Professional Documents
Culture Documents
Taylor Falkowski
Regent University
Introduction
lesson that combined content knowledge in English, public speaking, and marketing. During this
project, the students were tasked with making a commercial project that exemplified newly
The two artifacts for the competency include the lesson plan for the class time to work on
the project and a one of the students final submission for the project. The lesson plan is included
so as to detail the process and expectation of the students during the allotted class time. The
students were given a full week to submit their assignment and it each class period was dedicated
to completing their infomercial. Day one (block scheduling) was the summation of the
persuasive unit and introduction to the project. In the final half hour, they were able to pick
groups and begin brainstorming a product. Day two was used to determine target audience,
appeals, and propaganda and to write out the full script for their infomercial. The lesson plan
provided is day three, Where the students were to begin (and possibly finish) recording footage
for the infomercials. The lesson plan details the units essential questions, understandings, and
The second artifact is a student product. The infomercial selected was made by three
students and one from each level of public speaking (1, 2, and 3). This group used class time
wisely and went above expectations to meet the requirements for the project. This product
demonstrates English content through a clear and creative script. Public speaking is displayed
through the students use of voice projection, body language, and persuasive techniques. Lastly,
Running Head: Content Knowledge in Interdisciplinary Curriculum Falkowski 3
marketing was incorporated through their final product. The students were able to use visual and
media strategies to appeal to their target audience and sell the product.
Everything a teacher teachers is meant to prepare the students for when they graduate
high school. The work and discipline forced on the students is so that they will be prepared for a
variance of jobs directly following high school, during college, or after they get a degree. A part
of preparing students for this is teaching a variety of content in one class. For the purpose of this
lesson, I sought to hone the students English and public speaking skills while introducing them
to marketing.
Media and technology is an overwhelmingly large business across the world and there
will always be jobs for those who are skilled or have the desire to learn and apply. Dennis Shiao,
director of content marketing at DNN, Explains in his article that teaching marketing in the
classroom is a way to bring real world application to their learning (2014). He explains that if
students are introduced to marketing techniques and production in high school, they will be more
prepared to find a job after graduation (Shiao, 2013). By introducing marketing content now, the
student can recognize possible career interest. At the very least, they can become familiar with a
Furthermore, by making infomercials, the students are able to practice becoming better
public speakers. Even though this project took place in front of a camera and not a crowded
room, the students were able to practice elements of persuasive, informative, and entertaining
speeches. This will prepare them for speaking at functions such as elections, public service
announcements, and wedding speeches where they will have a real audience (Lightfoot, 2011).
Running Head: Content Knowledge in Interdisciplinary Curriculum Falkowski 4
The students are learning how to use appeals and techniques to hook, and continuously engage
their audience.
Lastly, throughout this project, the students worked collaboratively with each other to
complete the project. The groups were thoroughly engaged in their own and others projects;
often the groups would take turns filming each other. For any lesson it is important to have
active student involvement in learning tasks that are meaningful, relevant, and motivating to the
student (Burden and Byrd, 2016, pg. 191). The students were able to work on a project which
demonstrates their mastery of the three content areas: English, public speaking, and marketing.
The students were able to gain experience that will take them far beyond the classroom walls.
Running Head: Content Knowledge in Interdisciplinary Curriculum Falkowski 5
References
Burden, P. R., & Byrd, D. M. (2016). Methods for effective teaching: meeting the needs of all
Lightfoot, A. (2011, February). Public speaking skills. Retrieved March 12, 2017, from
https://www.teachingenglish.org.uk/article/public-speaking-skills
Shiao, D. (2014, July 03). Why We Need to Teach Children About Marketing. Retrieved March
http://www.marketingprofs.com/opinions/2014/25504/why-we-need-to-teach-children-ab
out-marketing