Lesson 3: Raising Awareness

Activity: What is a PSA, and How Can I Give an Effective One? 

Time: 15 min

Materials: 

• projector & projection screen for displaying videos

• whiteboard/blackboard w/ markers/chalk

• links to PSA examples (CDC Hear Her PSA, No Kid Hungry PSA)

• link to PSA reference site (Public Service Announcements)

Instructions:

1. Tell students that they will now be watching two different videos (“presentations”), each designed to raise awareness about a specific topic. Ask them to try to pay attention to not only the content of the videos, but also how the videos are designed. Videos may be played more than once if necessary.

2. Play the first video: CDC Hear Her PSA (again, vídeo may be played more than once if necessary, depending on students’ comprehension level). Once it is assured that students have a basic understanding, ask them to turn to a partner and discuss the following for about a minute or so: 

• Generally, what is the video about?

• More specifically, what is the video’s mission/message?

• Who do you think the target audience of the video is?

• What strategies/features does the video use to get its message across? 

3. Now, play the second video: No Kid Hungry PSA (again, vídeo can be played more than once if necessary, depending on students’ comprehension level). Once it is assured that students have a basic understanding, ask them to discuss with their partner the above questions regarding the second video, as well as any differences/similarities that they noticed between the two videos (allow 1-2 minutes for discussion).

4. Bring class back together and ask for volunteers to share what they talked with their partner about. Then, explain that the two videos shared were both Public Service Announcements (PSAs), which are short informational messages intended to raise awareness about meaningful issues. Briefly list common characteristics of PSAs on the board with students’ help. Instructor may ask them to reflect on their observations from the video examples, as well as use points listed on the following website as additional guidance. **Ultimately, make sure to emphasize that clear pronunciation - as well as intonation, pacing, and word stress - is key to a good PSA; this should serve as a seamless transition to the Practice part of the lesson.**

• PSA reference:Public Service Announcements 

Activity: Thought Grouping

Time: 22 min

Materials:

• computer, tablet, or other electronic device able to play back YouTube videos

• projector & projection screen for displaying videos and answer key

• “Thought Chunking in American English” video (Appendix B)

• “What is Neurodiversity” PSA (includes video and accompanying WS - see Appendix C)

• PSA Teacher’s Guide (Appendix D)

• Students will also need writing utensils. 

Instructions:

1. Tell students they are going to be watching a video about thought chunking. Tell them the concepts in this video are going to be important when they are delivering their own PSAs later in the lesson.

2. Tell them to pay attention to the three key concepts the teacher outlines as necessary to thought chunking (Pausing, key/focus words, and pacing).

3. Have students watch the following video: “Thought Chunking in American English” from 3:40-8:35.

4. After watching, ask three different volunteers to state the three key concepts and explain what they are and why they are helpful for public speaking.

5. Tell students they are now going to be practicing the concepts they just learned about using a PSA about neurodiversity. They can use this as inspiration for their own PSA.

6. Tell students they will all get a transcript of a PSA (Appendix C). 

7. First, students should each read over their passage and use slashes to mark the separate thought groups.

8. Once they have their thought groups separated, they should then underline the key word in the sentence. 

9. Finally, they should use arrows to identify areas in the passage where they think the pacing could be slowed down or sped up to emphasize an idea or word. Tell them to use the following symbols:

   • →  means the pace should be sped up

   • ← means the pace should be slowed down

10. Tell students they don’t have to get everything right; they should just try their best.

11. Instruct students to quietly read the passage outloud to themselves to test their hypotheses’ about all their markings.

12. Tell them they don’t have to pronounce each individual word correctly at this point. They should focus more on the 3 concepts, and we will address individual words after this activity.

13. Hand out the passage and give students 5 minutes to work on this task.

14. After 5 minutes, have students get up and find a partner.

15. Instruct students to take turns reading their passage out loud to their partner, making sure to adjust their speech after each of their markings (pausing, stressing, and adjusting pacing)

16. Give students 7 minutes to complete their readings.

    • While this is happening, the teacher should be walking around to listen to students as they speak and note how the students are doing and any concepts or placements they are struggling with.

    • Refrain from correcting them at this point since they will have a chance to discuss with their partner when they are finished.

17. Once students are finished with their readings, have them compare papers and discuss any differences.

18. Have the students come together as a large group.

19. First, students should be invited to ask about any words they didn’t know how to pronounce. 

20. Give them the correct pronunciation and have the class repeat it chorally.

21. Next, have students share any disagreements on their thought groups, stress, or pacing, and then share the key (Appendix D) with the students while you play the corresponding video for them to hear (Appendix C).

