2010-P2-Ivan

=Project Overview=


 * Title**: PSA/Commercial
 * Grade Level**: 6th
 * Subject Area**: Language Arts
 * Time Frame (when, duration)**: December, 12 class periods

=Description=


 * Summer:** Complete the first **four** sections
 * Workshops:** Complete the entire proposal

Arizona Content Standards may be found at: [] Language from Bloom's Taxonomy for describing student outcomes may be found at: []

//A brief snapshot, as if someone asked you to briefly and clearly describe the intent of the lesson or project.// ||  ||   ||< Students will create PSA or commercial that incorporates persuasive and propaganda techniques. The video will also include film shots and music or sound to aid in the effectiveness of the message. Students will then analyze the videos to identify the technique used and its effectiveness. || //What will guide student inquiry?// ||  ||   ||< What are the different techniques authors use to persuade their readers? What are propaganda techniques that advertisers and authors use to persuade their readers? || //Include technology. Use district standards where applicable, targeting performance objectives you will assess.// ||  ||   ||< 3.3.3 - Describe the intended effect of persuasive strategies and propaganda techniques (e.g., bandwagon, peer pressure, repetition, testimonial, transfer, loaded words) that an author uses. 3.3.2 - Identify the facts and details that support the author’s argument regarding a particular idea, subject, concept, or object. LS-E1. Prepare and deliver an organized speech and effectively convey the message through verbal and nonverbal communications with a specific audience. LS-E4. Predict, clarify, analyze and critique a speaker’s information and point of view. VP-E2. Plan, develop and produce a visual presentation, using a variety of media such as videos, films, newspapers, magazines and computer images. VP-E1. Analyze visual media for language, subject matter and visual techniques used to influence opinions, decision making and cultural perceptions. || //What will students learn and do?// ||  ||   ||< Students will learn how to identify and use persuasive and propaganda techniques. Students will use iMovie to make a video incorporating various film shots, sound effects, and music. || //Checklist, Presentation, Oral Response, Rubric, Test, Quiz, etc.// ||  ||   ||< doubleClickHereAndType || //(e.g., content, technology, etc.)// ||  ||   || doubleClickHereAndType || //- Steps in the process// //- Responsibilities// //- Guiding// //- Questions// //- Student products// ||  ||   ||< doubleClickHereAndType || //- Computers - Software - URLs - ameras - Presentation Device - Handouts, Books - Supplies, Other// ||  ||   ||< doubleClickHereAndType || //- Location - Teacher / Student roles - Group Dynamics - Interactions with experts, other educators, etc., if applicable// ||  ||   ||< doubleClickHereAndType || //Special Ed, Gifted, ELL// ||  ||   ||< doubleClickHereAndType ||
 * < **Summary of Unit**
 * < **Essential Questions**
 * < **Academic Standards**
 * < **Student Outcomes**
 * < **Assessment**
 * **Prerequisite Knowledge**
 * < **Procedures for Lesson**
 * < **Tools and Resources**
 * < **Learning Environments**
 * < **Modifications**