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Abbey Sandusky
17 July 2015
Dr. Shelbie Witte
LAE 4863
students will brainstorm topics for their own PSAs as a class to compile a
large pool of ideas.
Florida Standards:
o LAFS.1112.SL.2.4: Present information, findings, and supporting
evidence, conveying a clear and distinct perspective, such that
listeners can follow the line of reasoning, alternative or opposing
perspectives are addressed, and the organization, development,
substance, and style are appropriate to purpose, audience, and a
range of formal and informal tasks.
o LAFS.1112.SL.2.5: Make strategic use of digital media (e.g., textual,
graphical, audio, visual, and interactive elements) in presentations to
enhance understanding of findings, reasoning, and evidence and to
add interest.
o LAFS.1112.L.2.3: Apply knowledge of language to understand how
language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or
listening.
o LAFS.1112.WHST.3.7: Conduct short as well as more sustained
research projects to answer a question (including a self-generated
question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating
understanding of the subject under investigation.
o LAFS.1112.WHST.3.8: Gather relevant information from multiple
authoritative print and digital sources, using advanced searches
effectively; assess the strengths and limitations of each source in
terms of the specific task, purpose, and audience; integrate
information into the text selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any one source and following
a standard format for citation.
o LAFS.1112.L.1.1: Demonstrate command of the conventions of
standard English grammar and usage when writing or speaking.
NCTE Framework:
o Develop proficiency and fluency with the tools of technology
o Build intentional cross-cultural connections and relationships with
others so to pose and solve problems collaboratively and strengthen
independent thought
o Design and share information for global communities to meet a variety
of purposes
ISTE Standards:
o
o
o
o
Objectives:
Students will be able to break down the claims, evidence, and reasons of an
argument.
Students will be able to recognize and evaluate the effective features of
model PSA videos.
Students will be able to identify an issue that they will address in their video.
Materials:
Class copies of project rubric
Four example PSA videos
Anticipatory Set:
The teacher will introduce the project to students, explaining that in predetermined groups of three they will be creating a two-to-three-minute PSA
video based on a topic of interest. It should be noted that the project will be
explained in further detail later on in the class. The teacher will then ask
students what a PSA is and what purpose it serves to get some general
thoughts flowing before showing the example videos.
Teaching Strategy/Procedure/Activity:
Time
Student is
Doing
Teacher is Doing
5
minutes
Listening to
introduction and
thinking about
the purpose of a
PSA.
20
minutes
Watching
example videos
(see
10
minutes
attachments),
pausing in
between each to
engage in class
discussion.
Listening to
instructions.
Asking questions
when necessary.
Brainstorming
PSA video topics
as a class.
15
minutes
Summary/closure:
Students will spend the last fifteen minutes of class in their groups narrowing
down their options and coming to a final decision on a topic. To help them
choose, they are encouraged to do some surface-level research on a few
different topics until they find one that sticks.
Assessment:
Informal assessment: During discussion, the teacher will assess students
general grasp of PSAs and check for understanding of fundamental concepts
of argument.
Formal assessment: Students will turn in their final topic on an exit slip for
participation points.
Homework:
Students should familiarize themselves with Evernote at home. Focus on the
basic functions such as how to create a note and how to share with others.
Attachments:
See Appendix A for project rubric
NCTE Framework:
o Develop proficiency and fluency with the tools of technology
o Build intentional cross-cultural connections and relationships with
others so to pose and solve problems collaboratively and strengthen
independent thought
o Design and share information for global communities to meet a variety
of purposes
ISTE Standards:
o
o
o
o
Objectives:
Students will be able to cite outside sources properly in compliance with
copyright rules.
Students will be able to research a specific topic using the internet.
Students will be able to compile data from multiple different sources.
Students will be able to organize notes using digital tools.
Materials:
Computer lab / media center (internet access for each student)
Class set of headphones provided by media center
Anticipatory Set:
Class will meet in the media center. Once there, the librarian will begin going
over copyright and fair use rules, as well as what makes a source credible
and how to cite content properly in the correct format. This is just to act as a
refresher since students have learned about these things before for other
assignments. The teacher will then send students off to computers to start
researching with their groups.
