Students Against Violence! Seventh PBL Plan

Project Title: Students Against Violence!

Project Idea: Students will understand that the media does affect their lives, as they obtain information to make informational brochures as part of an advertising campaign against teen violence. This unit would work well as a follow-up activity after reading a novel such as The Outsiders by S. E. Hinton.

Entry Event: The teacher will launch the project by showing a Teen Violence PowerPoint of statistics on teen violence in the United States, such as: In 2002, more than 877,700 young people ages 10 to 24 were injured in violent acts. Approximately 1 in 13 required hospitalization, homicide is the second leading cause of death among young people ages 10 to 24, in 2003, 5,570 young people ages 10 to 24 were murdered, an average of 15 each day. Of these 82% were killed with firearms (CDC 2006). Consider having a local juvenile parole officer come to the classroom to discuss the effects of teen violence, and how making poor decisions can change the direction of a person’s life forever.

The officer will challenge students to create informational brochures about teen violence statistics and the effects of teen violence, as well as provide important information where teens can get help if they are victims of violence or if they feel they are a violent person. These brochures should be displayed in the school library, the local library, the school nurse’s office, as well as the school-based health clinic. To differentiate this assignment, teacher may allow students to write a script and then perform a public service announcement for the local radio station.

Tell students that they will take part in an advertising campaign in which they speak out against teen violence and suggest places where other teens can get help if violence is a part of their lives.

Students will be researching teen violence statistics and effects of teen violence, and they will then write an editorial page for a newspaper, with possible publication in a local newspaper.

WV CCRS:

Standards Directly Taught or Learned Through Inquiry/Discovery / Evidence of Student Mastery of Content
ELA.7.4 cite several pieces of textual evidence to support analysis of what the informational text says explicitly as well as inferences drawn from the text / Newspaper Reading Checklist– successful completion of checklist, analyzing the explicit and implied meanings of the text.
ELA.7.11 analyze the structure an author uses to organize an informational text, including how the major sections contribute to the whole and to the development of the ideas / Newspaper Reading Checklist– successful completion of checklist, analyzing the structure of the text.
ELA.7.20 write arguments to support claims with clear reasons and relevant evidence.
- Introduce claim(s), acknowledging alternate or opposing claims and organize the reasons and evidence logically.
- Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
- Use words, phrases and clauses to create cohesion and clarify the relationships among claim(s), reasons and evidence.
- Establish and maintain a formal style.
- Provide a concluding statement or section that follows from and supports the argument presented. / Student editorial response – successful completion of editorial in which students support the claim and viewpoint with relevant evidence. Responses should be assessed with the Writing Rubric
Individual advertisement – successful completion of advertisement in the form of a commercial, display ad, or brochure
ELA.7.23 produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience / Individual advertisement – successful completion of advertisement in the form of a commercial, display ad, or brochure
ELA.7.34 include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. / Students will create a multimedia presentation by either scripting and filming a public service announcement or creating and presenting a poster.

Performance Objectives:

Know

How to use a newspaper to find specific articles of interest

How to write an editorial in response to a newspaper article

How to design and create an advertisement

How to research information concerning teen violence

How to plan and create a brochure using Microsoft Publisher or a similar desktop publisher

How to create a public service announcement

Do

Read West Virginia newspapers

Search for articles on teen violence

Write an editorial in response to a newspaper article on teen violence

Research information about teen violence

Develop an advertising campaign persuading teens to get help if they are involved in violence

Create informational brochures to be presented to community and school-based libraries and clinics

Create a public service announcement for publication on the local radio station

Driving Question: How can the media be used to decrease teen violence?

