Technology Integration Unit Plan

Abbey Sandusky
17 July 2015
Dr. Shelbie Witte
LAE 4863

Day One: Introduction to PSAs

*Lesson plan based on a 55-minute class period
Purpose/Rationale:
Demographic: 11th grade English class of 21 students
This short unit will be the first installment in a larger unit based on
argumentative writing. The purpose of this unit is to translate the art of
argumentative writing into a digital medium and go beyond the essay. As
eleventh graders, these students have years of experience with constructing
an argument in writing and not much time needs to be spent focusing on the
fundamentals. Instead, we will activate prior knowledge to build on the
basics and explore the formation of an argument more deeply through
research, collaboration, and application. Over the course of the week,
students will create public service announcement (PSA) videos within a small
group. In order to spark genuine curiosity and make learning personally
meaningful for students, they will choose a topic of interest to focus on. From
there, they will conduct research to target the problem and address the
specific issue with evidence. They will then turn their findings into an
argumentative piece using not only words, but the audiovisual components
of a video. This unit braids technology into the everyday curriculum by
turning learning digital; students will complete their research using internet
sources while utilizing 21st century tools to create an online storyboard as
well as to record, edit, and publish their videos. At the same time, this
project fosters a greater awareness of global issues by requiring students to
familiarize themselves with these critical topics.
The first lesson will be dedicated to introducing the unit by showing students
a few examples of PSA videos and having them analyze the argumentative
elements at work. Popular PSAs will be examined in order to engage students
and evoke discussion about what it is that made the ads or figures featured
in the ads popular in the first place, which students can then use to model
their own videos after or look to them as a sort of mentor text. After
touching base with the elements of argument that exist within these videos,

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

Creativity and innovation

Research and information fluency
Critical thinking, problem solving, and decision making
Technology operations and concepts

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.

Introducing the project. Asking students

what their general notions are of PSAs.

20
minutes

Watching
example videos
(see

Showing students the example PSAs (see

attachments) and asking questions about
each video such as:

10
minutes

attachments),
pausing in
between each to
engage in class
discussion.

What position has been taken, or what

claim is it trying to make about the topic?
What evidence supports the claim being
made and how does it support it (reasons)?
What message is the PSA trying to get
across?
What emotion is it trying to evoke?
How does it achieve these things? (e.g.
sad animals + sad music in ASPCA video)

Listening to
instructions.
Asking questions
when necessary.

Explaining the project in more detail. The

following instructions are projected on the
board and are posted on the class website
for future reference, along with the rubric.
Teacher passes out physical copy of rubric
(see Appendix A) during explanation.
Now that youve seen some examples, you
can use them as models for your own
videos. Like I mentioned at the beginning of
class, you are allowed to choose a topic of
interest. It can be social, political,
economic, you name it. Try to think outside
of the box anti-smoking and drunk driving
prevention are definitely important, but
make sure that youre choosing a topic
youre passionate about and not just
something youre used to hearing about
because other people are passionate about
it. Remember that, ultimately, you are
taking a stance on an issue and making an
argument. Now, on to the technical details,
which there are not many of because I want
to give you some flexibility. You will use
Evernote to take notes while you research
and to share your findings with your group,
and you will use Storyboard That to create a
digital storyboard that will act as a rough
outline for your video. The video should be
no shorter than two minutes and no longer
than three. It should include background
music and moving images (this can mean a
slideshow, video clips, or something you
personally recorded). This project is
research-based, so you should include at
least five pieces of evidence in your video

to support whatever claim youre making

about your topic. Other than that, you have
full creative license!
5
minutes

Brainstorming
PSA video topics
as a class.

Prompting students to brainstorm potential

topics and bounce ideas off one another.
Facilitating idea contribution. Teacher starts
off by contributing one of their own (e.g.
dating abuse red flags/prevention).

15
minutes

Getting into small

groups and
working together
towards choosing
a topic.

