad. The audience was very specific, and I was sure that audience would be into tires.
The students need to figure out the audience of their magazine. They can do this with a media kit or by being a detective. I showed them how the readers of magazines see who they are or who they want to be in ads; they are shown what they would look like using the product as they really look, or they see what they dream of looking like using the product. By examining the magazine, you can determine who is reading the magazine, how much they spend, and what their interests are.
Tuesday, March 23, 2010
March 23, 2010
Homework:The students should have filled out the chart in their yellow packets on the ad techniques used in the first 20 ads in their magazine. They are trying to figure out which technique is most commonly used for the audience of their magazine.
Today:
We read key concept 4. We reviewed the 15 techniques work they did in their magazines. We also watched a McDonald's ad from 1986. The ad was aimed girls. It was kind of corny and reminded me of high school! But after the ad, there was a narrative voice that read the letter from the ad company to the production company about the requirements McDonald's wanted for the ad. It discussed the overall goal of the ad, the look and feel, and what type of girls were to be in the ad. It was interesting to hear how much planning went into the ad. I am trying to reinforce how "constructed" ads are. The part that stuck out for the students was when he described how McDonald's wanted a range of girls, a cross section of the American girl, "...some pretty, some not so pretty, but with character." The song is totally stuck in my head now!
"Where the Truth Lies" on iTunes U (If you have iTunes, this is free.)
Jeffrey Graham
Monday, March 22, 2010
March 22, 2010
Homework:
Sections 1,2,6,7 should be done the 15 ad techniques for Tuesday. We have to move on. The magazine presentation is due next Monday. They will be ready for it by the end of the week.
Here are the top five science fiction stories as determined by me after reading all the stories. I would like these students to submit their stories to Teen Ink. If you get a chance to read these, you will see the talent that some of my students have. Each story has its strengths. The first one, I think, has the most comfortable style to read. Some had good characters. Others made me think. Check them out.
http://www.mrboz.com/MrBoZ/Main_files/Sci_Fi_Story_Brianna_Lejeune.pdf
http://www.mrboz.com/MrBoZ/Main_files/Sci_Fi_Story_John_Bounds.pdf
http://www.mrboz.com/MrBoZ/Main_files/Sci_Fi_Story_Nicole_Gutowski.pdf
http://www.mrboz.com/MrBoZ/Main_files/Sci_Fi_Story_Shailja_Gangrade.pdf
http://www.mrboz.com/MrBoZ/Main_files/Sci_Fi_Story_Branden_Bateman.pdf
Sections 1,2,6,7 should be done the 15 ad techniques for Tuesday. We have to move on. The magazine presentation is due next Monday. They will be ready for it by the end of the week.
Here are the top five science fiction stories as determined by me after reading all the stories. I would like these students to submit their stories to Teen Ink. If you get a chance to read these, you will see the talent that some of my students have. Each story has its strengths. The first one, I think, has the most comfortable style to read. Some had good characters. Others made me think. Check them out.
http://www.mrboz.com/MrBoZ/Main_files/Sci_Fi_Story_Brianna_Lejeune.pdf
http://www.mrboz.com/MrBoZ/Main_files/Sci_Fi_Story_John_Bounds.pdf
http://www.mrboz.com/MrBoZ/Main_files/Sci_Fi_Story_Nicole_Gutowski.pdf
http://www.mrboz.com/MrBoZ/Main_files/Sci_Fi_Story_Shailja_Gangrade.pdf
http://www.mrboz.com/MrBoZ/Main_files/Sci_Fi_Story_Branden_Bateman.pdf
Friday, March 19, 2010
March 19, 2010
No Logo Day!We covered up our logos because we don't want to be advertised to by other people's clothes!
And, apparently, you can make mustaches and beards our of tape. Who knew?
Enjoy the nice weather this weekend.
Thursday, March 18, 2010
March 18, 2010
Homework:No Logo Day- Try to wear no logos at all Friday! We will cover them up in class with tape!
Today:
Mega Logo Day- I wanted to show the students how many messages we are exposed to just on their clothing. Although the dress code limits what students can wear, and that cut down on the number of logos, some students brought in some clothing with lots of logos!
Idol Videos
http://www.americanidol.com/videos/season_9/ford_music_videos/
Wednesday, March 17, 2010
March 17, 2010
Homework:
Thursday is Mega Logo Day! I told students to bring/wear clothes that had the most logos on them. I told them they must follow the dress code as far as pants, but shirts can be under the sweatshirt. If the item can not be worn per the code, they can bring the item in a bag, such as a hat or a shirt. This is not an excuse to not be in code.
I also encouraged students to find the "media kit" for their magazine. They should search Google using their magazine's name and "media kit." Many publishers have these available online now. We used to send away for them. I will show students how to use these in class.
Thursday is Mega Logo Day! I told students to bring/wear clothes that had the most logos on them. I told them they must follow the dress code as far as pants, but shirts can be under the sweatshirt. If the item can not be worn per the code, they can bring the item in a bag, such as a hat or a shirt. This is not an excuse to not be in code.
I also encouraged students to find the "media kit" for their magazine. They should search Google using their magazine's name and "media kit." Many publishers have these available online now. We used to send away for them. I will show students how to use these in class.
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