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Lesson Plan

MyTube: Changing the World With Video Public Service Announcements

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 
Grades 9 – 12
Lesson Plan Type Unit
Estimated Time At least six 60-minute sessions
Lesson Author

Deborah Kozdras, Ph.D.

Deborah Kozdras, Ph.D.

Tampa, Florida

Publisher

International Reading Association

 

Materials and Technology

Student Interactives

Printouts

Websites

Preparation

 

MATERIALS AND TECHNOLOGY

  • Digital video camera
  • Computers with Internet access
  • Transparency and overhead projector
  • LCD Projector (optional)

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STUDENT INTERACTIVES

Persuasion Map

Grades   3 – 12  |  Student Interactive  |  Organizing & Summarizing

Persuasion Map

The Persuasion Map is an interactive graphic organizer that enables students to map out their arguments for a persuasive essay or debate.

 

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PRINTOUTS

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WEBSITES

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PREPARATION

1. This lesson plan has students create their own video public service announcements (PSAs). It uses childhood obesity as a sample theme, but you may choose to have them pick a theme for these PSAs as a class or may assign them to work on a topic that is related to something you are studying.

2.
Visit the Ad Council: Childhood Obesity Prevention, Boost, AdCouncil: PSA Gallery, and Media Awareness Network: Public Service Announcements websites and take a look at some of the PSAs they contain. Your goal here is to familiarize yourself with the format so that you can help students analyze them. If you use childhood obesity as the topic for your students’ PSAs, make sure you look at the videos on the Ad Council Childhood Obesity Prevention website. These PSA’s can be found under the Television link under Campaign Material. You may also want to show the PSA video titled Bullseye on the AdCouncil: PSA Gallery website. In addition, you may want to select one PSA from the Boost website to share with students during Session 1 just to provide more examples for students. While the BoostUp videos are not about childhood obesity—they are about the importance of staying in and doing well in school—they provide some alternate formats for PSA’s.  (If possible, arrange to use an LCD projector to show the video and also for student demonstrations during Session 6.)


3. Review the PSA Outline handout, which is designed to help your students analyze and create PSAs. Make a transparency to use during Session 1 and one copy for every five or six students in your class to use during Session 2.

4. This lesson is based on the question-finding strategy found in Puzzle Them First! Motivating Adolescent Readers With Question-Finding by A. Vincent Ciardiello. You will use this strategy when viewing the PSA with students during Session 1. Question-finding is a process that leads students to investigate the multiple meanings of texts and ask challenging questions. It consists of two stages wherein students first gain an awareness of a puzzling or disturbing situation through discussion and teacher scaffolding and then begin to frame puzzlement and wonderment questions as follows:
  • Puzzlement questions include those that seek awareness and those that seek explanation. Students perceive anomalies and recognize ambiguity through awareness questions. They look for coherence and resolution through explanation-type questions.

  • Wonderment questions are generative, imaginative, speculative, and exploratory.
To prepare yourself to use this strategy during Sessions 1 and 2, print off and review the Procedural Prompts for Questions. For Session 1, think about the types of questions you might ask after looking at the PSA you have selected to share (see Step 2).

5. If your classroom does not have computers with Internet access, reserve three sessions in your school’s computer lab (see Sessions 1, 3, and 5). Make sure that these computers have Windows Movie Maker on them and download it as necessary.

6. Visit and familiarize yourself with the Persuasion Map tool. Bookmark this tool on the computers students will be using.

7. Arrange to use at least one digital video camera during Session 3. You might also check with students to see who has a camera, phone, or wireless handheld device that can film digital videos and ask them to get permission to bring these in on the day you will be filming.

8. Review the Using Movie Maker to Create Public Service Announcements handout before making copies for all of your students. If you are not familiar with filming and editing digital videos, visit the Let's Make Movies! website and review some of the links.

9. Make one copy of the Reflecting on the Process handout for each student in your class. Make enough copies of the Evaluating the Products handout so that each student in your class can fill out a sheet for the work each group does.

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