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    Projectaglance 7 Thgradelapbl

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    api-270594680
    Students will create a public service announcement (PSA) to persuade others and effect positive change. They will be evaluated on effectively defining problems and solutions, gathering accurate information from multiple sources, collaboratively creating a project that appeals to logic and emotion, and dividing work evenly among group members. The PSA should have an appropriate tone and enhance its message through elements like music, color, and layout.

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    © All Rights Reserved
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    Projectaglance 7 Thgradelapbl

    Uploaded by

    api-270594680
    161 views5 pages
    Students will create a public service announcement (PSA) to persuade others and effect positive change. They will be evaluated on effectively defining problems and solutions, gathering accurate information from multiple sources, collaboratively creating a project that appeals to logic and emotion, and dividing work evenly among group members. The PSA should have an appropriate tone and enhance its message through elements like music, color, and layout.

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    projectaglance7thgradelapbl

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    Students will create a public service announcement (PSA) to persuade others and effect positive change. They will be evaluated on effectively defining problems and solutions, gathering accurate information from multiple sources, collaboratively creating a project that appeals to logic and emotion, and dividing work evenly among group members. The PSA should have an appropriate tone and enhance its message through elements like music, color, and layout.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    161 views5 pages

    Projectaglance 7 Thgradelapbl

    Uploaded by

    api-270594680
    Students will create a public service announcement (PSA) to persuade others and effect positive change. They will be evaluated on effectively defining problems and solutions, gathering accurate information from multiple sources, collaboratively creating a project that appeals to logic and emotion, and dividing work evenly among group members. The PSA should have an appropriate tone and enhance its message through elements like music, color, and layout.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 5

    Make a Choice, Use Your Voice!

    PBL @ a Glance

    Name of Project:
    Make a Choice, Use Your Voice!

    Duration:

    9 wks

    Subject/Course:
    Language Arts/SDAL

    Teachers:
    Howell, Eaton, Koplitz, Hufnagl (SDAL)

    Grade Level:
    7th

    Goheen, Carlisle, Allen, Stine, Potts, Brown, Ilko, Fogle (LA)


    Heiser, Young (Special Education)

    Driving Question:

    How can we use our voice to persuade others and effect positive change in our world?

    Learning Goals:
    Skills for
    Digital Age
    Learners

    Language
    Arts

    CYDAL.2.7.1 Interact, collaborate, and publish with peers, experts, or others employing a variety of digital
    environments and media
    CYDAL.2.7.4 Contribute to project teams to produce original works or solve problems
    CYDAL.1.7.2 Create original works as a means of personal or group expression
    CYDAL.3.7.2 Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources
    and media
    CYDAL.3.7.3 Evaluate and select information sources and digital tools based on the appropriateness to specific tasks

    CYCCLA.1.4.7 Students write for different purposes and audiences. Students write clear and focused text to convey a well-defined
    perspective and appropriate content.
    CYCCLA.1.4.7.G Opinion/Argumentative Writing: Write argument to support claims.
    CYCCLA.1.4.7.H Opinion/Argumentative Writing (Focus): Introduce and state an opinion on a topic.
    CYCCLA.1.4.7.I Opinion/Argumentative Writing (Content): ACKNOWLEDGE ALTERNATE OR OPPOSING CLAIMS and support claim with
    logical LOGICAL REASONING AND RELEVANT EVIDENCE, using ACCURATE, credible sources and demonstrating an understanding of
    the topic.
    CYCCLA.1.4.7.J Opinion/Argumentative Writing (Organization): Organize the claim(s) with clear reasons and evidence clearly; clarify
    relationship among claim(s) and reasons by using words, phrases, and clauses TO CREATE COHESION; provide a concluding statement
    or section that follows from AND SUPPORTS the argument presented.
    CYCCLA.1.4.7.K Opinion/Argumentative Writing (Style): Write with an awareness of the stylistic aspects of composition

    Learning Goals:
    (Continued)

    Language
    Arts

    Timeline

    CYCCLA.1.4.7.K.01 Opinion/Argumentative Writing (Style): Use precise language and domain-specific vocabulary to inform about or
    explain the topic.
    CYCCLA.1.4.7.K.04 Opinion/Argumentative Writing (Style): Develop and maintain a consistent voice.
    CYCCLA.1.4.7.L Opinion/Argumentative Writing (Conventions of Language): Demonstrate a grade appropriate command of the
    conventions of standard English grammar, usage, capitalization,punctuation and spelling.
    CYCCLA.1.4.7.T Writing Process: With some guidance and support from peers and adults, develop and strengthen writing as needed by
    planning, revising, editing, rewriting, or trying a new approach, FOCUSING ON HOW WELL PURPOSE AND AUDIENCE HAVE BEEN
    ADDRESSED.
    CYCCLA.1.4.7.U Technology/Publication: Use technology, including the Internet, to produce and publish writing and LINK TO AND CITE
    SOURCES AS WELL AS TO INTERACT AND COLLABORATE WITH OTHERS, INCLUDING LINKING TO AND CITING SOURCES.
    CYCCLA.1.4.7.V Research: Conduct short research projects to answer a question, drawing on several sources and GENERATING
    ADDITIONAL RELATED, FOCUSED QUESTIONS FOR FURTHER RESEARCH AND INVESTIGATION.
    CYCCLA.1.4.7.W Creditability, Reliability, and Validity of Sources: Gather relevant information from multiple print and digital sources, USING
    SEARCH TERMS EFFECTIVELY; assess the credibility and ACCURACY of each source; and quote or paraphrase the data and conclusions of
    others while avoiding plagiarism and following a STANDARD FORMAT FOR CITATION.
    CYCCLA.1.5.7.D.01 Present claims and findings, EMPHASIZING SALIENT POINTS IN A FOCUSED, COHERENT MANNER WITH PERTINENT
    DESCRIPTIONS, FACTS, DETAILS, AND EXAMPLES.
    CYCCLA.1.5.7.F Include multimedia components and visual displays in presentations to clarify CLAIMS AND FINDINGS AND EMPHASIZE
    SALIENT POINTS.

