Wikis,+Blogs,+and+Digital+Stories+Green+Automobiles+of+the+Future+by+Cari+Koblitz


 * “Green” Automobiles of the Future**

Students will:
 * Standards**
 * CCSS (English Language Arts Standards: Science and Technical Subjects): RST.11-12.1, RST.11-12.2, RST.11-12.4, RST.11-12.5, RST.11-12.6, RST.11-12.7, RST.11-12.9, RST.11-12.10
 * Keywords**
 * wiki, photo-story, photo-essay, digital storytelling, student research, problem-solving, peer editing, filmmakers, digital video, information literacy, current events
 * Objectives**
 * Connect the history of the automobile with today’s Global Warming concerns and assess the impacts of introducing a new technology as it relates to the environment.
 * Use online and print sources to research and verify information regarding various automobile fuel/energy source options and interior/exterior features.
 * Use technology to collaboratively create a class wiki of information appropriate to vehicle fueling options.
 * Use computer software for creating spreadsheets and graphs to organize and display a comparison of the average commuter’s costs using different fueling options.
 * Utilize problem-solving skills in a collaborative setting to design and propose an alternative green vehicle.
 * Compare and contrast popular foreign vehicles to those in the United States.
 * Use various media and technologies to produce two-dimensional art.
 * Use technology to collaborate, review, and revise writing and green vehicle proposals.
 * Consider a target audience and use technology to create an original video advertisement that would persuade that audience to purchase their environmentally friendly (green) vehicle.


 * Unit Description/Rationale**

The purpose of this project is for students to design a green, fuel-efficient vehicle--something that is quite relevant to my high school juniors and seniors who own cars dependent on high priced gasoline--and to create a video advertisement that will effectively sell their car to a target audience. To complete this culminating project, students will be required to use content knowledge, prior knowledge, and research, communication, literacy, technology, and problem-solving skills.

The initial steps of the project have the students research the history of the automobile, fueling options, and interior and exterior features that make a car more environmentally friendly and fuel-efficient. The information gathered from the research is then posted to the class wiki, “a collaborative Web site” (Shamburg, 2008, pg. 74), so that all groups have equal access to the same information that is organized and reviewed for validity. At the same time, students will be required to answer the class question in the blog section of the wiki, requiring them to think about the current dependency on oil and ways we can eliminate or decrease this dependency. Additionally, students will be expected to respond to other posts and opinions, and converse through this online medium. According to Wilber (2010), “The ability to comment is an important feature of a blog because it allows the blog to become a multiauthored text whose meaning changes through the interplay of the main posts and the comments” (p64). Wikis and blogs are well suited for the classroom as “students and teachers can easily learn blogs and wikis, they can be accessed from any computer with an Internet connection regardless of whether you have a Mac or PC, and both blogs and wikis allow you as the teacher to set different levels of privacy as you desire” (Wilber, 2010, pg. 18). Furthermore, wikis and blogs give students the opportunity to publish their writing and opinions, create a writing community, and learn and practice critiquing and reflection skills (Wilber, 2010, pg. 43). When implementing a class project of this nature, it is important for each student to have access to the information and to be an equal participant in the gathering and organizing of the data and information found. According to Wilber (2010), “allowing students to contribute sites and information to a class wiki builds on their expertise too, giving them a voice and an incentive to continue participating” (pg. 55). The goal then is to build a working community of learners who feel their contributions are valued and important to the overall development of the project (Jenkins, 2010, pg. 238). Both wikis and blogs encourage and enable a collaborative work environment with the opportunity for personal expression and growth, while adding teacher control over privacy. Furthermore, the way the research tasks are assigned to groups can be done in several different ways; however, by creating sub-groups, each base group has an expert to rely on and the research on many different topics can be completed simultaneously. The results: they must learn from and support each other, discuss their findings, and utilize the class wiki. The next step of the project requires students to add a group page to the class wiki. Students create a page to post their original design drafts, receive and provide feedback, revise their design proposals, and publish their final proposals and drawings. In posting their proposals, each group is demonstrating the ability to utilize the technology, collaborate using different backgrounds, knowledge and opinions, and recall and apply their prior learning. This part of the project is especially important, because it provides the opportunity for peer editing and critiquing. Not only will students have to think deeply about the proposals, but they will also have to think about what constitutes good, constructive feedback that will help the other groups further develop their concepts without being rude or inconsiderate of feelings. It is then the responsibility of each group to modify their original proposals based on the feedback they received from others in the class. Feedback and comments will hopefully lead to improvements in student writing, grammar, content application and understanding, and a better “green” car design proposal that is based on sound research and feasible as a future vehicle. Although one purpose of this project it to get students to think outside of the box and create something new and different, they must also think practically and propose a design that could someday be possible. In other words, students must be realistic, idealistic, and creative, all at the same time.