Break into groups and come to a final

decision on what your PSA will be about. I
suggest you take this time to look into a few
different topics using your phones, tablets,
etc. Let me know what your group has
decided on before leaving class today.
Monitoring group activity. Asking guiding
questions to each group, mediating any
disagreements, and redirecting
inappropriate topics.

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

Animal cruelty donations Sarah McLachlan SPCA Commercial:

https://www.youtube.com/watch?v=IO9d2PpP7tQ
Anti-drugs This Is Your Brain On Drugs (Original):
https://www.youtube.com/watch?v=ub_a2t0ZfTs
Kidnapping prevention Vintage 80s McGruff the Crime Dog PSA
commercial about kidnapping: https://www.youtube.com/watch?
v=BzyTarwYaM0
Forest fire prevention Smokey The Bear Commercial (2014):
https://www.youtube.com/watch?v=02qzeV00-EQ
Accommodations:
Visually impaired students will be seated at the front of the class so they can
have a better view of the videos. Captions will be turned on for hearing
impaired students if needed.
Students with ADD/ADHD will be seated near the teachers desk to prevent
off-task behavior during the videos.
*This goes for the whole unit: ADD/ADHD students are strategically placed in
groups with people who are known to stay organized and focused.
ELLs and students with learning disabilities will benefit from the handout
detailing the instructions/rubric for the project so they can follow along,
reread, etc.
*This goes for the whole unit: ELL students are strategically placed in groups
with people who are known to be patient and helpful.
Citations:
Hollatronix. (2008, November 26). Sarah McLachlan SPCA commercial.
Retrieved from
https://www.youtube.com/watch?v=IO9d2PpP7tQ
Olson, S. (2013, September 3). Smokey the Bear commercial (2014).
Retrieved from
https://www.youtube.com/watch?v=02qzeV00-EQ
RetroPile. (2010, August 3). This is your brain on drugs (original). Retrieved
from https://www.youtube.com/watch?v=ub_a2t0ZfTs
Tracy80sgirl. (2009, September 15). Vintage 80s McGruff the Crime Dog PSA
commercial about
kidnapping. Retrieved from
https://www.youtube.com/watch?v=BzyTarwYaM0
*The rubric for the PSA video was adapted from this document:

Gardner, T. (2006). Public service announcement rubric. Retrieved from

http://www.readwritethink.org/files/resources/lesson_images/lesson939/psarubric.pdf
*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.

Day Two: Researching the Issue

*Lesson plan based on a 55-minute class period
Purpose/Rationale: In this lesson, students will begin researching their
chosen topics. We will be visiting the media center in order to utilize the
librarians research expertise and create an environment in which everyone
can be helped quickly. Students will use Evernote, an online organizational
tool, to compile their data as an alternative to paper or index cards, because
this allows them to neatly keep all their findings in one place. Notes are also
shareable through Evernote, so groups can exchange data easily.
Additionally, students are able to save text, photos, audio files, and PDF files
to Evernote, which is perfect for a multimodal assignment like the PSA
project.
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

Creativity and innovation

Research and information fluency
Critical thinking, problem solving, and decision making
Technology operations and concepts

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.

Walking around the media center to make

sure students are actively listening to the
librarian go over copyright, fair use, credible
sources, and correct citation rules.

35
minutes

Researching and
using Evernote
(see
attachments) to
assist in notetaking.

Teacher reminds students that, according to

the rubric, they need to have evidence from
at least three different sources, and suggests
each member of the group focus on one site
for information (since they are in groups of
three). Tells them not to forget to find music,
and to look for images or video clips as well if
they are not recording everything
themselves. Teacher also tells students to
keep some general questions in mind while
researching and to consult their groups along
the way on what type of emotion they want
to invoke in their PSA, what the main idea
behind it is, what the take-away message will
be, what they want the audiences reaction
to be, etc.
Walking around the media center and
monitoring students computer screens to
ensure they are on task and using credible
sources. Answering students questions.
Skimming notes to make sure everyone in
each group is contributing equally.

