Lesson Plan 1: How to study Public Service Announcements (PSAs)

Overview/Purpose:

This lesson serves as an introduction to the production of PSAs, providing students with the opportunity to build an understanding of the characteristics of the genre.

Lesson Grade Level:

6-12

Guiding Questions: 

What is a Public Service Announcement?

What makes a Public Service Announcement effective?

Time Requirement:

90 minutes

Objectives:

After this lesson, students will be able to:

Student Skills:

Common Core State Standards:

College and Career Readiness Anchor Standards for Reading:

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.1

8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Materials:

PSA Examples

Technology Required:

Lesson Design:

1. What do we notice about PSAs in general?

2. Which PSAs do we think are especially good and why?

3. How can we create PSAs as powerful and effective as these?

Typically, PSAs:


Lesson Plan 2: Studying PSAs as a writer would: looking for persuasive techniques

Overview/Purpose:

Students build on their understanding of PSAs by focusing specifically on the persuasive techniques that are used in this genre.

Lesson Grade Level:

6-12

Guiding Questions:

What makes a PSA compelling?

How is persuasion used in PSAs?

Time Requirement: 

90 minutes

Objectives:

After this lesson, students will be able to:

Student Skills:

Common Core State Standards:

College and Career Readiness Anchor Standards for Reading:

Craft and Structure

4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

6. Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.1

9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Technology Required:

Computers with internet access

Lesson Design:

Persuasion can be visually created through:

Persuasion can be created through sound via:


Lesson Plan 3:

Brainstorming initial PSA ideas; reviewing project requirements ; planning out individual PSA concepts

Overview/Purpose:

Students have started to define the elements of a PSA, identifying what PSAs must and might include.  This lesson provides them with a structure to plan out a concept to share with their team. 

Specifically, students will be provided with clear expectations and requirements for their PSAs. They’ll also be given time to share their initial ideas with one another.  As members of collaborative campaign teams, each student will be asked to individually develop and contribute their own concepts for a PSA using a concept plan, where they will plan out what viewers will see and hear throughout their PSA.

Lesson Grade Level: 

6-12

Guiding Questions:

What makes a PSA compelling?

How can we develop a concept plan to create a compelling PSA?

Time Requirement:

90-120 minutes

Objectives:

After this lesson, students will be able to:

Student Skills:

Common Core State Standards:

College and Career Readiness Anchor Standards for Writing are incorporated into this lesson, as follows:

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

College and Career Readiness Anchor Standards for Speaking and Listening are incorporated into this lesson, as follows:

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Materials:

Lesson Design:

Example Plan

We see

We hear

Text: Imagine your life without an education

No audio

Door slamming shut

Text: Your career

Start of “Better Days” by The Goo Goo Dolls

Text: You’d have no chance.

Song continues

Another door slamming shut.

Text: Your future

Song continues

Text: But everyone deserves a chance.

Song continues

Another door slamming shut

Text: Your life

Song continues

Statistic or fact

Song continues

More doors slamming

Song continues

Text: They need your help.

Song continues

Info about The Inter-Country People’s Aid

Song continues

End with text: It’s so simple.  It’s so SMART.

Song continues

Teacher Note:  A possible challenge presents itself when students create concepts that require acting.  You may want to put some parameters around this, perhaps allowing students to take on roles that are realistic for them, OR you might be more comfortable discouraging acting all together.


Lesson Plan 4:

Sharing PSA concepts and developing a group concept

Overview/Purpose:

Students collaborate to develop one PSA concept for the group to pursue.

Lesson Grade Level:

6-12

Guiding Questions:

What makes a PSA compelling?

How can we create a concept for a compelling PSA?

Time Requirement:

90 minutes

Objectives:

After this lesson, students will be able to:

Student Skills:

Common Core State Standards:

College and Career Readiness Anchor Standards for Writing:

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

College and Career Readiness Anchor Standards for Speaking and Listening are incorporated into this lesson, as follows:

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Lesson Design:

    1. Are there connections that can be made between the concepts offered by various individuals of the group?
    2. Are any of the concepts unique?
    3. Is it realistic to film each of the concepts?
    4. Are the concepts going to have a lasting impact – will they be memorable?
    5. What grabs us/inspires us the most?