Along with the final design proposal, students must provide a drawing of the interior and exterior of the vehicle. As the teacher, emphasis should be placed on the features and reasoning rather than the artistic ability of the students. Not all students are artists, and that is okay. In the past, I have found that most student-created groups consist of at least one member who draws as a hobby or takes art classes and is excited to complete a drawing component of a project. I have also allowed students to request assistance from the art teacher, art students, or someone else with artistic abilities to alleviate any pressure or feelings of embarrassment when completing projects that will be shown to others. The experience has generally been positive and the drawer tends to have greater confidence doing something he or she enjoys. Other group members can also participate by labeling, coloring in, suggesting changes, and so forth and overall, the final products should meet your standards. Furthermore, some students find it easier to use computer-aided drawing programs and so I encourage students to use this approach as well. Students have an opportunity to be quite creative here, from the design, features, colors, materials used, and so on, and it truly allows students to take ownership in something they have created. I have also found that drawing components of projects tend to appeal to English Language Learners (ELL), students who have difficulty expressing themselves verbally, and students who are simply unmotivated by written tasks. Digital storytelling tends to have the same effect.

The last part of the project involves students creating an advertisement that they feel will sell their vehicle to a target audience. Their video advertisement will be similar to a digital or written story in that it will have “a beginning, a middle, and an end, more along a conventional arc, introduce characters, and have a setting” (Wilber, 2010, pg. 58). Whether the groups decide to make a digital video, Flash video, machinima, video remix, music video, and so on, is entirely up to each individual group. However, each group is expected to produce a video 1.5 to 2 minutes in length that includes important design features, audio, and other attributes specific to their chosen target audience, including music selection, language, video angles, and characters. Having the students produce the media allows them to be both creators and providers, learn through trial and error, and forces them to consider various points of view (De Abreu, 2011, pg. 37). A digital story is, in my opinion, the best way to conclude this project especially “in a world where collaboration and creativity are increasingly valued, digital stories push students to script, shoot, edit, and produce something that feels important to them” (Wilber, 2010, pg. 59). The creation of the video advertisement will also require students to think critically and creatively, and for teachers, it provides an opportunity to discuss what is and is not appropriate to post online, and why (Wilber, 2010, pg. 60). Another option for teachers disinterested in the video advertisement as the final assessment may be to have students make a persuasive video to an automobile company or government official. In this video, the audience would be specific and the goal would be to get the car company to manufacture their car or to have the government official put into policy a mandate making the production of this vehicle a legal obligation. I chose a video advertisement because I felt it gave them more artistic freedom and would motivate students to be more involved in creating the video.

The use of wikis, blogs, and digital storytelling in the classroom provides students with more opportunities to learn in a meaningful and relevant manner. As educators, we must understand that with the evolution of technology comes a change in language and skills and we must incorporate these new medias and literacies into our classrooms to demonstrate proper usage, to motivate students, and to give students access and opportunities to experiences and technologies they may otherwise miss out on. Specifically, “blogs, wikis, and digital stories are three technologies that can serve a range of needs, support both beginner and intermediate technology users, and motivate and build on student expertise” (Wilber, 2010, pg. 19). Furthermore, these three technologies also require students to think, read, and write critically while incorporating prior knowledge and content.


 * Technology**
 * A computer with Internet connection
 * A video camera
 * Video-editing software (iMovie)
 * Music (CDs and/or MP3s) and music-editing software (GarageBand)
 * Graphing software (Microsoft Excel)

Teacher/Student Resources: Articles concerning oil prices, oil dependency, and changed made to counter this dependency:
 * Supplementary Resources**
 * New York Times: Web-Based Article (2011): http://www.nytimes.com/2011/06/07/business/energy-environment/07oil.html
 * New York Times: Web-Based Article (2011): http://www.nytimes.com/2011/06/02/business/energy-environment/02packaging.html
 * New York Times: Web-Based Article (2011): http://www.nytimes.com/2011/02/25/business/economy/25econ.html