10
minutes

Sharing notes,
discussing
findings, and
compiling data.

Take the last ten minutes of class to share

your notes on Evernote, discuss your
findings, and compile the data. Try to decide
on your five pieces of evidence now.
Listening in on group discussion. Asking
guiding questions.
Let students know it is expected that they
will not be completely finished and not to
worry. Locating further evidence, music, and
images should be completed at home for
homework and shared through Evernote
before class tomorrow.

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.

Day Three: Telling the Story

*Lesson plan based on a 55-minute class period
Purpose/Rationale: The purpose of this lesson is to provide students with a
means of outlining their final project while doubling as a visual scaffold.
Instead of limiting students to simply writing a script for their PSA, they will
create a digital storyboard using Storyboard That. Storyboarding has
numerous benefits, one of which is the freedom to add or not to add dialogue
to a scene. When it comes to PSAs, many producers leave the rhetoric up to
the images, music, and statistics presented on-screen, so storyboarding
offers students a more authentic experience with PSAs by giving them
options. In general, digital storyboarding is also neater and more timeefficient than it is on paper; students can drag and drop customizable premade images rather than having to spend time drawing them out, and they
can edit text directly onto the panels which eliminates the problem of
illegibility. Constructing this storyboard will help groups visualize the final
product and inform their creative decisions.
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

Creativity and innovation

Research and information fluency
Critical thinking, problem solving, and decision making
Technology operations and concepts

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.

Introducing the days activity. Informing

students that the storyboard on Storyboard
That (see attachments) is a rough outline for
the video, not a concrete framework. There is
no minimum or maximum panel amount or
word count. Things documented within the
storyboard are allowed to change, but the
idea is to guide the next days recording and
production process so that it can be
completed in a timely manner by the end of
class, which is why it is important to take it
seriously. Only one will be made for each
group.

35
minutes

Building and
designing their
digital
storyboard with
Storyboard That
(see
attachments).

Teacher circles classroom frequently, asking

guiding questions. Reminds students to
include what music will be playing in each
scene, and effects such as possible camera
angles, lighting, and mood. Encourages
students to be in depth with it by including
things like stage directions (e.g. character
enters frame from the left in a run with arms
waving).

10
minutes

Exchanging
storyboards with
another group.
Offering advice
and constructive
criticism.

Once you are finished, exchange

storyboards with another group and perform
an informal peer review. Give them some
suggestions or constructive criticism. Discuss
your reasons behind this and the logistics of
the idea.
Listening in on group discussion.
Before you leave, make sure to share the
link to your storyboard on the class website
so I can review it.

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.

Day Four: Lights, Camera, Action

*Lesson plan based on a 55-minute class period
Purpose/Rationale: This lesson is entirely student-centered and creates an
opportunity for students to be responsible for their own learning. During this
lesson, students will use technological tools such as flip cameras or
smartphones to record their PSAs. Providing students access to camera
equipment offers exposure to yet another digital device, although some may
feel more comfortable using the devices they already know. After they are
finished, students will upload their recordings to WeVideo, which is a
collaborative video editing program. They will use this software to add
images, text overlay, voiceovers, background music, and any other
argumentative elements they might want before finally publishing their
PSAs. Using tools like WeVideo incites meaningful learning by allowing
students to fully assume the role of the producer and complete all the steps
of the writing/publishing process.
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

Creativity and innovation

Research and information fluency
Critical thinking, problem solving, and decision making
Technology operations and concepts

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

at home, so it is very possible to finish it in class today. If they do not finish,

however, the rest of the editing can be done from home since WeVideo (see
attachments) is a collaborative web-based tool.
Teaching Strategy/Procedure/Activity:
Time

Student is
Doing

Teacher is Doing

5
minutes

Listening to
instructions.
Asking
questions if
necessary.