Assessment Plan:

Major Group Products / Brochures to be distributed to local libraries, community health care facilities, and school-based clinic
Major Individual Projects / Individual editorial for newspaper
Anti-violence posters or banners for local schools OR
Radio public service announcement

Assessment and Reflection:

Rubric(s) I will use: (Check all that apply.) / Collaboration / X / Written Communication / X
Critical Thinking & Problem Solving / Content Knowledge
Oral Communication / Other – Presentation Rubric / X
Other classroom assessments for learning: (Check all that apply) / Quizzes/ tests / Practice presentations
Self-evaluation / X / Brochure Rubric / X
Peer evaluation / Checklists/observations / X
Online tests and exams / Concept maps
Reflections: (Check all that apply) / Survey / X / Focus Group
Discussion / Task Management Chart
Journal Writing/ Learning Log / X / Other

Map the Project:

Product:

Knowledge and Skills Needed / Already Have Learned / Taught Before the Project / Taught During the Project
  1. Knowledge of Microsoft or other desktop publisher
/ X / X
  1. Knowledge of parts of a newspaper
/ X / X
  1. Skills to write a newspaper editorial
/ X
  1. Knowledge of propaganda and advertising strategies
/ X / X
  1. Skills to research and gather information
/ X / X
  1. Skills to design and create an advertisement
/ X / X
  1. Skills to plan, develop, and deliver a media product
/ X
  1. Skills to collaborate with others
/ X / X

Resources:

School-based Individuals:

Health teacher

School nurse

School-based health clinic staff

School-based counselor and/or psychologist

Technology:

Computers with internet connections

Computers with word-processing software

Computers with Microsoft publishing software

Flip video cameras

Recording device

Community:

Local police officer

Local health department

Juvenile parole officer

Local doctors or health care providers

Local media

Materials:

Print and non-print informational resources

Newspapers

Writing materials

Art supplies

Websites:

This website is the American Psychological Association, and under featured topics contains helpful information on teen violence, including warning signs and reasons for violence, as well as ways to deal with violence and anger.

This website contains a plethora of information about teen violence and prevention.

This is the National Domestic Violence Hotline

This site includes a number of helpful resources and links on teen violence, warning signs, and solutions.

This site is published by the National Youth Violence Prevention Center Resource Center and contains resources specifically for teens to get help.

This is the website for a national organization called Students Against Violence Everywhere.

Manage the Process:

To ensure that targeted learning occurs, the teacher is constantly monitoring student progress toward the goals to make sure students are acquiring and applying the intended learning outcomes. The teacher checks with each individual and each group on a regular basis, as well as reads each individual’s Learning Logs.

To differentiate instruction for the individual project, the teacher will allow students to choose between creating a radio public service announcement or an anti-violence poster to be displayed in local schools. Students will also be able to choose which resources to use and the unique design for their brochures. The teacher will scaffold instruction to meet individual student’s needs through mini lessons as needed for individuals, small groups, and/or whole group.

Managing the Process Timeline:

Step One

Teacher and local juvenile parole officer launch the entry event

Teacher distributes Managing the Process Timeline to students

Teacher presents the Writing Rubric

Students create individual Learning Logs

Teacher distributes Newspaper Reading Checklist to students

Step Two

Students search for news articles involving teen violence for individual projects

Students will choose one article to read

Teacher will monitor and assist individual students as they research

Students will work on individual daily Learning Logs

Students complete Newspaper Reading Checklists

Students will work on Project Planning Form

Step Three

Students will draft responses to the news articles

Teacher will monitor and assist individual students as they work

Students will work on individual daily Learning Logs

Step Four

Students complete final drafts of individual learning project and present to teacher

Step Five

School nurse, local doctors, and/or counselor will launch the second entry event

Students will research teen violence, warning signs, reasons, prevention, and solutions

Students take notes as they research

Students will work on daily Learning Logs

Teacher will monitor and assist students as they research

Step Six

Students will use Microsoft Publisher to create informational brochures about teen violence

