Summary
Students discuss their favorite content creators on YouTube. They explore different content creators on a Wakelet and consider what it is about the video that makes it intriguing. Students learn from a YouTube content creator that creating YouTube videos is "kind of like an octopus"—you need a lot of hands to complete many tasks at once. Using their World Language skills, students work in groups to make a script and a how-to video in the style of a YouTube "content creator." Students then evaluate the videos made by their peers through Google Forms.
Essential Question(s)
How do content creators communicate through engaging videos? How can you use your language skills to teach others a new skill?
Snapshot
Engage
Students discuss their favorite YouTube content creators and complete a Quick Write in the World Language of the course about what they find intriguing about them. Advanced courses complete an Elevator Speech about whom they enjoy watching and why.
Explore
Students explore a Wakelet of YouTube content creators and focus on what it is that they look for when watching YouTube videos.
Explain
Students listen to a clip from a podcast interview of a YouTube content creator and discover the most significant point of the clip. They also read an article about the differences between content creators and influencers.
Extend
Students create their own how-to YouTube video with a script in the World Language of the course.
Evaluate
Students watch and review one another’s videos with a provided Google Form.
Materials
Lesson Slides (attached)
Quick Write handout (one per student, attached)
Content Creator handout (one per student, attached, print 2-sided)
How-to Video Review handout (optional, attached)
Internet-connected devices: Chromebooks, iPads, or smartphones
Pencils or pens
Printer paper
Notebook paper
Padcaster (recommended)
Engage
10 Minute(s)
Levels 1 & 2 Language Classes:
Display slide 2. As students take their seats, instruct them to have a one-minute conversation with their Elbow Partner about what they typically watch on YouTube. If they do not watch YouTube, discuss content they watch on TikTok, Twitch, or Instagram.
Display slide 3. Introduce the students to the Quick Write instructional strategy. Tell students they will have 2 minutes to complete the Quick Write handout. This should be completed in the World Language of the course for an Intermediate class.
They will answer the following questions:
Who is your favorite content creator?
Are they on YouTube, or are they on TikTok, Twitch, or Instagram?
What separates them from other creators?
Do you follow other creators in the same "genre" of content?
Pass out the Quick Write handout to each student. Start the timer on the slide and have students complete the Quick Write activity.
Display slides 5-7 introducing the Lesson Title, Essential Questions, and Lesson Objective.
Levels 3 & 4 Language Classes:
Display slide 2. As students take their seats, instruct them to have a one-minute conversation with their Elbow Partner about what they typically watch on YouTube. If they do not watch YouTube, discuss content they watch on TikTok, Twitch, or Instagram.
Display slide 4. Introduce the Elevator Speech instructional strategy. Inform students they will create a 30-second speech about whom they enjoy watching and why. Have students complete the Elevator Speech activity on notebook paper and follow the instructions on the slide. This should be completed in the World Language of the course. After students complete their speeches, have students pair up and take turns sharing their Elevator Speech. Once all groups are finished, select a few volunteers to share their speech with the class.
Display slides 5-7 introducing the Lesson Title, Essential Questions, and Lesson Objective.
Explore
20 Minute(s)
Display slide 8. Share with the students that they will be using Wakelet to view a YouTube Content Creator Gallery. Share the bit.ly and QR code with the students (both are located on the slide). Encourage students to watch the videos that interest them the most and discuss with their peers why they like or dislike different videos.
After students are done viewing the Wakelet, display slide 9. Explain the Magnetic Statements instructional strategy to your class. Inform students that you will display 5 different sets of YouTube video characteristics. The students need to decide which characteristic is most intriguing to them and move to that side of the room. Display slides 10-14. On each slide, read the two characteristics and have students move to the side of the room that represents their choice. Give students a few moments to discuss why they made their choice before moving on to the next slide.
Explain
30 Minute(s)
Display slide 15 and introduce the students to Marques Brownlee. Pass out the Content Creator handout to each student. Provide the students time to read the paragraph at the top about Marques Brownlee.
After students have finished reading about Marques Brownlee, display slide 16. Play this clip for students to listen to as a class.
Display slide 17 and introduce the Point of Most Significance (POMS) instructional strategy to the class. Have each student fill out the POMS section at the bottom of the handout. Once they have finished writing their thoughts, discuss any common threads.
Display slide 18 and have students read the quote. Point out to the students the lesson title and the connection with the quote. Tell students they might want to keep this in mind as they will create their own YouTube videos later in the lesson.
Display slide 19. Explain the CUS and Discuss instructional strategy. Have students flip over their Content Creator handout. Inform students they will be reading the "Content Creator v Influencer" article and following the instructions on the slide. As they read, they will complete the following:
Circle any new words.
Star the main ideas.
Underline the details that support details.
As students read or once they are finished, encourage them to discuss with a partner what they are marking on the article and what they are learning about content creators and influencers.
Before moving to the Extend, ensure students know that they should be creating "content creator"- styled videos for their project and not influencer-styled videos.
Extend
120 Minute(s)
Divide students into groups of 2-4 using your preferred method. Display slide 20 and read through the instructions with the students. Instruct students to discuss their plan as a group first (e.g. selecting topic for the how-to, picking who will be filming, and who will be in front of the camera, etc.) and then create the script before recording the video.
Provide students with paper if needed. Give students time to write their scripts and record their videos, using their phones or some other recording device. After they are finished filming, direct them to Clipchamp to edit their videos. Once the students are finished editing their videos, have them publish it to either YouTube or Google Drive using Clipchamp’s export tool. (If the students use YouTube, make sure they publish as "unlisted".) Once the video is published, ask them to send you the link to the video.
Evaluate
60 Minute(s)
Display slide 22. Inform students that they will now get to view and evaluate the videos created by other groups. Share the How-to Video Reviewer Google Form with the class or use the alternative How-to Video Review handout. Once all students have the form loaded on their devices, in another tab showcase the student videos on the projector in the classroom.
Resources
K20 Center. (n.d.). Clipchamp. Tech tools. https://learn.k20center.ou.edu/tech-tool/2483
K20 Center. (n.d.). CUS and Discuss. Strategies. https://learn.k20center.ou.edu/strategy/162
K20 Center. (n.d). Elbow partners. Strategies. https://learn.k20center.ou.edu/strategy/116
K20 Center. (n.d.). Elevator Speech. Strategies. https://learn.k20center.ou.edu/strategy/57
K20 Center. (n.d.). Magnetic Statements. Strategies. https://learn.k20center.ou.edu/strategy/166
K20 Center. (n.d.). POMS. Strategies. https://learn.k20center.ou.edu/strategy/101
K20 Center. (n.d.). Quick Write. Strategies. https://learn.k20center.ou.edu/strategy/1127
K20 Center. (n.d.). Wakelet. Tech tools. https://learn.k20center.ou.edu/tech-tool/2180
Patel, N. (2021, January 22). The business of influence with MKBHD. The Verge. https://www.theverge.com/22231657/mkbhd-marques-brownlee-interview-youtube-creator-influencer-decoder