Running head: Content Knowledge in Interdisciplinary Curriculum

Content Knowledge in Interdisciplinary Curriculum

Taylor Falkowski

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2017

Running Head: Content Knowledge in Interdisciplinary Curriculum Falkowski 2

Introduction

For this competency, content knowledge in interdisciplinary curriculum, I designed a

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

learned persuasive techniques through an infomercial for a made up product.

Rationale for Selection of Artifacts

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

objectives for the day.

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,
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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.

Reflection on Theory and Practice

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

popular field of work.

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).
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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.
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References

Burden, P. R., & Byrd, D. M. (2016). Methods for effective teaching: meeting the needs of all

Students (7th ed.). Boston: Pearson.

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

12, 2017, from

http://www.marketingprofs.com/opinions/2014/25504/why-we-need-to-teach-children-ab

out-marketing