Students will work on daily Learning Logs

Teacher will monitor and assist individual students as they work

Teacher will use the Group Observation Checklist to assess student work

Step Seven

Students work individually while consulting with group members on group projects

Students complete rough draft of project and turn in to teacher

Teacher uses the Group Observation Checklist to assess student work

Students keep daily Learning Logs

Teacher will monitor and assist students as they work

Step Eight

Students prepare brochures to be distributed to various locations

Students evaluate themselves and their work using the Self Assessment Rubric

Students distribute brochures to school locations

Teacher will deliver brochures to community locations

Students will keep daily learning logs

Step Nine

Students will work in cooperative groups to prepare a public service announcement OR

Students will work in cooperative groups to create violence awareness posters or banners

Students will keep daily Leaning Logs

Teacher will monitor and assist individual students or groups as they work

Step Ten

Students practice public service announcements by presenting them to the health class

Students present posters to health class for observation, discussion, and feedback

Step Eleven

Teacher will record students as they present their public service announcements, which will be sent to various locations in the school and community

Students will hang posters and/or banners in various locations in the school and community

Step Twelve

Students will complete last entry of their Learning Log and turn in to teacher

Students will complete their self-assessment and group assessment checklists

Teacher facilitates structured reflection and debriefing of project

Project Evaluation: Students will reflect during the project in their individual Learning Logs, which should be used daily. Teachers can give students 10 minutes at the beginning of each class, at the end of each class, or assign the reflections to be completed as homework. Teachers will reflect on the project as they observe and communicate with students during the course of the project. At the end of the unit, there will be a time of debriefing and whole class discussion. Students will also evaluate their learning as they complete their individual Self-Evaluation Rubrics.

Key Words: teen violence, media, research, brochure, public service announcement

ORGANIZATION / DEVELOPMENT / SENTENCE STRUCTURE / WORD CHOICE/GRAMMAR USAGE / MECHANICS
Exemplary Organization
  • Clear and logical progression of ideas
  • Strong introductory paragraph, supporting paragraphs and concluding paragraph
  • Sophisticated transition conveys relationships among ideas and paragraphs
/ Exemplary Development
  • Clear focus maintained for intended audience
  • Strong development of the topic for narrative and descriptive writing
  • Strong thesis statement for development of informative and persuasive writing
  • Strong use of examples, evidence or relevant details
  • Strong use of analogies, illustrations or anecdotes
/ Exemplary Sentence Structure
  • Sophisticated sentence structure; complete and correct sentences
  • Sentence variation
 Simple
 Compound
 Complex / Exemplary Word Choice/Grammar Usage
  • Vivid, specific, economical, connotative
  • Consistent grammar usage
 Subject/verb agreement
 Singular/plural nouns
 Verb (tense and usage)
 Pronoun usage
 Adjective/Adverb / Exemplary Mechanics
  • May have minor errors
 Punctuation
 Capitalization
 Spelling
  • Needs little or no editing

Effective Organization
  • Logical progression of ideas
  • Introductory paragraph, supporting paragraphs and concluding paragraph
  • Purposeful transition conveys relationships among ideas and paragraphs
/ Effective Development
  • Effective focus maintained for intended audience
  • Appropriate development of the topic for narrative and descriptive writing
  • Appropriate thesis statement for development of informative and persuasive writing
  • Clear use of examples, evidence or relevant details
  • Use of analogies, illustrations or anecdotes
/ Effective Sentence Structure
  • Complete and correct sentences
  • Sentence variation
 Simple
 Compound
 Complex
 / Effective Word Choice/Grammar Usage
  • Economical, specific
  • Clear meaning, connotative
  • Mostly consistent grammar usage
 Subject/verb agreement
 Singular/plural nouns
 Verb (tense and usage)
 Pronoun usage
 Adjective/Adverb / Effective Mechanics
  • Few errors
 Punctuation
 Capitalization
 Spelling
  • Needs some editing