Teaching Strategy/Procedure/Activity:
Time
Student is
Doing
Teacher is Doing
10
minutes
Following along
as librarian
covers
appropriate
internet use.
35
minutes
Researching and
using Evernote
(see
attachments) to
assist in notetaking.
10
minutes
Sharing notes,
discussing
findings, and
compiling data.
Summary/closure:
Students will spend the last ten minutes of class in their small groups
combining all of their findings thus far and working together to come up with
their five+ pieces of evidence. They should also make a to-do list and figure
out what they have left to complete as far as gathering resources goes.
Assessment:
Informal assessment: While walking around the room, the teacher will be
assessing students task management skills, judgment of credible sources,
ability to document research with online tools, and effectiveness of
cooperation.
Homework:
Finish whatever is left of the groups research, and play around with
Storyboard That to get a feel for it before using it in class.
Attachments:
Evernote: https://evernote.com/
Accommodations:
Students who are in need of accommodations will be given support as the
situation arises.
Extra time for completion or breaks for a physical outlet will be provided to
ADD/ADHD students as needed.
To increase concentration and ease the nerves of students with anxiety,
listening to music will be permitted as long as headphones are used and the
music can be heard by no one but the one playing it.
Group members will cue important information for ELLs while researching
and help them to pick out key concepts.
Citations:
Some content for this lesson was adapted from chapter five of the following
text:
Hyler, J, & Hicks, T. (2014). Create, compose, connect! Reading, writing, and
learning with digital tools. New York, NY: Routledge.
Objectives:
Students will be able to design a digital storyboard that outlines their PSA.
Students will be able to arrange ideas into a visually linear progression.
Students will be able to collaborate with others to create a single
composition.
Materials:
Class set of laptops or tablets (borrowed from media center)
Anticipatory Set:
Students retrieve a laptop/tablet from the cart as they come in to class and
take it back to their seats to wait for directions. Once the bell rings, the
teacher explains that they will be digitally storyboarding their PSA. Since
they have completed storyboards on paper before and they should have
familiarized themselves with Storyboard That at home, students will be able
to get right down to the activity.
Teaching Strategy/Procedure/Activity:
Time
Student is
Doing
Teacher is Doing
5
minutes
Listening to
instructions.
Asking
questions about
the app if
necessary.
35
minutes
Building and
designing their
digital
storyboard with
Storyboard That
(see
attachments).
10
minutes
Exchanging
storyboards with
another group.
Offering advice
and constructive
criticism.
Summary/closure:
Students will get external feedback from their peers by exchanging
storyboards with another group. After making any appropriate changes, they
will post the link to their digital storyboard to the class website.
Assessment:
Informal assessment: Teacher will informally assess students use of the webbased app Storyboard That, their collaborative abilities, and their
organization of ideas by monitoring their work flow and tuning in to
discussion amongst small groups.
Formal assessment: Turning in the finished storyboard to receive
completion/participation points.
Homework:
Students should familiarize themselves with WeVideo.
Attachments:
Storyboard That: http://www.storyboardthat.com/
Accommodations:
Students who are in need of accommodations will be supported as the
situation arises.
Extra time for completion or breaks for a physical outlet will be provided to
ADD/ADHD students as needed.
To increase concentration and ease the nerves of students with anxiety,
listening to music will be permitted as long as headphones are used and the
music can be heard by no one but the one playing it.
Group members will cue important information for ELLs and help them to
pick out key concepts to include in the storyboard.
Citations:
None.
Objectives:
Students will be able to produce a video using digital equipment.
Students will be able to revise and edit a video using web-based tools.
Students will be able to collaborate with others to create a single
composition.
Materials:
Class set of laptops or tablets (borrowed from media center)
Class set of flip cameras (borrowed from media center)
Smartphones (personal devices)
Editing and publishing software WeVideo
Anticipatory Set:
Students retrieve a laptop/tablet from the cart along with a flip camera as
they come in to class and take them back to their seats to wait for directions.