Introducing the days activity and providing

instructions. Teacher informs students that
they are totally in charge today. Grants
permission to leave the classroom to record
their videos, but must be back within thirty
minutes.

45
minutes

All working at
different paces
recording,
editing, and
publishing PSA.

Attending to any students that remained in

class to record and may need help.
Monitoring the editing process once the
remainder of students get back. Helping
them navigate the digital tools and smooth
out technical difficulties if they run into
problems.

5
minutes

Putting the
finishing
touches on
videos and
submitting links.

Alerting students when they have five

minutes left and should be finishing up.
Consulting with any groups that are not
finished yet and helping them create a to-do
list for the night. Reminding students to
attach their reference list to the submission
as well when they turn in the PSA.

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.

Day Five: Movie DayKind Of

*Lesson plan based on a 55-minute class period
Purpose/Rationale: The main purpose of this lesson is to provide students
with an audience after all, it wouldnt be much of a public service
announcement if it were never broadcast to the public. Plus, nothing
decreases ones motivation more than knowing all their hard work is only
going to be seen and appreciated by one person. During this lesson, students
will apply the same (or very similar) analytical techniques from Day One to
their peers PSAs, which will wrap up the unit nicely as a comprehensive
reflection on what they learned about argumentation. This reaches two ends
with one effort, because students will also be completing peer evaluations in
the process.
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

Creativity and innovation

Research and information fluency
Critical thinking, problem solving, and decision making
Technology operations and concepts

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.

Providing a very brief overview of the

day. Making a note that students do not
need to write in complete sentences on

worksheets; bullet points with succinct

thoughts are fine.
53
minutes

Watching PSAs and

filling out peer
evaluation
worksheets.

Facilitating video-watching and

evaluation-writing.
[21 students in groups of 3 = 7 total
PSAs.
Approximately 2.5 minutes for each
video times 7 videos = 17.5 minutes
spent watching PSAs. Approximately 5
minutes given to fill out each peer
evaluation, 5 times 7 = 35.
17.5 + 35 = 52.5 minutes].

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.

Students with learning disabilities as well as ELLs are permitted to answer

two or three questions rather than five in order to make it less writingintensive.
Citations:
Kozdras, D. (2007). Evaluating the products. Retrieved from
http://www.readwritethink.org/files/resources/lesson_images/lesson1069/eval
uating.pdf

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.

The PSA follows

fair use for most
music and sound
effects that are
included. All text is
the original work
or is used with
permission. There
are some minor
issues with
copyright and fair
use. Two or more
informational
sources are cited
and mostly correct
citations for the
majority of sources
are provided.
Usually listens to,
shares with, and
supports the
efforts of others in
the group. Does
not cause
problems in the
group. Contributes
almost equally to
the group effort.

Most PSA is the

original work of
the group
members, but
some material is
used without
permission or in
violation of
copyright. Two
informational
sources are
cited, but many
errors exist in
the citations.

The PSA does not

follow fair use
practices. Text,
sound effects
and/or music is
used without
permission and/or
in violation of
copyright.
Sources are not
cited. Information
is biased/from one
source.

Often listens to,

shares with, and
supports the
efforts of others
in the group but
sometimes is not
a good
collaborator.
Usually
contributes fairly.

Rarely listens to,

shares with, and
supports the
efforts of others in
the group. Often
is not a good
collaborator.
Often does not
contribute fairly.

Tone and voice

frequently convey
emotions and
enthusiasm. The
recording is clear
and loud enough
to be heard.
Background
sounds and effects

Tone and voice

often convey
emotions or
enthusiasm.
Most of the
recording is clear
and loud enough
to be heard.
Background

Tone and voice

rarely convey
emotions or
enthusiasm.
Recording is
unclear and/or not
loud enough to be
heard.
Background

effects blend
with the PSAs
message.

usually 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