Articles concerning environmentally friendly automobiles and practices:
 * New York Times: Web-Based Article (2011): http://www.nytimes.com/2011/06/05/automobiles/05BATTERY.html?ref=energy-environment
 * New York Times: Web-Based Article (2011): http://green.blogs.nytimes.com/2011/06/08/from-a-special-ed-class-solar-power-evangelists/?ref=energy-environment
 * New York Times: Web-Based Article (2011): http://www.nytimes.com/2011/03/31/business/energy-environment/31ENGINE.html?ref=businessspecial2

Blogs:
 * Energy Savers Blog: http://www.eereblogs.energy.gov/energysavers/category/Energy-Education.aspx
 * The White House Blog: Energy and Environment: http://www.whitehouse.gov/issues/energy-and-environment

Wikis:
 * Wikispaces: www.wikispaces.com

Digital Storytelling Tutorials:
 * TechSoup.org: http://www.techsoup.org/learningcenter/techplan/page5897.cfm
 * How To Create Simple Digital Stories: http://electronicportfolios.com/digistory/howto.html
 * Photostory Tutorial: http://millie.furman.edu/mll/tutorials/photostory3/index.htm

After discussing the project, goals, and expectations, students will be given their first task towards the overall completion of the project. Students will work together to break up the history of the automobile by assigning decades of time starting from 1769 to present day. Students will need to research their decade, find important dates, and find suitable images to represent the automobile development that occurred during their assigned period of time. Students are expected to have their images and captions posted to the class wiki or on a USB key so that these images and captions can be used to create the class photo-story. For many, this will be the first time students use iMovie to create a photo-story, sometimes referred to as a photo-essay. Students will be guided through the process of making a photo-story on the second day of the project. The purpose of this photo-story is to use images, brief captions, and appropriate audio to summarize the history of the automobile, offer an alternate to writing an essay or creating a typical timeline, and to introduce students to one application of the iMovie software. Students will also blog about the teacher provided question: Why is it important for us to develop alternatives to the combustion engine and combustible fuels?
 * Activities**
 * Days 1-2**

Students will create a group of 3 to 4 members that will be their base group for completing the project. Once these groups have been formed, they will discuss the various sub-groups (Energy Report, Analysis, The Commuter’s Fuel Cost Comparison, and Editors) and assign members accordingly. Sub-groups will discuss and assign each member with a proper task.
 * Day 3-5**

Students will use the Internet to research and find two automobiles that they like from different countries. Students must post images and brief descriptions of their chosen vehicles and must communicate with each other to avoid duplicates.
 * Day 6-7**

Students will go back to their base groups and review the wiki for information and ideas while brainstorming about their alternative green vehicle design. They will add a page to the wiki, titled after their group’s created name, and post the first draft of their design. Students will leave serious and constructive feedback for each group’s design proposal. Students will revise their proposals accordingly.
 * Day 8-10**

Students will draw the interior and the exterior of their alternative vehicle. They may draw these free hand, computer-aided or both.
 * Day 11-12**

Students will work on their video advertisements by first drafting a storyboard, writing a script, and finally, they will film, remix music, and edit as needed. Students must choose a target audience and will be required to show their video to 2 others that are not in the class to receive feedback prior to submitting their final video advertisement to the class.
 * Day 13-17**

Students will show their video advertisements to the class. While students watch, they will be asked to predict the target audience and to provide feedback for each video. There will be a class discussion after each video.
 * Day 18-19**


 * Assessment Checklists and Grade Sheet**

__Sub-Group Checklist:__ _ Student provided a serious response to class question. _ Student completed his or her assigned sub-group assignment. _ Student provided useful and thoughtful feedback to other classmates. _ Group wiki page is neat, organized, and complete.

__Video advertisement Rubric__ Script ||  Detailed storyboard and/or script includes sequencing, pacing, and shows evidence of thorough planning  ||  2/3 of planning is apparent  ||  1/3 of planning is apparent  ||  Little to no planning was completed  ||  /10  ||
 * Criteria ||  Excellent  ||  Good  ||  Satisfactory  ||  Unsatisfactory  ||  Score  ||
 * Storyboard
 * Video ||  Utilizes creative and suitable camera angles and lighting, transitions flow, overall quality is high  ||  Utilizes some  ||  Utilizes few  ||  Little to no elements were used  ||  /10  ||
 * Audio ||  Voice and music is clear, original and/or remixed, enhances video advertisement, and has clean transitions  ||  All components are present but transitions are choppy  ||  Utilizes some to few of the components  ||  Little to no components were used  ||  /10  ||
 * Length ||  Video was at least 1.5 minutes long  ||  Video was slightly under 1.5 minutes  ||  Video was about a minute long  ||  Video was less than a minute long  ||  /10  ||
 * Content ||  Video advertisement is persuasive, informative, and includes proposal details  ||  Video advertisement includes most vehicle details  ||  Video advertisement includes few vehicle details  ||  Video advertisement wasn’t persuasive or informative and told us little to nothing about the vehicle  ||  /10  ||
 * Audience ||  Target audience and is obvious  ||  Target audience is somewhat obvious  ||  It is difficult to determine the target audience  ||  No specific audience was targeted  ||  /10  ||
 * Editing ||  It is clear that the video has been checked for any and all errors  ||  Few errors existed  ||  Some errors existed  ||  Many errors existed  ||  /10  ||
 * Participation ||  Student was a full participant in the planning and creation of the video  ||||  Good participation, but could have been more involved  ||  Little to no participation  ||  /30  ||
 * Total points out of 100 ||   ||


