Standards Based Unit of Study

Teacher Molly Sensenbrenner___________________________________________

Subject: Language Arts_________________________________________________

Grade/Level: _7^th grade________________________________________________

Unit Topic/Focus: The Power of Persuasion with PSAs______________________

Integration with other content areas (if applicable)_Technology, Social Studies_

Estimated time for implementation:__6 days_(45 minutes classes)____________

Connections to previous/future learning: _Writing Techniques & Practice_____

Standards

Academic Expectations

Program of Studies

Core Content for Assessment

1.11

Students write using appropriate forms, conventions, and styles to communicate ideas and information to different audiences for different purposes.

1.16

Students use computers and other kinds of technology to collect, organize, and communicate information and ideas.

EL-7-WC-U-4

Students will communicate purpose, focus, and controlling ideas authentic to the writer.

T-MS-ICP-S-P3

Students will use technology to develop innovative and creative products

WR-07-1.1.3

In Transactive Writing,

Students will communicate a purpose through informing or persuading or analyzing.

Students will develop an angle to achieve purpose.

· Students will communicate as an informed writer to clarify what the reader should know, do or believe as a result of reading the piece.

· Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech).

· Students will use a suitable tone.

· Students will allow voice to emerge when appropriate.

N/A

Interdisciplinary, Meaningful and Authentic Connections

To communicate effectively, students should be able to write for a variety of authentic purposes and audiences in a variety of forms, connecting to prior knowledge and the students’ understanding of the content. In their writing, students should be able to create a focused purpose and controlling idea and develop ideas adequately considering the purpose, audience and form. By having students write a script for a PSA, they must learn how to persuade an audience to take action. They must make conscious decisions to get their point across, especially because their PSA should be only 30-60 seconds. The assignment helps students develop their persuasive writing skills.

I believe that students should demonstrate a sound understanding of the nature and operations of technology systems. By filming and using special effects with Windows Movie Maker, students use technology to learn, to communicate, to increase productivity, and become competent users of technology. They will be able to have their written creation come to life. Therefore, students must manage and create effective oral, written, and multimedia communication with this unit.

Context (Unit Organizer):

I may have some problems with getting students to come up with ideas for their PSA. I have decided to have students work in pairs to help scaffold students that have trouble making up their mind. Also with my online virtual field trip, students also are given possible opportunities to think about what subject matter interests them. I also think that I must maintain patience while teaching students how to use Windows Movie Maker. I must walk them through it and make sure to help them as they go through the process.

The goals and objectives of this unit will engage students because the project allows their writing come to life. They know that the class will be watching their product, and that will encourage them to take their time seriously.

Objectives:

Students will

Study what makes a convincing persuasive argument.
Critically analyze different public service announcements (PSAs).
Practice persuasive writing by creating PSA scripts.
Use a variety of media techniques to enhance what they have written in their scripts and create and edit video PSAs.

Objective Number	Type of Assessment	Description of Assessment	Adaptations and/or Accommodations
Objective 1	Formative	Exit slip identifying five persuasive writing techniques (Day 1)	IEP student will need to identify two persuasive writing techniques.
Objective 2	Formative	Worksheet that students have to analyze one PSA of their choice (Day 2)	IEP student will not have to answer all the questions on the worksheet.
Objective 3	Formative	Online Persuasion Map (Day 3)	IEP students will be given a partner and teacher support to help scaffold learning.
Objective 3	Summative	Persuasive Writing Rubric—scores the writing of the PSA script (Day 6)	IEP students will be given a partner and teacher support to help scaffold learning.
Objective 4	Summative	PSA Rubric—scores the multimedia project (Day 6)	IEP students will be given a partner and teacher support to help scaffold learning.

Essential Questions:

· What are key techniques to use in persuasive writing?

· Tell me the purpose(s) of public service announcements.

· Explain the effective techniques to use in a public service announcement.

Culminating Activity:

The students will be assessed with the culminating PSA project. This project will take a persuasive writing project a step further by creating their on video public service announcement. This project offers choice to meet learners’ differentiated needs because students are allowed to pick their subject matter and how they went to address the issue through writing and multimedia. I will be directing the development of instructional strategies and activities.

