Day 1: Exploring social issues on the adolescent level, discussing PSAs and their purpose, and introducing the

PSA project.
RATIONALE for the Learning Plan Introduction DETAILS Activating Prior Knowledge What is a social issue? Hook/Lead-In/Anticipatory Set Have the phrase social issue on the board. Ask the class what they generally think of when they hear this phrase. Then switch up the question and ask the class what issues they face as adolescents/ Big Idea Statement Comprehension requires critical thinking and is required to understand the impact of social pressures on individual lives Essential Questions What conflicts or challenges are high school students faced with during their adolescent development? How much do students really know about these challenges and their effects? Do public service announcements have the power to impact a students attitude on the conflicts and challenges they face? Key Vocabulary Public service announcement Social issues Peer pressure Pre-Assessment of Students The pre-assessment can be found in the anticipatory set. Modeling of the Concept Have stations set up around the class. Each station has either a visual or article about a specific social issue, such as drinking, smoking, reckless driving, driving while texting, etc. The teacher will explain to the class that each student will go around the class and identify the social issue and how it pertains to adolescents. They will think of a way this social issue could be prevented and minimized. Transition The students will proceed to complete the activity. Afterwards, the teacher will explain the concept of a Public Service Announcement, or PSA. The students will come up with ideas on how PSAs influence awareness of social issues. Guiding the Practice Classroom monitoring will be used while the students explore the different social issues.

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Explicit Instructions Big Ideas Essential Questions

Lesson Procedure Must include adaptations & accommodations for students with special needs Accommodations, Modifications

Materials (reading, technology, equipment, supplies, etc.) Closure

Overhead or SMARTboard Social issues visuals and articles Social issues worksheets PSA project guidelines Summary & Review of the Learning Groups will update class on their groups progress and what the next step is for their project. How did they incorporate the appeals into their projects? To end class, the teacher will introduce the PSA project and pass out the guidelines. The students will choose their groups before class is over. Homework/Assignments Begin to brainstorm possible PSA project topics

Day 2: Define the appeals: ethos, pathos, logos and identify them through advertisements and PSAs
RATIONALE for the Learning Plan Introduction DETAILS Activating Prior Knowledge What is an appeal? Hook/Lead-In/Anticipatory Set Read appealing and persuasive speech to class. Have them identify techniques used by the speaker in order to persuade them of the stance being taken. Big Idea Statement Comprehension requires critical thinking and is required to understand the impact of social pressures on individual lives Essential Questions What conflicts or challenges are high school students faced with during their adolescent development? How much do students really know about these challenges and their effects? Do public service announcements have the power to impact a students attitude on the conflicts and challenges they face? Key Vocabulary Logos Pathos Ethos Appeals Pre-Assessment of Students

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Explicit Instructions Big Ideas Essential Questions

Lesson Procedure

Must include adaptations & accommodations for students with special needs Accommodations, Modifications

The pre-assessment can be found in the anticipatory set. Modeling of the Concept First, the teacher will present a appeals Prezi and explain ethos, pathos, and logos to the class. The class will take notes. Transition The students will proceed to complete the activity. Afterwards, the teacher will explain the concept of a Public Service Announcement, or PSA. The students will come up with ideas on how PSAs influence awareness of social issues. The students will then watch various advertisements and PSAs that use the appeals in order to persuade their audience. The students will identify which appeals were used after watching each video. Guiding the Practice The teachers engagement with the students as they identify the appeals viewed will guide the student practice of the concept. Appeals prezi Youtube videos computers

Materials (reading, technology, equipment, supplies, etc.) Closure

Summary & Review of the Learning The students will take time with their groups at the end of class to determine their PSA topic and brainstorm how they can use each appeal in their video. Homework/Assignments Watch TV and find an example of each appeal through commercials

Day 4: Learn how to use iMovie through class tutorial

RATIONALE for the Learning Plan Introduction DETAILS Activating Prior Knowledge What is the process of creating a video? Hook/Lead-In/Anticipatory Set Present the class with a brief movie the teacher made through the use of iMovie Big Idea Statement Comprehension requires critical thinking and is required to understand the impact of social pressures on individual lives Essential Questions What conflicts or challenges are high school students faced with during their adolescent development? How much do students really know about these challenges and

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Explicit Instructions Big Ideas Essential Questions