The teacher explains that they will be recording, editing, and publishing their
videos today. Much work has been done to prepare for this both in class and
Student is
Doing
Teacher is Doing
5
minutes
Listening to
instructions.
Asking
questions if
necessary.
45
minutes
All working at
different paces
recording,
editing, and
publishing PSA.
5
minutes
Putting the
finishing
touches on
videos and
submitting links.
Summary/closure:
Students will spend the last few minutes of class putting the finishing
touches on their PSAs and submitting the project to the class website along
with their reference list.
Assessment:
Informal assessment: Teacher will informally assess appropriateness and
efficiency of use of the web-based app WeVideo as well as the recording
equipment. The teacher will also examine students collaborative abilities
and time-management skills.
Homework:
If not done editing, finish and submit the link to the PSA by midnight.
Attachments:
WeVideo: https://www.wevideo.com/
Accommodations:
Students who are in need of accommodations will be supported as the
situation arises.
Extra time for completion or breaks for a physical outlet will be provided to
ADD/ADHD students as needed.
Group members will cue important information for ELLs such as proper
inflection to use when trying to convey a specific feeling.
ELLs and students with anxiety are permitted to assume less of a speaking
role and more of a director/producer role.
Citations:
None.
NCTE Framework:
o Develop proficiency and fluency with the tools of technology
o Build intentional cross-cultural connections and relationships with
others so to pose and solve problems collaboratively and strengthen
independent thought
o Design and share information for global communities to meet a variety
of purposes
ISTE Standards:
o
o
o
o
Objectives:
Students will be able to formulate discussion about argumentative form.
Students will be able to dissect peers arguments to identify the elements at
work.
Students will be able to complete a peer evaluation.
Materials:
Peer evaluation worksheets
Anticipatory Set:
As they walk in, students pick up a paper-clipped packet made up of six
copies of the peer evaluation worksheet (see Appendix B) and take it back to
their desk. The teacher begins by congratulating the class on their final
products. The teacher then explains to students that for each video, they
should choose five out of the seven questions to answer. After instructions,
we quickly move to watching the PSAs.
Teaching Strategy/Procedure/Activity:
Time
Student is Doing
Teacher is Doing
2
minutes
Listening to
instructions.
Summary/closure:
Students will turn in their peer evaluation packets and have a happy Friday!
Assessment:
Informal assessment: Teacher will informally assess students connections to
previous learning and how they build on those connections. The teacher will
be looking for reflection and critical thinking skills.
Formal assessment: Turning in the finished peer evaluations to receive
completion/participation points. *The PSA video itself will be formally graded
based on the rubric in Appendix A.
Homework:
None!
Attachments:
See Appendix B
Accommodations:
Students who are in need of accommodations will be supported as the
situation arises.
Extra time for completion or breaks for a physical outlet will be provided to
ADD/ADHD students as needed.
Appendix A
Rubric for PSA
Category
Content
Fair Use
and Proper
Citations
Collaboratio
n with
Peers
Technical
Production
4
Students create
an original,
accurate and
interesting PSA
that adequately
addresses the
issue. Five pieces
of evidence are
provided.
The PSA follows
fair use for all
music and sound
effects that are
included. All text
is the original
work of the
group members
or is used with
permission.
Three different
informational
sources are cited
and proper
citations for all
sources are
provided.
Almost always
listens to, shares
with, and
supports the
efforts of others
in the group.
Tries to keep
people working
well together.
Contributes
equally to the
group effort.
Tone and voice
convey emotions
and enthusiasm.
The recording is
clear and loud
enough to be
heard.
Background
sounds and
3
Students create an
accurate PSA that
adequately
addresses the
issue. At least four
pieces of evidence
are provided.
2
Students create
an accurate PSA
but it does not
adequately
address the
issue. Supporting
evidence is
lacking.
1
The PSA is not
accurate. There is
little to no
supporting
evidence.
effects blend
with the PSAs
message.
sounds and
effects
sometimes
distract from
thee PSAs
message.
sounds and
effects absent or
distract from the
PSAs message.
Appendix B
Peer Evaluation Worksheet