Adequate Organization
  • Some evidence of a logical progression of ideas
  • Introductory paragraph, supporting paragraphs and concluding paragraph
  • Appropriate use of transition
/ Adequate Development
  • Adequate focus maintained for intended audience
  • Adequate development of the topic for narrative and descriptive writing
  • Adequate thesis statement for development of informative and persuasive writing
  • Sufficient use of examples, evidence or relevant details
  • Use of analogies, illustrations or anecdotes
/ Adequate Sentence Structure
  • Minor errors in sentence structure
  • Some sentence variation
 Simple
 Compound
 Complex
(errors in more complex sentence structure do not detract) / Adequate Word Choice/Grammar Usage
  • Appropriate, somewhat specific
  • Somewhat simplistic
  • Somewhat consistent grammar usage
 Subject/verb agreement
 Singular/plural nouns
 Verb (tense and usage)
 Pronoun usage
 Adjective/Adverb / Adequate Mechanics
  • Some errors
 Punctuation
 Capitalization
 Spelling
  • Needs editing but doesn’t impede readability

Limited Organization
  • Limited evidence of a logical progression of ideas
  • Introductory paragraph and concluding paragraph with limited supporting paragraphs
  • Limited use of transition
/ Limited Development
  • Some evidence of focus for the intended audience
  • Limited development of the topic for narrative and descriptive writing
  • Limited thesis statement for development of informative and persuasive writing
  • Some use of examples, evidence or supporting details
  • Some use of analogies, illustrations or anecdotes
/ Limited Sentence Structure
  • Some errors in sentence structure
  • Limited sentence variation
 Simple
 Compound
 Complex
(errors in more complex sentence structure begin to detract) / Limited Word Choice/Grammar Usage
  • Vague, redundant, simplistic
 Several inconsistencies in grammar usage
 Subject/verb agreement
 Singular/plural nouns
 Verb (tense and usage)
 Pronoun usage
 Adjective/Adverb / Limited Mechanics
  • Frequent errors
 Punctuation
 Capitalization
 Spelling
  • Begins to impede readability

Minimal Organization/Minimal Response
  • Lacks evidence of a logical progression of ideas
  • Lacks introductory paragraph, supporting paragraphs and/or concluding paragraph
  • Lacks clear transition
/ Minimal Development/Minimal Response
  • Lacks focus on intended audience
  • Lacks development of the topic for narrative and descriptive writing
  • Lacks thesis statement for development of informative and persuasive writing
  • Lacks sufficient examples, evidence or supporting details
  • Lacks sufficient analogies, illustrations or anecdotes
/ Minimal Sentence Structure/Minimal Response
  • Contains fragments and/or run-ons
  • Minimal sentence variation
 Simple
 Compound
 Complex
(errors in more complex sentences detract) / Minimal Word Choice/Grammar Usage/Minimal Response
  • Inadequate, imprecise, repetitive
  • Frequent inconsistencies in
 Subject/verb agreement
 Singular/plural nouns
 Verb (tense and usage)
 Pronoun usage
 Adjective/Adverb / Minimal Mechanics/Minimal Response
  • Consistent errors
 Punctuation
 Capitalization
 Spelling
  • Impedes readability

Inadequate Organization
  • Little or no progression of ideas; difficult to follow
  • Inadequate paragraphing
  • No transition
/ Inadequate Development
  • Unclear or no focus
  • Little or no development of narrative or descriptive writing
  • Little or no development of informative or persuasive writing
  • Few or no examples, evidence or supporting details
  • Few or no analogies, illustrations or anecdotes
/ Inadequate Sentence Structure
  • Contains numerous fragments and/or run-ons
  • Inadequate sentence variation
 Simple
 Compound
 Complex
(errors in sentence structure detract) / Inadequate Word Choice/Grammar Usage
  • Rambling, inappropriate, incorrect
  • Distracting inconsistencies in grammar usage
 Subject/verb agreement
 Singular/plural nouns
 Verb (tense and usage)
 Pronoun usage
 Adjective/Adverb / Inadequate Mechanics
  • Serious and consistent errors
 Punctuation
 Capitalization
 Spelling
  • Impedes understanding/communication

Writing Rubric