Representation, Expression, and Engagement Additions and/or adjustments to the lesson plan are footnoted and color-coded.

Goal-directed Instructional Design Plan - Civics--Interest Groups Author - Annie Blaauw 1. A problem or a need Students often pose the questions to me, What can we do about it? They are
implying that they are helpless--just kids. They need to understand that they have a voice, and in this age of the Internet and globalization, it is easier than ever for their voices to be heard.1 In addition, with the world becoming increasingly interconnected, it is easy for students to get lost in the noise of differing opinions, statements, and facts. Students need to be able to discern the purpose behind political ads, posters, and rhetoric.

2.

A real-world performance Learn how to use technology skills to get their opinions heard and to learn
how to use their own voice to work towards a goal. Also, understanding how and why advertisers try to sway opinions is a necessary skill in order to become smart consumers and thinkers. Experiencing this first-hand is a good way to address that topic.

3.

An instructional objective Explain the role of television, radio, the press, and the Internet in political communication. Research an interest group focused on a local public policy issue of their choice. Evaluate, take, and defend positions about the formation and implementation of a current public policy
issue, and examine ways to participate in the decision making process about the issue.

4.

Create a Commercial and Political Poster around their policy issue. A set of essential content

In the days prior to this lesson, we will have worked as a class to understand the majority of the content for this unit, including what political parties and interest groups are, and what purposes they serve. Students will already have learned about the political spectrum, mass media, public policy, and techniques of propaganda that can sway opinions. They must know these before being successful in this lesson, as this is the final product of the unit. We will review how to use the tech tools to check for understanding. Students will also have seen demonstrations of videos and ads similar to the ones they will be making on the large SmartBoard, as a model and demonstration of expectations (Yelon). If subtitles are not available, I would type and print transcripts of the auditory information.2 Because it is the end of the semester, students will also have practiced researching online using credible sources and fair-to-use images. In addition, they will already have had guided practice with making films using VoiceThread, Animoto (Some may have experience with iMovie or other film tools, but it is not required or expected). They will have used Glogster and Popplet before in my class. They will also be familiar with using my class website as a forum to post links and comments. (Guided practice and learning skills that can be applied to the subject matter.--Kintsch) Additionally, if students are unable to use these websites for various reasons, we will have a personal routine in place.3

5. 6.

An evaluation consisting of a test or observation Step-by-step rubrics for all parts will be handed
out and discussed concisely. Also will post a step-by-step graphic organizer on board.4 Students will research a local interest group of their choice and write a bullet-point summary or other representation of its key beliefs and actions that demonstrate its beliefs.5 Students will determine a policy topic to focus on as a group and will create an outline of their commercial mapping what arguments and points they will make Students will create a political poster using Glogster or another medium showing their policy issue clearly Students will develop a short commercial or story to advertise their policy issue.

A method to help participants learn

As homework the night before, students would individually have researched one interest group of their choice and summarized its focus, arguments, and ways of spreading its message, either via written paragraphs, a graphic organizer, voice recording or other method.6 The purpose is to get students thinking about the goals of interest

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Project is focused around giving students choice and autonomy. Providing alternative for auditory learners. 3 Acknowledging the need for some students to permanently have unique, individualized, and established routines for most activities in class. 4 King-SearsSimple and Intuitive. Also will reduce threat of lack of structure, by creating a visible outline of steps. 5 Provided more options for expression for all evaluations. 6 King-SearsFlexibility in Use. Added more choice of expression options,

