Psa Projectms. Schroll's Ela Classes

These are the CCS Standards addressed in this lesson:

RI.3.1: Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
W.3.4: With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose.
SL.3.4: Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.

Produce Safety Alliance Grower Training Manual Download The form below will allow you to access the files for version 1.2 of the Produce Safety Alliance Grower Training manual. Endangered/Invasive Species PSA - NGSS MS-LS2-4 By Do Well Lessons In this project students choose either an endangered or invasive species and create a Public Service Announcement (PSA) video using a free web app that informs people of the dangers associated with this animal’s extinction or introduction. Iconectiv training portal. © 2021 PSA SECURITY NETWORK. All Rights Reserved PSA Home. PSA Trainer Resources. Register a PSA Grower Training with AFDO - Courses must be registered at least 2 weeks in advance of the training date.; PSA Grower Training Course Agenda Template. The Pennsylvania Department of Education uses the PSSA English Language Arts: Grade 8 test to gauge if the state's students are learning what they should in their eighth-grade English classes.

Ongoing Assessment

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Student choice of target audience and key points on PSA Planning graphic organizer (RI.3.1, SL.3.4)

In Advance

Prepare the technology necessary to play the model PSA. If possible, give students access to the model PSA on devices (see Technology and Multimedia).
Prepare a research reading share using the Independent Reading: Sample Plans or your own independent reading routine (see the Tools page).
Post: Learning targets and applicable anchor charts (see materials list).

Tech and Multimedia

Continue to use the technology tools recommended throughout Modules 1-3 to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Opening A and Work Time A: Prepare technology to play the model PSA and the model PSA 2 for the whole group, and if possible for students to access on an internet device in pairs:

Model PSA: 'How to Save Energy for School Teaching - 25SDA.' YouTube. 19 June 2016. Web. Accessed 26 Oct. 2016.
Model PSA 2: 'Energy Conservation PSA.' Los Angeles Department of Water and Power. YouTube. Web. Accessed on 1 Nov. 2016.

Supporting English Language Learners

Supports guided in part by CA ELD Standards 3.I.A.4, 3.I.B.6, 3.I.C.10, 3.I.C.11, 3.I.C.12, 3.II.A.1, 3.II.A.2

Important points in the lesson itself

The basic design of this lesson supports ELLs by explicitly reviewing key vocabulary words; modeling a think-aloud for determining the most relevant key points to include in a PSA; providing time for students to focus specifically on the structure of a PSA; and allowing students extensive opportunity to develop their oral language through Turn and Talks and Think-Pair-Shares.
ELLs may find it challenging to keep pace with the class during Work Time A in collecting all of the causes, impacts, and actions on sticky notes and then reviewing all of their resources to determine the most relevant key points to use in their PSAs. Consider working with a small group after working with the class and help them determine key points together (see the Meeting Students' Needs section).

Levels of support

For lighter support:

Before providing additional modeling or inviting students to participate in jigsaw learning during Work Time A, observe student interaction and allow them to grapple. Provide additional demonstrations and supports only after students have grappled with the task. Observe the areas in which they struggle to target appropriate support.

For heavier support:

Use physical movement to model the structure of a PSA during Work Time B. Consider creating three laminated dots to represent the three structure boxes at the bottom of the planning graphic organizer, inclusive of a beginning, middle, and end. (Consider color-coding them as a stop sign, signaling where students begin and end.) Place them on the floor next to one another and model stepping to the left while saying the sequence words first, next,and lastly,along with the corresponding information for each spot. (Example: Step in the first dot and say, 'First, I will write the introduction.' Then, step in the next dot and say, 'Next, I will write the action for people to follow.' Finally, step in the last dot and say, 'Lastly, I will write the conclusion, giving people another reason to take action.') Point out that the laminated dots are laid out in the same way as the boxes on the planning graphic organizer, explicitly making the connection between the physical movement and what students will write.

Universal Design for Learning

Multiple Means of Representation (MMR): Continue to support students by offering options for perception. Pausing for clarification of new vocabulary will also support students who may need additional support with comprehension.
Multiple Means of Action and Expression (MMAE): Continue to support studentswithappropriate goals for their effort and the level of difficulty expected during the lesson.
Multiple Means of Engagement (MME): Continue to offer support in linking the lesson's activities back to the learning target. Invite students to make this connection by explicitly highlighting the utility and relevance of the activity to the learning target. Continue to include opportunities to refocus students' attention to the learning target throughout the lesson and invite students to share how each learning activity is supporting their instructional goal.

Vocabulary

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Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

key points, structure (L)

Materials

Psa Projectms. Schroll's Ela Classes

End of Unit 3 Assessment prompt (from Lesson 1; one per student)
Working to Contribute to a Better World anchor chart (begun in Module 1)
Model PSA (video; play in entirety; see Technology and Multimedia)
Video PSA Presentation Process anchor chart (begun in Lesson 1)
Working to Become Effective Learners anchor chart (begun in Module 1)
Video PSA Planning graphic organizer (from Lesson 1; one per student and one to display)
Model PSA 2 (video; play in entirety; see Technology and Multimedia)
Criteria for an Effective PSA anchor chart (begun in Lesson 1; added to during Work Time A; see supporting materials)
Criteria for an Effective PSA anchor chart (begun in Lesson 1; example, for teacher reference)
Water issues research note-catchers (one per student):

Access to Water (from Unit 1, Lesson 7)
Demands on Water (from Unit 1, Lesson 9)
Water Pollution (from Unit 1, Lesson 11)

One Well (from Unit 1, Lesson 2; one per student)
Additional texts from Units 1-2 (one per student):

'Access to Freshwater' (from Unit 1, Lesson 8)
'Population Growth' (from Unit 1, Lesson 10)

Written pieces from Unit 2 (one per student):

Opinion Essay: Water Pollution (completed in Unit 2, Lesson 12)
Opinion Essay: Demands on Water (completed for the End of Unit 2 Assessment in Unit 2, Lessons 13-14)

Sticky notes (six per student and four for teacher modeling)
Video PSA Planning graphic organizer (example, for teacher reference)
Working to Become Ethical People anchor chart (begun in Module 1)
Independent Reading: Sample Plans (for teacher reference; see the Tools page)

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Assessment

Each unit in the 3-5 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.