Irving Independent School District Smart Solutions

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Facilitator Guide: Pitching Lesson 2 — Personal Brand Video

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TEACHER ONLY · DAILY FACILITATOR GUIDE

Pitching Lesson 2 — Personal Brand Video

Daily Learning Contract

Topic: Multimedia personal communication

Objective: Students will explain and apply how text, images, a logo, and music work together to communicate a coherent personal identity to an audience.

TEKS:
  • §126.19(c)(8)(B) — create and publish a formal digital communication for a global audience using appropriate digital etiquette; and
  • §126.19(c)(11)(A) — combine various file formats for a specific project or audience; and
  • §126.19(c)(11)(B) — share and seek feedback on files in various formats, including text, raster and vector graphics, video, and audio files.

Demonstration of learning: Published personal-brand video and worksheet share link meeting the content requirements, plus a short explanation of one multimedia choice and its intended audience effect.

Before class

  • Provide headphones, the Lesson 1 logo, the ‘I am…’ brainstorm, and checked student examples.
  • Test Adobe Express, Canva, the Google Docs worksheet, and a non-owner share-link opening.
  • State music-use expectations and remind students to replace any default track.

Five-part lesson flow

  1. Launch: View one student example and identify how image, music, and text work together.
  2. Model: Import a logo, make one meaningful slide, replace default music, and publish a shareable result.
  3. Plan: Students sequence ten statements and choose images/music before building.
  4. Create and revise: Students build across two periods while you conference for slide count, meaningful images, and changed music.
  5. Evidence: Test one submitted share link as a viewer, then submit through the worksheet.

Check before students leave

The link opens for the teacher and the video contains seven or more slides, the student’s logo, meaningful images, chosen music, and ten identity statements.

Support without lowering the thinking

Give a slide-planning grid and sentence stems for ‘I am…’ statements. Students may record or select text-supported music choices, but the evidence remains a coherent digital composition.