the Unit 1: Civics and Citizenship Lessons (pdf) - The Ronald ...

• Distribute Student Handout 7A to students.• Before reading, preview the selection by showing (video) or playing (audio) one of the PSAs on the http://www.adcouncil.org website. Click on the “Campaigns” button for a full list of PSAs including hundreds of adscentered on Community, Education, Health & Safety. Choose one that seems age and content appropriate foryour classroom. Discuss briefly.• Read through Student Handout 7A directions as a class, and have the students read the article (link is includedon the handout) and complete the first three boxes. If multiple computer access is difficult, you can project thestory on the board, read it aloud to students, or print out copies for students to read.• Discuss student responses to first three boxes on Student Handout 7A as a class.• Project the Ad Council’s website again, and tell students that they will now have an opportunity to browsethrough a number of the campaigns to examine a variety of PSAs. (In the interest of time, you might want togive them a specific number of campaigns, such as three, to examine.) You can also distribute copies of TeacherMasters 7A - 7C as examples of print PSAs.• Have students complete the remainder of Student Handout 7A. At this point, the students should begin to havesome ideas about what makes an effective PSA. Discuss responses to the activities and share examples as a class.Ask students which examples they’ve seen have given them an idea for their own PSAs.V. Group Role Assignment (40-60 minutes)• Now that students understand the gist of and the motivation behind PSAs, and have seen several examples ofPSAs, they will begin to create their own PSA for the culminating assessment. (It might be a good idea to reviewboth the Unit Task Handout and the rubric for the Unit Task as a whole class or in groups).• According to your preference for group selection, arrange students in groups of four.• Each student within the group should be assigned a role. (See Student Handout 7B for description of roles).• Once roles are assigned, students should:o Choose a medium for their PSAo Choose a focus for their PSAo Begin to brainstorm ideas for the PSAo Begin to draft their PSA.• Remind students that they should have a draft of their PSA finished by the end of class tomorrow.• Depending on the medium groups choose for their PSA, please distribute the appropriate scaffolding document.o Video PSA (Student Handout 7C)o Web Page (Student Handout 7D)o Poster/ Print Ad (Student Handout 7E)o Podcast (No specific document. Students should write out their script.) For more information on how tocreate a podcast, visit: http://bit.ly/d9vNauVI. Exit Slip (5 minutes)• Student Manager for each group will complete the Group Exit Slip (Student Handout 7F).o Role Assignments will be filled in.o Medium for PSA will be filled in.o Focus for PSA will be filled in (or assigned according to teacher preference).• All Group Members must provide their signature acknowledging Rough Draft due date.VI. Extension Activities• Have students create a Top Ten List of the Best PSAs. Display these PSAs in the classroom or link audio/visualPSAs to a class website.• ELL Extension: Have students work in groups and participate in a Reciprocal Teaching (see ELL Toolkit fordescription) activity centered around a student selected PSA.• Gifted Extension: Have students develop a marketing and distribution plan for their PSA. Who is the intendedaudience? How do they expect to reach their intended audience? What obstacles might stand in the way of theirmessage being received by their audience?Unit 1: Civics and Citizenship, Lesson 7: Civic Participation Placard 1106 107