Lesson Plan 5:

Writing and developing storyboards

Overview/Purpose:

A storyboard is a graphic organizer used by filmmakers to plan how their film will look and sound, shot by shot.  In this lesson, students learn how to plan out their PSA using a storyboard.

Lesson Grade Level: 

6-12

Guiding Questions:

What is a storyboard?

How does a storyboard help plan for a PSA? 

Time Requirement: 

90 minutes

Objectives:

After this lesson, students will be able to:

Student Skills:

Common Core State Standards:

College and Career Readiness Anchor Standards for Writing:

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

College and Career Readiness Anchor Standards for Speaking and Listening:

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Materials:

Storyboarding 101 handout

Copies of blank storyboards - attachment

Lesson Design:

Students will turn in a completed storyboard at the end of the second day.  Teacher will collect storyboards and provide feedback, approving storyboards that are now ready for production.


Lesson Plan 6:

Preproduction: preparing for filming

Overview/Purpose:

Students are introduced to the work of pre-production to ensure that they are prepared to film their PSAs.

Lesson Grade Level:

6-12

Guiding Questions:

What is preproduction and why is it important? 

What do we need to accomplish in this part of the PSA process?

Time Requirement: 

90 minutes

Objectives:

After this lesson, students will be able to:

Student Skills:

Common Core State Standards:

College and Career Readiness Anchor Standards for Speaking and Listening:

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Materials:

Preproduction Planning handout

Lesson Design:


Lesson Plan 7:

Preproduction: preparing for filming

Overview/Purpose:

Students are introduced to the work of pre-production to ensure that they are prepared to film their PSAs.

Lesson Grade Level:

6-12

Guiding Questions:

What is preproduction and why is it important? 

What do we need to accomplish in this part of the PSA process?

Time Requirement: 

90 minutes

Objectives:

After this lesson, students will be able to:

Student Skills:

Common Core State Standards:

College and Career Readiness Anchor Standards for Speaking and Listening:

Comprehension and Collaboration

1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.

Materials:

Preproduction Planning handout

Lesson Design:


Lesson Plan 8:

Post-production basics: preparing for video editing

Overview/Purpose:

In this lesson, students are introduced to the first parts of post-production and video editing – viewing, naming, selecting and trimming clips.

Lesson Grade Level: 

6-12

Guiding Questions:

What role does post-production have in creating our PSAs?

How can we use video editing tools to refine the message of our PSAs? 

Time Requirement:

90 minutes

Objectives:

After this lesson, students will be able to:

Student Skills:

Common Core State Standards:

College and Career Readiness Anchor Standards for Writing: 

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Materials:

Welcome to Post-production handout

Technology Required:

Computers with video editing software

Lesson Design:


Lesson Plan 9:

Video editing 101: adding text, transitions, effects, voiceovers and music

Overview/Purpose:

In this lesson, students learn how to use text, transitions, effects, voiceovers and music to their films for desired impact.

Lesson Grade Level:

6-12

Guiding Questions: 

What role does post-production have in creating our PSAs?

How can we use video editing tools to craft effective PSAs?

Time Requirement: 

90 -180 minutes

Depending on how sophisticated your students’ use of video editing already is and the time you have available, you can break this lesson up in a number of ways.  You may go over all the tips in one class or break them up as you see fit.

Objectives:

After this lesson, students will be able to:

Student Skills:

Common Core State Standards:

College and Career Readiness Anchor Standards for Writing:

Production and Distribution of Writing

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Materials:

Technology Required:

Lesson Design:


Lesson Plan 10:

Finalizing films and writing a reflection

Overview/Purpose:

In this final day of post-production, students finalize their films.

Lesson Grade Level:

6-12

Guiding Questions: 

What have you learned about PSAs and creating PSAs? 

Time Requirement:

45 minutes

Objectives:

After this lesson, students will be able to:

Student Skills:

Common Core State Standards:

College and Career Readiness Anchor Standards for Writing:

4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Range of Writing

10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Materials:

Technology Required:

Computers with video editing software

Lesson Design:


Lesson Plan Resources: