Jennifer Rogers

Integrated Literacy & Art 9

Academic Literacy 10

Binghamton High School

rogersj@binghamtonschools.org

Introduction

Low literacy rates are an alarming problem across the country. This crisis is prevalent in Binghamton High School, partly because students have difficulty determining the importance and relevance of literacy skills in their personal lives. This unawareness leads to passivity—a negative lifestyle we need to prevent in our community.

Throughout this Webquest, you will examine the following ideas:

How do you define literacy? How can this definition of literacy be used in your other classes? What literacy skills are important in your life overall? How do you, and other students, use literacy strategies and skills in life outside of school?

Once you develop a better understanding of some problems concerning literacy, you will use the Public Policy Analyst to offer suggestions in a Public Service Announcement of policies that can be executed in Binghamton High School in order to address these very concerns.

Task

You will research the problem of low literacy rates and illiteracy. As you conduct research on literacy, you will come to an understanding of how it is applicable to the lives of teenagers, particularly to students at Binghamton High School.

You will then create a Public Service Announcement (PSA) for BHS students that will relay the importance of embracing literacy beyond the classroom.

Use the links provided in the Resource section below in addition to the six-step Public Policy Analyst worksheets to help you complete your project.

Remember: the goal of your research and PSA recording will be to become an expert on the problem of student literacy and help coach other students to accept the importance of developing strong, life-long, critical literacy skills.

Process

You will have two sections to complete in order to finish this project. You must complete each section before moving on to the next.

SECTION ONE: Public Policy Analysis

Step One: Define the Problem

As a whole class, we will complete Worksheet One together.

Step Two: Gather Evidence

You will have two class periods to work independently to review the websites listed on Worksheet Two and complete the questions that follow. Additionally, you may want to conduct a survey of fellow students in order to gather information relevant to Binghamton High School as part of your evidence. Use opinionpower.com to create a quick, ten-question survey if necessary.

Step Three: Identify Causes

You will have to think for this step. In order to complete Worksheet Three, use the links suggested and the information you gathered during Step Two. Make sure you include evidence and the source of the evidence for each cause.

Step Four: Evaluate Policy

For this part of the assignment, answer the questions on Worksheet Four. This section requires you to examine what literacy problems and programs currently exist and the strengths and weaknesses of each.

Step Five: Develop Solutions

Offer your suggestions for ways to revamp literacy instruction and the student perception of literacy at Binghamton High School on Worksheet Five. Use the links available on the worksheet if you are having difficulty thinking of unique ideas.

Step Six: Select the Best Solution

Next, evaluate the ideas you thought of in Step Five. Complete Worksheet Six to assess both the effectiveness (how well the idea would work) and feasibility (how practical and possible it would be to actual do the idea) of your suggested solutions.

SECTION TWO: Public Service Announcement (PSA)

Once the six steps of the Public Policy Analysis are completed, draw on the information you acquired in Section One to create a Public Service Announcement. The objective of this announcement is to show fellow Binghamton High School students how literacy can play an active role in their lives. You will work in small groups of 3-5 students to create your PSA.

How to Write a PSA

In order to create your PSA, remember to follow the steps of the creative process.

Step One: Plan and Practice

Brainstorm your ideas. Get all of your thoughts down on paper. Use the “Writing a PSA” worksheet to record these ideas. Write a draft of the script for your PSA about how you can represent your suggestions for incorporating literacy into the lives of BHS students. Be sure the draft includes characters, setting, conflict, and connection to BHS students. Keep in mind that your PSA must clearly present a problem that is strongly supported by your research.

Step Two: Create

Use the video cameras to shoot your PSA. Be patient, and know that it will require several takes. Make sure that your conflict and proposed solution are evident in your PSA. Also, be sure that your ideas are research-based and your sources are clearly cited.

Step Three: Revise

Re-work and make changes to improve meaning and clarity of your PSA. This step entails editing of your video, adding music or voice-overs, etc. This step is where you add any finishing touches and finalize your video. Be extra critical of your work, and make it television-worthy!

Step Four: Finish Production

Create a DVD of your final PSA for each member of the group in addition to the master copy.

Step Five: Share and Reflect

Watch your PSA and grade yourself based on the requirements noted on the rubric below.

Evaluation

SECTION ONE: PPA Worksheets

CATEGORY	30 points	20 points	10 points	0 points
Worksheet Packet	Submits worksheets on time with detailed answers to all questions.	Submits worksheets on time with sufficient answers to all questions.	Submits worksheets late with sufficient answers to all questions.	Submits worksheets late with some answers incomplete.
Internet Use	Successfully uses suggested internet links to find information and navigates within these sites easily without assistance.	Usually able to use suggested internet links to find information and navigates within these sites easily without assistance.	Occasionally able to use suggested internet links to find information and navigates within these sites easily without assistance.	Needs assistance or supervision to use suggested internet links and/or to navigate within these sites.
Use of Class Time	Used time well during each class period. Focused on getting the project done. Never distracted others.	Used time well during each class period. Usually focused on getting the project done and never distracted others.	Used some of the time well during each class period. There was some focus on getting the project done but occasionally distracted others	Did not use class time to focus on the project OR often distracted others.