 * Handouts**
 * [[file:Handouts.doc]] (Click on "Handouts.doc to get Microsoft Word version of all handouts)**

Final Project 12th grade AP Chemistry

**"Green" Automobiles of the Future**
 * Situation Statement:** In the 1990’s, oil price ranged from approximately $15 to $20 per barrel and was expected to stay there. The price, however, has not stayed fixed and has increased to over $100 per barrel of crude oil. If this sounds bad, it is projected to reach $200 per barrel in the near future. As new drivers, many of you will have to bear the burden of more than $4 per gallon of gasoline when filling your tanks as compared to the dollar or so I had to pay when I was your age (not all that long ago). Our oil supplies will not last forever nor will the money in our pockets and in response, many have forged ahead and have started to plan alternatives.


 * Solution Statement:** It is your task, in groups of 3 to 4 members, to create an alternative vehicle design concept that would be more energy efficient. You must explain how the car will be fueled, draw the overall vehicle interior and exterior design by hand and the exterior by CAD or some other computer generated program, and provide a detailed explanation of the vehicle’s features and cost as compared to current vehicles within and outside of the United States. In creating your alternative vehicle concept, you should be considering ways to make the vehicle more energy efficient, which includes but is not limited to alternative fuel/energy options and exterior and interior alterations. To complete this project, you will need to research current and in development vehicle fuel/energy options, cost, and the effect of exterior and interior design on energy efficiency and compare those with the combustion engine vehicles currently in the majority of use.
 * The final alternative vehicle design concept project will include:**
 * Class photo-story documenting the history of the automobile
 * Class wiki (http://collaboration.dumontnj.org/groups/koblitzapchemfinalproject/) for gathering and posting information/research data broken into the following pages:
 * Photo-story: History of the Automobile
 * Energy Report
 * Analysis
 * Commuter’s Cost Comparison
 * Looking Beyond
 * Design Group Page – You title it according to your group’s created name
 * Design Proposal
 * Completed Design Description
 * Completed Design Drawings
 * Class wiki blog - comments/feedback/responses to class questions at designated dates throughout the assignment
 * Class comments – serious and constructive comments/feedback/questions regarding each group’s concept design proposal, completed design description, and completed design drawings
 * Commercial - live action or animated video, music video, flash video, machinima, and so on, providing specifics about your design in a fun and informative manner (be creative and shoot for 1.5 to 2 minutes, slightly longer than a normal commercial)

Sub-group members may work together as they find fit during the research process; however, totals must be fulfilled according to each assignment. For example, if 2 topics are required for each member and there are 4 members, then a total of 8 topics must be researched and reported on. **__Group Task Assignment Sheet__** – Your assigned decade and job ||  ||
 * Sub-group Description:**
 * ** Task ** ||  ** Group Members/Assignment **  ||
 * History of the Automobile
 * Class wiki editor group for each page: 1. Energy Report, 2. Analysis, 3. Commuter’s Cost, and 4. Looking Beyond || 1. ||
 * ^  || 2. ||
 * ^  || 3. ||
 * ^  || 4. ||
 * Energy Report Sub-group Members || 1. ||
 * ^  || 2. ||
 * ^  || 3. ||
 * ^  || 4. ||
 * Analysis Sub-group Members || 1. ||
 * ^  || 2. ||
 * ^  || 3. ||
 * ^  || 4. ||
 * Commuter’s Cost Sub-group Members || 1. ||
 * ^  || 2. ||
 * ^  || 3. ||
 * ^  || 4. ||
 * Looking Beyond Sub-group Members || 1. ||
 * ^  || 2. ||
 * ^  || 3. ||
 * ^  || 4. ||

­ **__Photo-Story: History of the Car__** Using iMovie or some other software/online tools to organize photos, create a photo-story (sometimes known as a photo essay) that uses pictures and brief descriptions to provide an adequate history of the car. Be sure to include the first type of vehicles/transportation devices relevant to the development of today’s vehicles (1769 to present day) and don’t forget dates or citations, images are copyrighted too! Each class member should be assigned a decade to research and may use the designated wiki page to post pictures and other details. The completed photo-story will be viewed by the class. Some useful sites to help you find useable images include but are not limited to the following: http://creativecommons.org/image http://Wiki.creativecommons.org/Image http://carpictures.cc/cars/photo/ **__Class Wiki Editors__** As a wiki page editor, it is your job to make sure that the other sub-groups have made posts using proper grammar, spelling, and citations. You may make changes, but document these changes so that the other group members can learn from their mistakes, no matter how simple or small. Keep in mind that this wiki will be public and our goal is to provide a class wiki that is professional, easy to read, and informative to anyone who may stumble upon it. **Editor's Checklist** _ The document is easy to read and makes sense. _ Sentences are complete and use proper punctuation. _ Document has been spellchecked. _ Capital and lower case letters are used appropriately. _ All sources have been properly cited.

**__Energy Report__**

One student from each design group will come together to research vehicle fueling options. Each member of this sub-group must collect information about 2 current or perspective fueling options (make sure one person’s research includes gasoline) utilizing multiple sources (Internet, journal, newspaper, and magazine articles, textbook and other texts – yes, you will have to take a trip to the library), select the most appropriate and relevant, and organize your findings using the following report sheet prior to posting on the designated wiki page.


 * My energy/fueling option: _**


 * 1. Explain where the energy/fuel comes from.**


 * 2. Is it a renewable or exhaustible fuel/energy? Explain.**


 * 3. Explain in detail the chemical reactions and physical processes that occur within the vehicle to utilize the fuel/energy source.**

**__Analysis__** One member from each design group (cannot be the same person from the Energy Report sub-group) will research the advantages, disadvantages and environmental impact of 2 assigned vehicle fueling/energy sources as per the Energy Report sub-group. Please be detailed in your explanations. Use this sheet for notes and put your resources and data in the designated wiki page.


 * 1. What are the advantages of your fueling/energy source?**


 * 2. What are the disadvantages of your fueling/energy source?**


 * 3. What are the negative and positive environmental impacts of your fueling/energy source?**

**  ****__Commuter’s Cost Comparison__** 

The third sub-group, made up of one member from each design group (cannot be a member from the prior 2 sub-groups), will research the average commuter’s cost using gasoline and the other fueling options researched by the other 2 sub-groups. Organize this data in a spreadsheet using the below format and then represent the cost comparison graphically per month and per year. Make sure that the data you collect/calculate is based on the following standards: commuter travels 5 days a week for 50 weeks per year and commutes an average 25 miles per day. Use the current cost of regular gasoline to calculate the commuter’s cost using gasoline. In the case that you cannot find information for an alternate fueling option, discuss with the group to find a different assigned fueling option. This sub-group’s data must be added to the proper wiki page using the format below:


 * = **Fuel Type** ||= **Roundtrip** ||= **Miles/Gallon** ||= **Cost/Gallon** ||= **Cost/Month** ||= **Cost/Year** ||
 * = Regular Gasoline ||= 25 ||= 20 ||=  ||=   ||=   ||

**__Looking Beyond__** The 4th sub-group will research alternative designs and fueling options available outside of the United States (you may find some great ideas/concepts to use when designing your own alternative vehicle concept). The assignment: Find 2 vehicles popular and/or new to other countries that have incorporated alternative exterior and/or interior design and/or alternative fueling options to make their vehicles more fuel efficient and environmentally friendly. Each student should find 3 vehicles and post an image and a brief description for each to the designated wiki page.

Country: Vehicle Make and Model: How is this vehicle’s design different from those typical in America? What is the purpose of these design changes?

Country: Vehicle Make and Model: How is this vehicle’s design different from those typical in America? What is the purpose of these design changes?

Country: Vehicle Make and Model: How is this vehicle’s design different from those typical in America? What is the purpose of these design changes?

