3.7: Unit Project- Make a "How to" Video
Task
- You are going to make a video that teaches your classmates how to do something. You can teach the class how to do anything that interests you. Try to pick something you think other students would be interested in learning about.
-
Include the following:
- Give an introduction: Explain what you will teach the class to do.
- Explain why this skill is important, helpful or interesting for your classmates to learn.
- Your instruction video must include at least 3 steps.
- Make a video of yourself doing the task and explaining each of the steps.
- Conclusion: End with some final tips and/or summary of your presentation.
- Include a transcript: Write down what you're doing to say. Circle the content words in each sentence. Draw lines between words that are linked. Practice reading your transcript with the correct pronunciation.
Possible topics:
How to . . .
- make the perfect cup of coffee.
- change a bicycle tire.
- post on Instagram.
- make a TikTok video.
- make or do something from your country or culture.
Purpose: Why are we doing this?
- You will practice speech giving skills including volume, eye contact, organization and presenting information about a place you know well.
- You will review and practice using pronunciation features we have learned in class including stress and rhythm when saying content words and function words as well as linking in connected speech.
Rubric
50 Points Possible
| Criteria | Excellent | Good | Needs Improvement (resubmission required) | No Marks (resubmission required) |
|---|---|---|---|---|
| 10 | 7 | 5 | 0 | |
|
Content
|
The student meets all 4 requirements. | Student meets 3 of the 4 requirements. | Student meets 2 of 4 requirements. | Student meets 1 or fewer requirements. |
|
Speech organization and clarity (interesting and clear explanation given) |
The speech is well organized. The presentation is interesting and a clear explanation is given. | There are some errors in grammar, sentence structure and/or vocabulary that can occasionally cause confusion for the listener, but most of the presentation is clear. | There are some errors in grammar, sentence structure and/or vocabulary that can occasionally cause confusion for the listener, but most of the presentation is clear. | The presentation is poorly organized and difficult ot follow. |
| Delivery (volume, eye contact) | The student speaks loudly enough to be early comfortably and the student looks directly at the camera. The student has memorized most of the presentation and speaks confidently with little aid from notes. | The student looks at the video occasionally. The student is reading some of the presentation and has made some attempt to practice or memorize the presentation before recording. | The student is clearly reading most of the presentation and has made little attempt to practice or memorize the presentation before recording. The student is too reliant on notes. | The student's face is not seen during the video at any time and/or the student reads the entire presentation with little evidence that he/she understands what is being read. |
|
Pronunciation Focus
|
The student is very clear and easy to understand. The student uses rhythm and connected speech effectively. | The student is mostly clear and easy to understand. The student uses rhythm and connected speech effectively most of the time. | The student is understandable some of the time. The student attempts to use rhythm and connected speech some of the time but is not always successful. The student may sound robotic at times. | Most of the presentation is difficult to understand and/or the student does not attempt to use rhythm or connected speech. The student reads individual words, and sounds very robotic. |
| Visual (helps the presentation) | The student clearly models 3 or more steps while explaining each step. | No visual is provided. | ||
| Transcript | A transcript is included with content words and linking identified. | No transcript is provided. | ||
| Total |
Example
Analyze for Organization
Below are questions that will help you notice:
- the typical information usually included in a "How to" video
- the order in which information is usually presented
Watch the video again and complete the table.
| Questions | Your notes |
|---|---|
| What is the video about? |
This video is about how to make _________________. |
| What are the benefits of learning to do this? | |
| What tools or ingredients do you need? | |
| What are the steps ? | |
| What tips, helpful advice or important information were included? | |
| How does the video end? |
Brainstorm and Plan
Complete the table with information for your own video.
| Questions | Your notes |
|---|---|
| What is the video about ? |
This video is about how to _________________. |
| What are the benefits of learning to do this? | |
| What tools or ingredients do you need? | |
| What are the steps ? | |
| What tips, helpful advice or important information were included? | |
| How does the video end ? |
Story Board
Complete the storyboard before you make your video. Decide what you're going to say. Write your script in the first column. In the second column, make a sketch or take notes on what you will do in each part of the video.
| Script: What are you going to say? | Video: What will you see on the camera? | |
|---|---|---|
| 1 | ||
| 2 | ||
| 3 | ||
| 4 | ||
| 5 | ||
| 6 |
Post-Project Discussion
Your classmates' videos will be posted on an online forum. Watch two of your classmates' videos. Post a thoughtful comment or question to each classmate.