Name __________________________

TOTAL POINTS: _____/90

SECTION TWO: PSA Rubric

CATEGORY	15 points	10 points	5 points	0 points
Writing a PSA Worksheet	Submits worksheet on time with detailed answers to all questions.	Submits worksheet on time with sufficient answers to all questions.	Submits worksheet late with sufficient answers to all questions.	Submits worksheet late with some answers incomplete.
Campaign/Product	Students create an original, accurate and interesting product that adequately addresses the issue.	Students create an accurate product that adequately addresses the issue.	Students create an accurate product but it does not adequately address the issue.	The product is not accurate.
Research/Statistical Data	Students include 3 or more high-quality examples or pieces of data to support their campaign.	Students include at least 2 high-quality examples or pieces of data to support their campaign.	Students include at least 1 high-quality examples or pieces of data to support their campaign.	Students include fewer than 1 high-quality examples or pieces of data to support their campaign.
Script	Script is complete and it is clear what each actor will say and do. Entries and exits are scripted as are important movements.	Script is mostly complete. It is clear what each actor will say and do. Script is shows planning.	Script has a few major flaws. It is not always clear what the actors are to say and do. Script shows an attempt at planning, but seems incomplete.	There is no script. Actors are expected to invent what they say and do as they go along.
Attractiveness	Makes excellent use of font, color, graphics, effects, etc. to enhance the presentation.	Makes good use of font, color, graphics, effects, etc. to enhance to presentation.	Makes use of font, color, graphics, effects, etc. but occasionally these detract from the presentation content.	Use of font, color, graphics, effects etc. but these often distract from the presentation content.
Presentation	Well-rehearsed with smooth delivery that holds audience attention.	Rehearsed with fairly smooth delivery that holds audience attention most of the time.	Delivery not smooth, but able to maintain interest of the audience most of the time.	Delivery not smooth and audience attention often lost.
Sources - Quality	Students include 3 or more high quality sources.	Students include 2 high quality sources .	Students include 2 sources but some of are questionable quality.	Students include fewer than 2 sources.
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 from person to person.	The workload was divided, but one person in the group is viewed as not doing his/her fair share of the work.	The workload was not divided OR several people in the group are viewed as not doing their fair share of the work.

Name __________________________

TOTAL POINTS: _____/120

Conclusion

As you’ve learned from your research, the lack of literacy skills is a problem that needs to be addressed. This predicament will expand unless there is a movement for change. Throughout this project, not only have you thought critically about the problem and potential solutions using the six steps of the Public Policy Analyst, but, by creating, discussing, and distributing your PSA’s, you have taken the first step toward helping fellow BHS students recognize how they can be part of a positive social climate change within our school community.

http://baflp.wikispaces.com/file/view/TechToysTriangle.jpg/32046351/TechToysTriangle.jpg

Resources

Income vs. Education Chart: http://www.infoplease.com/ipa/A0883617.html

BHS State Report: https://www.nystart.gov/publicweb-rc/2008/97/AOR-2008-030200010021.pdf

Public Service Announcements: www.adcouncil.org

Public Service Announcements: www.saloproductions.com

Literacy Political Cartoons: www.cartoonstock.com

Worldwide Literacy Data http://www.caliteracy.org/rates/

Literacy Statistics http://www.begintoread.com/research/literacystatistics.html

Creating Surveys www.opinionpower.com

Literacy and Reading Statistics http://www.edu-cyberpg.com/Literacy/stats.asp

Binghamton Adult Literacy Estimates https://www.casas.org/lit/litcode/Detail.CFM?census__AREAID=6508

Lacking Literacy Skills Map http://www.missourieconomy.org/images/newsletter/literacy_us_2003.jpg

Engagement and Adolescent Literacy http://www.ncrel.org/litweb/adolescent/qkey10/qkey10.pdf

Research-Based Causes:http://lists.literacytent.org/pipermail/aaace-nla/2006/004192.html

Literacy Through Hip Hop (HELP) https://www.youtube.com/watch?v=dPVoRtEFAEI&feature=related

Creative Process http://www.davisart.com/Portal/TeacherResources/ArtAdvocacy/Creative-Process-Art.pdf

Standards

NYS English Language Arts Standards

STANDARD ONE: INFORMATION AND UNDERSTANDING

As listeners and readers, students will collect data, facts, and ideas, discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language to acquire, interpret, apply, and transmit information.

STANDARD TWO: LITERARY RESPONSE AND EXPRESSION

Students will read and listen to oral, written and electronically produced texts and performances, relate texts and performances to their own lives, and develop an understanding of the diverse social, historical, and cultural dimensions the texts and performances represent. As speakers and writers, students will use oral and written language for self-expression and artistic creation.

NYS Technology Standards

STANDARD TWO: INFORMATION SYSTEMS

Students will access, generate, process, and transfer information using appropriate technologies.

NYS Arts Standards

STANDARD FOUR: UNDERSTANDING THE CULTURAL DIMENSIONS AND CONTRIBUTIONS OF THE ARTS

Students will develop an understanding of the personal and cultural forces that shape artistic communication and how the arts in turn shape the diverse cultures of past and present society.

NYS Social Studies Performance Standards

STANDARD FIVE: CIVICS, CITIZENSHIP, AND GOVERNMENT

Students will use a variety of intellectual skills to demonstrate their understanding of the necessity for establishing governments; the governmental system of the United States and other nations; the United States Constitution; the basic civic values of American constitutional democracy; and the roles, rights, and responsibilities of citizenship, including avenues of participation.