Public Awareness Campaign : PSA Project

Teacher Name: M Sensenbrenner

Student Name: ________________________________________

CATEGORY	4	3	2	1
Content	Students create an original, accurate and interesting product that adequately addresses the issue.	Students create an accurate product that adequately addresses the issue.	Students create an accurate product but it does not adequately address the issue.	The product is not accurate.
Collaboration with Partner	Almost always listens to, shares with, and supports the efforts of his/her partner. Works well with partner.	Usually listens to, shares with, and supports the efforts of his/her partner. Does not cause problems with partner.	Often listens to, shares with, and supports the efforts of his/her partner but sometimes in not a good partner.	Rarely listens to, shares with, and supports the efforts of his/her partner. Often is not a good partner.
Technical Production	Tone and voice convey emotions and enthusiasm. The recording is clear and loud enough to be heard. Background sounds and effects blend with the PSA's message.	Tone and voice frequently convey emotions and enthusiasm. The recording is clear and loud enough to be heard. Background sounds and effects usually blend with the PSA's message.	Tone and voice frequently convey emotions and enthusiasm. Most of the recording is clear and loud enough to be heard. Background sounds and effects blend sometimes distract from the PSA's message.	Tone and voice rarely convey emotions and enthusiasm. The recording is unclear and/or not loud enough to be heard. Background sounds and effects absent or distract from the PSA's message.
Research/Statistical Data	Students include high-quality examples or pieces of data to support their campaign.	Students include a good example or pieces of data to support their campaign.	Students include an example or piece of data but does not support their campaign.	Students include no examples or pieces of data to support their campaign.

Persuasive Writing

Teacher Name: Mrs. Sensenbrenner

Student Name: ________________________________________

CATEGORY	4 - Above Standards	3 - Meets Standards	2 - Approaching Standards	1 - Below Standards	Score
Attention Grabber	The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.	The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.	The author has an interesting introductory paragraph but the connection to the topic is not clear.	The introductory paragraph is not interesting AND is not relevant to the topic.
Accuracy	All supportive facts and statistics are reported accurately.	Almost all supportive facts and statistics are reported accurately.	Most supportive facts and statistics are reported accurately.	Most supportive facts and statistics were inaccurately reported.
Audience	Demonstrates a clear understanding of the potential reader and uses appropriate vocabulary and arguments. Anticipates reader's questions and provides thorough answers appropriate for that audience.	Demonstrates a general understanding of the potential reader and uses vocabulary and arguments appropriate for that audience.	Demonstrates some understanding of the potential reader and uses arguments appropriate for that audience.	It is not clear who the author is writing for.
Sources	All sources used for quotes, statistics and facts are credible and cited correctly.	All sources used for quotes, statistics and facts are credible and most are cited correctly.	Most sources used for quotes, statistics and facts are credible and cited correctly.	Many sources are suspect (not credible) AND/OR are not cited correctly.
Sentence Structure	All sentences are well-constructed with varied structure.	Most sentences are well-constructed and there is some varied sentence structure in the essay.	Most sentences are well constructed, but there is no variation is structure.	Most sentences are not well-constructed or varied.
Grammar & Spelling	Author makes no errors in grammar or spelling that distract the reader from the content.	Author makes 1-2 errors in grammar or spelling that distract the reader from the content.	Author makes 3-4 errors in grammar or spelling that distract the reader from the content.	Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Capitalization & Punctuation	Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.	Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.	Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.	Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.

Resources / Technology:

Students will visit the following websites: http://en.wikipedia.org/wiki/Public_service_announcement, http://www.adcouncil.org/gallery.html, http://www.themoreyouknow.com/, and http://library.acadiau.ca/tutorials/plagiarism.
Independent research on computers
Interactive Persuasion Map at http://www.readwritethink.org/materials/persuasion_map/
Windows Movie Maker
Video camera

Outline of Daily Plans

Day 1 –

(15 min) Students will write a journal entry in response to this question: Pretend that you are trying to convince your parent to give you money to get the latest videogame, outfit, or whatever your heart desires. Write your journal response in the exact way that you would talk to your parents.
(10 min) Students will read journal entries out loud, and we will make a list of persuasive techniques that students made in their writing. We will discuss what is effective and what is ineffective.
(10 min) We will then watch a couple PSA videos online from www.adcouncil.org/gallery.html, and students make notes of what was effective about what they saw in the video.
(10 min) We will go over a list of persuasive techniques.
(5 min) Students will give me an exit slip naming at least 5 persuasive techniques that we discussed.

Day 2

(30 min) Students will then complete a virtual field trip that introduces what a PSA is, gives a definition, and has video examples for them to watch. The students will explore different websites to get a better idea about what PSAs are like.
(5 min) Students will complete worksheet that has them analyze a PSA of their choice.
(20 min) After finishing the virtual field trip, students will get into pairs to decide what topic that they would like to research. They will write down their topic to give to me on an exit slip before they leave my class. If time permits, they can start researching their topic.

Day 3

(15 min) Students will continue researching their topics and making sure to site their sources.
(15 min) Students will get online to fill out a persuasion map that requires them to come up with a thesis/goal, three supporting reasons, and three facts or examples to back up their reasoning. This will serve as an outline for their PSA.
(15 min) Students will start drafting their own persuasive script on their selected topic.

Day 4

(30 min) Students will continue drafting their PSA in pairs & will peer edit drafts.
(15 min) Teacher will walk students through the basic features on using Windows Movie Maker.

Day 5

(45 min) Students will work on filming what they need to for their PSA and also begin developing their product with Windows MovieMaker.

Day 6

(45 min) Students will present their PSA to the class. After each one, we will have a discussion about the message that was given and what was effective or ineffective about their project.