Lesson Procedure Must include adaptations & accommodations for students with special needs Accommodations, Modifications

their effects? Do public service announcements have the power to impact a students attitude on the conflicts and challenges they face? Key Vocabulary Public service announcement Social issues Peer pressure Pre-Assessment of Students The pre-assessment can be found in the anticipatory set. Modeling of the Concept Have the groups sit beside each other with a computer in their presence. The class time will focus on the students learning how to use iMovie with 100% accuracy. The teacher will lead the class in a 10 min tutorial on how to use iMovie. The teacher will also present each groups with a list of useful tips needed when creating a movie. Transition The students will take the remaining time to explore iMovie and familiarize themselves with the tool. They will identify the specific tips and tools in iMovie that will be beneficial to creating their PSA. Guiding the Practice Classroom monitoring and guided direction will be used. Overhead or SMARTboard iMovie tutorial tips worksheet computers Summary & Review of the Learning Groups will provide one tool they plan on using while creating their iMovie and share it with the class. Homework/Assignments Prepare to begin filming and creating PSAs!

Materials (reading, technology, equipment, supplies, etc.) Closure

Day 5,6,7: Begin filming and create PSAS videos

RATIONALE for the Learning Plan Introduction DETAILS Activating Prior Knowledge Is your group ready to film? Do they have a time table of what needs to be done and when? Hook/Lead-In/Anticipatory Set Have the groups assemble and prepare to film or use computers by

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Explicit Instructions Big Ideas Essential Questions

Lesson Procedure Must include adaptations & accommodations for students with special needs Accommodations, Modifications

gathering their needed materials for the day. Big Idea Statement Comprehension requires critical thinking and is required to understand the impact of social pressures on individual lives Essential Questions What conflicts or challenges are high school students faced with during their adolescent development? How much do students really know about these challenges and their effects? Do public service announcements have the power to impact a students attitude on the conflicts and challenges they face? Key Vocabulary Public service announcement Social issues Peer pressure Pre-Assessment of Students The pre-assessment can be found in the anticipatory set. Modeling of the Concept Students will use the class time to venture outside of class to film their videos, or use the accessibility of the computer lab to create their videos. Transition The students will proceed to complete the activity over the next three class periods. After each class period, they will write a brief update on how their production is going and turn it in to the teacher. Guiding the Practice Monitoring will be implemented throughout the entire class period to make the students remain on task. Video cameras Computers iMovie report sheets Summary & Review of the Learning Groups will report back to the classroom where they will fill out their update sheet for the day Homework/Assignments Continue work on film if they choose to

Materials (reading, technology, equipment, supplies, etc.) Closure

Day 8, 9: Present PSAs

RATIONALE for the

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Learning Plan Introduction

Explicit Instructions Big Ideas Essential Questions

Lesson Procedure Must include adaptations & accommodations for students with special needs Accommodations, Modifications

DETAILS Activating Prior Knowledge How do you feel about your groups final outcome? Are you satisfied with it? Hook/Lead-In/Anticipatory Set Welcome the class to film critic day! Hand out popcorn and refreshments to put the class in the movie viewing mood. Big Idea Statement Comprehension requires critical thinking and is required to understand the impact of social pressures on individual lives Essential Questions What conflicts or challenges are high school students faced with during their adolescent development? How much do students really know about these challenges and their effects? Do public service announcements have the power to impact a students attitude on the conflicts and challenges they face? Key Vocabulary Public service announcement Social issues Peer pressure Pre-Assessment of Students The pre-assessment can be found in the anticipatory set. Modeling of the Concept Explain the routine of film critic day. Each group will come up and present their PSA to the class. Before the present it, they will give a brief report on the steps they took to create their project, identify any struggles during the process, and how the group overcame them. Transition After each video is presented, the rest of the class will complete a critic slip. The slip will ask each student to identify the use of ethos, pathos, and logos in the video, the topic of the PSA, and the overall rating (out of 4 stars) Guiding the Practice The viewing and critique process will be guided by the teacher to keep the class organized and structured. Overhead or SMARTboard Group iMovies Popcorn Refreshments Critic slips Summary & Review of the Learning

Materials (reading, technology, equipment, supplies, etc.) Closure

Once all the projects have been viewed, the class will vote on their favorite video. The winners will be presented on the school announcements. Homework/Assignments none