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groups, and the choices they make when advertising as well as remind them of major topics from class. We will assess these as a class to help create a model for self-assessment.7 In the computer lab, students in groups will assign themselves roles8 and will have 5-8 minutes to discuss an issue they care about (must be local, and can be school-related) and help activate prior knowledge. Once they determine what issue to focus on, they will brainstorm and list the reasons why their concern IS an issue, list why it matters, and what solutions they think will improve it. This could be organized in a Popplet web and posted on our class website or could be hand-drawn or typed and printed and posted on the wall in our classroom for comments on post-its. Students will then use Glogster or another program of their choice, or paper, to create a political poster to advertise their beliefs about their issue. They will need to complete this part of the activity by the start of class tomorrow.9 Students will need to consider all aspects of mass media and public policy delivery we have discussed in this unit-how to get your point across, how to seem professional, how to make your message sound the most interesting. The outline of this will be posted at the front of the room and I will monitor progress closely to check in with students for immediate feedback and assessment.10 They will post their digital creation to the class website for their peers to view and comment on, or put their physical poster on our board for post-it comments. More private time for commenting can help students who are too shy or unable to verbally communicate opinions. Could also provide a text-to-speech option for commenting.11
(Their last step will be to create a commercial representing their issue and their solutions for it. The work on this may begin today, depending on how long students have left as the hour ends, but will be the majority of tomorrows activity so I can check in with individuals and group progress. They will have time to work in the lab or my classroom12 (they are right next to each other) to work on filming or creating their video from images. They may also create a recorded story verbally, or draw a story, such as in a comic strip or some other style.13)

At the beginning of class tomorrow, students will present their digital or paper posters to one another in class. After the films are created and viewed, we will discuss as a class how we might spread our word further--could we post the videos somewhere? Send them to the local newspaper? This will help students realize that their voice/opinions can travel.

Motivation: Meaningfulness Students will be able to see that their opinions have value and will learn how to

effectively voice their opinions. Their opinion can have power and be public. Pleasant consequences They will be more confident in expressing their ideas in eloquent and organized ways, because they realize they can create a product for public consumption using their own opinions. The activity validates their opinions on an issue. Novelty The incorporation of technology into this unit will be novel to my students and get their attention. Getting to use technology to promote their opinions will be fun. In addition, they will know from the beginning that they will be showing their videos to their classmates. I encourage humor and creativity, and as long as they are taking their assignment seriously they can be as funny as they want. The chance to be humorous while making a final product should motivate them.

Socialization - Students are working together to create a product. In addition, they are working with
technology, which will provide them with the chance to help one another and be leaders, depending on who is more comfortable with what technology. Also, student groups will be interacting with one another through discussions, posting products and comments on the class website, and viewing each others posters and videos.

Audience Age--10th grade Civics, generally 14-16 years old.14 Skill level (including technology skills)-- Students will be able to form an argumentative opinion and

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Added chance to create a self-assessment based on a model. Creates more room for self-assessment through reflection by comparing products. Foster collaboration. Roles may need to be assigned for students rather than through choice, depending on individuals. 9 Modified time expectations so students will not be unfairly rushed. Originally due at end of hour, now it is due in 24 hours to provide time for information processing. 10 King-SearsTolerance for Error. Added more visible sequencing of expectations. Added more opportunities for feedback and quick assessment of project. 11 Added more options for students unable to present opinions in the original way. 12 King-SearsSize and Space for approach and use (have some choice in where to work). 13 Though not part of the immediate lesson, provide more choice and options for expression. 14 Age-appropriate activity.

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create an outline. We will have worked with Glogster, Popplet, and creating movies from images using tools such as VoiceThread or Animoto. Some more advanced students may know how to make their own live action movies, but not all will. Some will be unable to use the above tools and will be able to substitute other methods. Prerequisite knowledge (including technology background)-- Students will be familiar with my class routines and expectations. This is the final activity in one of the last units of the semester, so students should be well-versed and familiar with the topics at hand. They will have been in simulations where the must state their opinions, and will have learned about interest groups and the influential power of media on a persons beliefs. Also, they will have an understanding of digital citizenship and proper use of media/images. Technology Needs We will need 2 days in the computer lab with Internet access for this overall project, 1 of which is for todays lesson. Students will need access to Popplet, Glogster, my teaching website, and Animoto and/or VoiceThread. If students are choosing to make a live-action film, they will need a video camera (I have 2 Flips for classroom use) and availability of video editing software such as iMovie at home.

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