California Career and Technical Education Standards

• AME.A.A1.2.2.1 Advanced - Create original works of art of increasing complexity and skill in a ...
• AME.A.A1.2.2.4 Advanced - Demonstrate in their own works of art a personal style and an advance...
• AME.A.A2.2 Know the component steps and skills required to design, edit, and produce a prod...
• AME.A.A2.3 Use technology to create a variety of audio, visual, written, and electronic pro...
• AME.FS.10.10 Use technical applications in the creative process, where appropriate.
• AME.FS.10.12 Use a variety of strategies (e.g., personal experience, discussion, research) to...
• AME.FS.5.3 Use critical thinking skills to make informed decisions and solve problems.
• AME.FS.5.4 Use the elements of the particular art form to observe, perceive, and respond.
• AME.FS.5.5 Understand the application of research and analysis skills to the creation of co...
• AME.FS.8.5 Understand the ethical implications of the degree of influence media, arts, and ...

California Academic Content Standards (Reinforced)

• ELA.9-10.LS.2.5b Deliver persuasive arguments that use rhetorical devices to support assertions (...

• Save the Puppy? - Hooks / Set

  show the Adopt a Dog PSA.

  Ask students to write down what they thought of the production elements of the PSA: Sound, Images, Editing, Message.

  It's ok to prompt with the following if students don't understand the assignment:

  Sound - music, sound effects, narration?

  Images: what did they see? Shot selection? 

  Editing: what was the pace? Slow cuts? Hard cuts? Dissolves?

  Message:How did the PSA make them feel? What is the message?

   

   

   

   
  • Adopt a Dog [ Watch Video ] [ Download Original Video ]
• Ready - Group Work

  When students have completed writing, they should pair with another student and share their comments. Ask the pairs to report back to the class. Allow each pair to share their thoughts. 

   

  Ask class: Was this a successful PSA? Guide discussion toward successful PSA. Ask students these questions: Was the message communicated clearly and will it be retained by viewers? Will it move people to act?

   

   

   

   
• Aim - Guided Practice

  Handout the PSA Producer's Guide and ask them to read the first section, stop when they come to the heading "The Message." As they read, start  writing topics/ideas on the board leaving space between the words or post somewhere in classroom, examples: Smoking, Bullying, Environment, Education, etc. Don't write too many, 3 or 4 is fine. The words are purposely vague as to provoke discussion. Pass out two or three post-it notes aka "stickies" to each student as they read.

  When they have finished reading ask students to write one word on each sticky note. The words should be what they associate with the topics. When they are done ask them to post the sticky under the topic. Tell the students to write whatever comes into their head first, there are no right or wrong answers.

  When they are completed this, read every sticky, no matter what is written, under each topic and try to categorize the ideas. 

  When all ideas have been read, go back to the first main topic, choose a category under that topic that has a few stickies associated with it and ask the students," Who is the audience for this message?"

  Do not accept answers like "parents" "teachers" "us", ask them for specifics.Use questions on handout to drive discussion.

   

   

   

   

   
  • Producer's Guide [ Download ] A guide to producing a successful PSA
• Fire - Check Understanding

  Once they have figured out a target audience go to the next section on the handout: The Message. 

  Choose one topic and one student volunteer to speak on it's behalf.

  Give them a minute to prepare and then ask them to speak for 30 seconds.  Use a timer.

  When they finish ask another student to give a brief synopsis on what was said and what was the message that was communicated. Ask "Was there a message?" "How did it grab their attention?"

  This leads into the next section: Grab their attention. Ask the student to choose the same topic to present again but this time ask them to grab everyone's attention in the first few seconds. Give them another minute to prepare.

  When 30 seconds is over, ask those in audience if the student grabbed their attention. Discuss what worked and what didn't.

  Show the Choose Life PSA. What grabs their attention?

  Not only does the PSA grab their attention but it should be concise so that at the end of the PSA it can be summed up with a simple phrase or sentence, this is known as the Tagline.  "Only You Can Prevent Forest Fires", "A Mind is a Terrible Thing To Waste" 

   

   

   

   
  • Choose Life [ Watch Video ] [ Download Original Video ] PSA
• PSA topics - Assessment

  Ask students to give a list of topics that they feel are relevant to their lives and don't get much attention or need more attention.  List them on board. Many of these may be very general so ask them for specifics. Remind them to think about their audiences. 

  Ask students to choose one of the topics and to research information on the issue. The information must be from reliable, verifiable sources like the American Red Cross, the Ad Council, published statistics from studies.

  Each student should return to class with a topic that is focused toward their audience and why they feel the issue will be important to this group. Along with information found from research, students should have a synopsis of their 30 second PSA that they want to produce.

  The synopsis should included:

  a brief description of what the PSA is about and what we will see, how the students intend to grab the attention of the audience, a tagline and where the audience can get more information. 

  Students should be prepared to pitch their ideas to the class. The class can choose the best PSA to produce - 4 or 5 members to a group.