22. Tell students that even though their answers may differ from the key, that doesn't necessarily mean they were wrong. Thought groups, pacing and stress can all vary depending on the speaker and the message they are trying to convey. Encourage students to allow themselves to try different pronunciations of their own PSAs to see what works best for them.

Notes

**Alternative to having students start to mark thought groups on their own, instructor can lead class in annotating the first 1-2 sentences of the script to help them get more warmed-up and to assure that they understand the expectations of the activity 

**Another possibility is to have students try reading the script to a partner (making an effort to apply the three thought-grouping concepts) while their partner annotates what they hear (this can be done during the partner-review stage of the activity - i.e., steps 15-17)

Activity: Create-Your-Own PSA (on a specific neurodiverse condition) 

Time: 20 min 

Materials:

• Students will need access to their phones, computers, or other electronic devices to facilitate planning and recording their PSAs

• Paper copies of PSA grading rubric (one for each student)

Instructions:

1. Have students get back into their final project groups formed during Lesson 2. 

2. Once they have joined their groups, tell them that they will now be applying what they have learned about oral presentations in creating their own PSAs about the neurodiverse conditions they have already researched (Lesson 2). Remind them that their presentations should include:

   • What their neurodiverse condition is

   • Common myths and stigmas associated with the condition

   • How to promote inclusivity in the classroom for all students

   • What teachers can do to foster equitable and equal learning to their neurodiverse students

   • Adaptable solutions to support our neurodiverse peers 

3. Additionally, provide students with copies of the PSA rubric (Appendix F) to further guide them in their preparations. 

4. Let students loose for about 20 minutes to work on creating a 30-60 second-long, recorded PSA about their group’s assigned neurodiverse condition (students will need access to the recording devices on their phones and/or computers). As they begin to work, give them one last reminder that every member of each group should speak at least once throughout their presentations.

5. Consistently check-in with individual groups as they work, offer constructive feedback on their progress, and be prepared to address any questions/concerns as they arise.

Activity: Gallery Walk of Student PSAs***

Time: 20-25 min

Materials: 

• 4-5 pairs headphones/earbuds (if available)

• 4-5 computers, tablets, or other electronic devices to be used by students when creating their PSAs - students’ cell phones can also be used, if no other devices available 

• paper copies of peer evaluation form and rubric for PSAs (enough for each student to have one - see Appendices E & F)

• Students will also need writing utensils.

Instructions:

1. Students will be watching each other’s PSAs in a gallery walk format.

2. Each group will each set up their videos on a computer in a separate section of the class. 

   • Phones or tablets may also be used if need be. Students may need to bring in their own personal computers if the school cannot provide them. 

3. Have students help move the desks/tables to the edges of the room so there is a lot of open space to move around.

4. Give each student three copies of the peer review handout (Appendix E). 

5. Explain that in the third column of the review sheet they should include evidence for how the group met or didn’t meet the criteria.

6. In the first column of the review sheet, they should include one thing from each row the group could improve on. Students may not watch and review their own PSA. 

   • They should give specific details in their feedback. Simply saying things like “Good job!” is not acceptable. Similarly, merely saying “you need to work on your pronunciation,” is also not ideal. Students should aim to find a balance between “glows” and “growths” (strengths and weaknesses). 

7. Instruct students to pick three different groups’ PSAs and watch them. Give students ~20 minutes to complete the task.**

   • Tell students they should be aiming to watch three, but if they only get to two, that is acceptable. However, if they do manage to complete three early, they should continue watching more PSAs

8. As students are watching PSAs, the teacher should be monitoring to make sure they are staying on task and filling out their peer review forms. 

   • Teacher should also be chatting with students to hear their feedback about other groups’ PSAs and feedback on the project in general. (What did they like? What did they not like? What would they do differently if they were the teacher? Etc.)

9. After 20-25 minutes, students should help gather the electronics and put the desks/tables back. 

10. Ask students to place their peer review forms into separate piles at the front of their tables (one pile for the ADHD group, one pile for the ASD group, etc.).

11. Students should then sit down with their project groups.

Notes

**If the noise in the room becomes too loud for students to clearly hear the PSAs, students should use headphones or some of the computers can be moved into the hallway. This will require closer supervision of students but is an option.

***If a gallery walk is simply not doable due to lack of computers or space, then some alternative options are to have the entire class sit down and watch all of the PSAs together using a projector, filling out a peer review sheet for each group. Or, videos could be posted to a discussion board; students would pick three to watch and fill out the peer review forms on their own time.

Appendix A: How to Give a Good Presentation

Appendix B: Thought Chunking in American English (only watch from 3:40-8:35)

Appendix C: 

• Handout

• Video link

Appendix D: PSA Teacher’s Guide

Appendix E: Neurodiversity PSA Peer Feedback Form

Appendix F: Neurodiversity Original PSA Rubric