**__Beginning the Design Process__** At this point, you should collaborate with your group members and brainstorm using the data collected from each sub-group and assignment. You may find it useful to borrow designs, features, and alternative energy sources from your research, but do not feel limited to model your vehicle after these alone. Discuss and create a collaborative concept design template that you will use to create your detailed concept design, post to your group’s wiki page for class feedback. **Use the following guiding questions to help during your brainstorming session:** **1. What exterior features will make your vehicle more eco-friendly/fuel efficient?** **2. What interior features will make your vehicle more eco-friendly/fuel efficient?** **3. What alternative fuel(s)/energy source(s) will your vehicle utilize?**

**__Describing Your Concept__** 

Using your research, brainstorming notes, and class feedback, it is time to provide a final, detailed description of your design group’s alternative vehicle concept design. Explain every exterior and interior design and purpose in addition to the alternative energy source that will be utilized by your vehicle. Be sure to include an extensive description of the alternative fueling/energy source’s components. For example, how is the engine different, does it require a special type of battery, wiring, additional features or removal of standard features to correctly use the alternative option, and so forth. This description should be organized into the following categories: Exterior (includes structural frame, what will it be made of), Interior (what materials will be used), and Alternative Fueling/Energy Source(s), and posted to your wiki page.

**__Alternative Vehicle Concept Design Drawing__**

The concept design drawing entails 2 parts and will be completed via free hand (sketch/drawing) or computer assisted (drawing programs).

**Part 1:** Draw/sketch a detailed drawing of the exterior of your concept vehicle. You must include and label the skeletal structure, all exterior features (standard and alternative) of the vehicle’s body, and all material types to be used for these structures (for example, skeletal frame is made from iron or aluminum or some other metal mix). This will require you to draw a front, back and side view of the vehicle.

**Part 2:** Draw/sketch a detailed drawing of the interior of your concept vehicle. You must include and label all internal features including seat design and material, material for the interior surface, stereo components, AC/heat options, gauges, window operations (auto or manual), lighting, etc. You will need to draw sectionals of the interior of the vehicle: view from seats, view from windshield, and view of engine and trunk compartments.


 * Be sure to post your completed drawings to your group’s wiki page.**

 **__Video__**

The final version of your video will be presented to the class. Therefore, your presentation must be organized, detailed, interesting, creative, and rehearsed. To complete this task, multiple steps will be followed. **Step 1:** Create a storyboard for your video. Consider your vehicle and how it would best be marketed through your commercial. **Step 2:** Research and acquire appropriate clipart, animations, video clips, charts, video, and so on, to compliment your vehicle design and target audience. (http://creativecommons.org/images, http://Wiki.creativecommons.org/Images) **Step 3:** Research and acquire appropriate sound/music clips for your commercial. Be sure this does not over power the speakers, but compliments your vehicle and target audience. (www.audacity.sourceforge.net, www.creativecommons.org, www.ccmixter.org, www.freesound.org) **Step 4:** Create an original or remix (must properly cite all sources for material, clips, music, etc. used) video. **Step 5:** Preview and make recommendations to make your video better. Look for spelling and grammar errors, if applicable, in addition to overall aesthetics and flow. Be critical. Revise video accordingly. **Step 7:** Feedback - Present your video to a small audience that does not include other classmates or group member, but fits your target audience to receive feedback that should be used to revise your commercial before final showing to the class. Have each reviewer fill out the “Audience Review Sheet”. You may add additional questions at your discretion. **Step 8:** Present your final video to the class and post it to your group’s wiki page.

__**Audience Review Sheet:**__ You have been chosen to review a video created by: Please take your job seriously and provide serious feedback that the group may use to make their commercial better! 1) Did the video content flow together or was it disjointed and confusing? 2) Did the music/sound effects enhance the video or cause distraction and contradiction? 3) Did you find the video informative or did it lack important information? 4) Would you be interested in purchasing their vehicle, why or why not? 5) At this time, please offer any additional recommendations that could make their commercial more appealing.


 * Bibliography**

De Abreu, B.S. (2011). Media Literacy, Social Networking, and the Web 2.0 Environment for the K-12 Educator. New York: Peter Lang.

Jenkins, H., (2010). Afterword: Communities of Readers, Clusters of Practices. In M. Knobel & C. Lankshear (Eds.), //DIY Media: Sharing, Creating and Learning with New// //Media// (pp. 231-253). New York: Peter Lang.

New Jersey National Core Curriculum Standards K-12: http://www.corestandards.org/the-standards/english-language-arts-standards (released March, 2010)

Shamburg, C. (2008). English Language Arts: Units for Grades 9-12. Washington, DC: International Society for Technology in Education.

Wilber, D.J., (2010). iWrite: Using Blogs, Wikis, and Digital Stories in the English Classroom. Portsmouth, New Hampshire: Heinemann.