    Use the following link to access the calendar, where you will learn more about due dates and content to
    be explored.
    https://docs.google.com/spreadsheets/d/1NZ5zYL4jJja-VXUYNHlE3t6dw6gXepC2FMR-MReV1Gs/edit?u
    sp=sharing

    Research & Information Fluency

    How Will I Be
    Graded?

    Expectation:
    Studentappliesdigitaltoolstogather,evaluate,anduseinformation.

    (Student learning
    will be monitored
    throughout
    and
    at
    the end of
    the unit
    using the following
    criteria.)

    Inquire &
    Gain
    Knowledge

    Exceeds Expectation

    Meets Expectation

    Studentexcelsinapplyingskills.

    Studenthasshowncompetency.

    Below Expectation
    Studentisjustgettingstarted.

    -30-

    -25.5-

    -22.5-

    Student
    usesTHREEorMORE
    sourcestogatherandevaluate
    information.
    Example:

    Searchingmultipleonline
    sitesandofflinebookstolocateand
    evaluatetheaccuracyofinformation.

    Student
    usesTWO
    sourcestogatherandevaluate
    information.
    Example:

    Comparingtwosources
    ofinformationto
    confirmaccuracy.

    Student
    usesONE
    sourcetogather
    information.

    Example:Searchingonewebsiteto
    locateinformation
    .

    Quality & Accuracy of Information


    Expectation:
    Studentwillfindadequateandaccurateonlineinformation.

    Exceeds Expectation
    Studentexcelsinapplyingskills.

    Inquire and
    Gain
    Knowledge

    kd

    -5*Studentscorrectlyandcompletely
    definetheproblem.
    *Studentsidentifyseveralpossible
    causesandeffectsoftheissue.
    *Studentsfindseveralproposed
    solutionstotheproblem
    .

    Meets Expectation

    Below Expectation

    Studenthasshowncompetency.

    Studentisjustgettingstarted.

    -4-

    -3-

    *Studentscorrectlydefineproblem
    *Studentsidentifyoneortwo
    possiblecausesandeffectsofthe
    issue.
    *Studentsfindoneortwo
    proposedsolutionstothe
    problem.

    *Studentsincorrectlydefinedthe
    problem.
    *Studentsidentifiedonepossible
    causeoreffect,ORincorrectly
    identifiesmorethanonecause/effect.
    *Studentsidentifyan
    incorrect/impossiblesolutiontothe
    problem.

    (Continued)

    How Will I Be
    Graded?
    (Student learning
    will be monitored
    throughout
    and
    at
    the end of
    the unit
    using the following
    criteria.)

    Critical Thinking & Creativity


    Expectation:
    Usedigitaltoolstocollaborativelycreateprojectsandsolveproblems.

    Exceeds Expectation

    Content

    Style

    Meets Expectation

    Below Expectation

    Studentexcelsinapplyingskills.

    Studenthasshowncompetency.

    Studentisjustgettingstarted.

    Presents a strong argument that


    appeals to ethos, logos, and
    pathos
    -ANDPresents a clear, specific
    action step that audience can
    take.

    Presents a good argument that


    appeals to
    at least two
    of
    ethos, logos, and pathos.
    -AND/ORPresents a clear, specific
    action step.

    The argument is
    unclear and
    does not appeal
    to
    ethos, logos, and pathos
    -ORMay not present the idea that
    people should do something,
    but is unclear about what that
    is.

    Demonstrated planning for


    visuals and/or sound (very little
    background noise and
    scenes/images are easy to see)

    There is an attempt to plan for


    visuals and/or sound, but
    there are some technical
    issues that detract from the
    PSA.

    The PSA creates a highly


    appropriate tone that
    effectively communicates the
    message.

    The PSA creates an


    appropriate tone.

    Many scenes were very difficult


    to see and background noise
    was distracting.
    The tone of the PSA was highly
    inappropriate. The music, color,
    layout contradicts the tone of
    the message.

    Music, color, layout, etc.


    enhanced the message.

    The music, color, layout, etc.


    doesnt particularly enhance
    or detract from the message.

    Originality

    Product shows a
    large amount
    of original thought. Ideas are
    creative and inventive.

    Product shows
    some
    original
    thought. Work shows new
    ideas and insights.

    Little
    evidence of original
    thinking.

    Workload

    The workload is divided and


    shared
    equally
    by all team
    members.

    The workload is divided and


    shared
    fairly
    by all team
    members, though workloads
    may vary.

    The workload was divided, but


    one person in the group is
    viewed as not doing his/her fair
    share of the work.

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