Audio Video Production
PSAs: Public Service Announcements
Arts, AV and Technology Communication
Lesson Plan
Performance Objective
 Upon completion of this lesson, the student will develop an understanding of PSAs and how they are
broadcast in mass media.
Specific Objective
 Students will be able to define PSA.
 Students will understand the difference between a commercial and a PSA.
 Students will create a PSA video spot of exactly 60 seconds.
Terms
PSA, Commercial
Time
When taught as written, this lesson should take approximately 3 class periods to teach.
Preparation
TEKS Correlations:
This lesson, as published, correlates to the following TEKS. Any changes/alterations to the activities may result
in the elimination of any or all of the TEKS listed.
130.85. (c) Knowledge and Skills
(12) The student understands the pre-production process. The student is expected to:
(B) use technology applications to facilitate pre-production by:
(ii) responding to advice from peers and professionals
(iii) creating technology specifications
(iv) monitoring process and product quality using established criteria
(14) The student understands and post-production process. The student is expected to:
(I) use appropriate computer-based productivity tools to create and modify solutions to problems by:
(i) integrating productivity tools
(ii) creating audio and video technology products for a variety of purposes and audiences
(iii) developing technical document
(iv) critiquing a production
Interdisciplinary Correlations:
Copyright © Texas Education Agency, 2014. All rights reserved.
1
English-English I
 110.53(b)(2)(B) employ precise language and technical vocabulary to communicate ideas clearly and
concisely
Occupational Correlation (O*Net – www.onetonline.org/):
Job Title: Producer
O*Net Number: 27-2012.01
Reported Job Titles: Producer, News Producer, Television News Producer, Promotions Producer, Television
Producer (TV Producer), Animation Producer, Executive Producer, Newscast Producer, Radio Producer,
Associate Producer
Tasks:
 Write and edit news stories from information collected by reporters and other sources.
 Coordinate the activities of writers, directors, managers, and other personnel throughout the
production process.
 Research production topics using the internet, video archives, and other informational sources.
 Review film, recordings, or rehearsals to ensure conformance to production and broadcast standards.
 Monitor postproduction processes to ensure accurate completion of details.
 Conduct meetings with staff to discuss production progress and to ensure production objectives are
attained.
 Perform administrative duties, such as preparing operational reports, distributing rehearsal call sheets
and script copies, and arranging for rehearsal quarters.
 Resolve personnel problems that arise during the production process by acting as liaisons between
dissenting parties when necessary.
 Hire directors, principal cast members, and key production staff members.
 Arrange financing for productions.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be modified to
accommodate your students with learning differences by referring to the files found on the Special
Populations page of this website.
Preparation
 Review and familiarize yourself with the terminology, website links, and the ‘PSA video spot’ project.
 Download or showcase other examples of ‘PSAs’ to show variety.
 Have materials and websites ready to go prior to the start of the lesson.
References
Goodrum, Charles & Helen Dalrymple (1990). Advertising in America: the first 200 years. Harry N. Abrams.
Instructional Aids
 Lesson: PSAs: Public Service Announcements
 Slide Presentation: PSAs: Public Service Announcements
 PSA Video Spot Grading Rubric
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2



Instructor computer or projection unit with audio equipment
Online websites (Teacher directed)
Pencils and paper
Introduction




Ask students if they remember that PSAs were one of the elements on the radio ‘Hot Clock’ (from the
Radio Lesson).
Ask students if they know what a PSA is.
Explain that PSAs aren’t just for radio.
Explain that in this lesson, students will get to view some old PSAs, they will learn the difference
between commercials and PSAs, and they will work in groups to create their own video PSA.
Outline
MI
Outline
Go through the slide presentation with
students. Discuss the following:
I: What is a PSA?
a. Advertisement broadcast free of
charge by mass media
b. Purpose is to publicize a message of
public interest
II: The difference; commercials vs PSAs
a. Commercials primarily advertise
goods and services for purchase
b. PSAs primarily advertise for causes
and ideals
III: PSA examples
a. Don’t Mess With Texas
b. Anti-Bullying campaigns
c. Say NO to Drugs
d. I Want You for the US Army
IV: Create a PSA video spot
Instructor Notes
Note: The teacher should
provide several video examples
of PSAs. Many of the examples
listed can be found online and
projected for the students to
view.
Be sure to ask the students to
think of examples of PSAs.
There are even videos online
that describe “How to make a
PSA” that might be helpful for
students to view before
producing their own PSA.
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Multiple Intelligences Guide
Existenti
alist
Interpers
onal
Intrapers
onal
Kinesthe
tic/
Bodily
Logical/
Mathema
tical
Musical/Rhyt
hmic
Natura
list
Verbal/Ling
uistic
Visual/Sp
atial
Application
Guided Practice
 The teacher will go through the lesson and slide presentation and discuss the concepts of PSAs
 Ask students if they can think of examples of PSAs that they have seen on TV.
 Provide video examples of a variety of PSAs (these can easily be found online).
 Ask students to identify different causes or ideals that they could use to create a PSA video spot.
Independent Practice
 Arrange the students into groups of 3 or 4 to complete the PSA video spot project
 Groups should research the cause or organization for which to create a PSA video spot
 Groups will create a rough draft of the copy text that will be used for the PSA, giving a quick synopsis of
the video
 Groups will assign each member a speaking part on the PSA video spot
 The teacher will guide the groups and provide direction as needed
Once the PSA video spot has been approved by the teacher, students will then create it.
Required elements for student-created PSA video spot:




PSA must be exactly 60 seconds long.
It should be video recorded with sound.
The final PSA video must be viewable on class projection screen and audio equipment.
Each team member must participate and have a speaking part on the PSA video spot.
Students’ work will be assessed on creativity and appearance as well as completeness and teamwork.
PSAs must be viewed as one continuous video that has been edited together.
Summary
Review
Review talking points and key terms from slide presentation.
Review the required elements for the student-created PSA video spots.
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Evaluation
Informal Assessment
Students will be informally assessed through the following methods :
 Instructor observation during Guided Practice and Independent Practice
 Question and answer during the Review
Formal Assessment
 Students may use camcorders or cellphones to create the PSA video spots.
 Students’ completed work will be assessed using the PSA video spot Grading Rubric.
Enrichment
Extension
Students may add graphics, text, and/or music; and they may use video editing and production software to
enhance the production quality of their PSA video spots.
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5
PSA Video Spot Grading Rubric
Criteria
Completeness
(10 pts)
Basic
(30 points)
Teamwork
(20 pts)
Creativity
(30 points)
Professional
Appearance
(10 pts)
Comments:
Exceptional
Above Average
Below Average
Unacceptable
9-10 points
5-8 points
1-4 points
0 points
Work is
complete and
presents a
unified whole.
Work is
complete, but
quality could be
improved.
Work is
incomplete.
No attempt was
made to produce
the PSA.
27-30 points
15-26 points
1-14 points
0 points
PSA has all the
required
elements.
PSA has most of
the required
elements.
PSA has some
of the required
elements.
PSA is
incomplete and
required
elements are
missing.
17-20 points
9 -16 points
1-8 points
0 points
The student
worked with the
group and
contributed
greatly.
The student
worked with the
group and
contributed
somewhat.
The student
contributed
minimally to the
group project.
The student did
not cooperate or
participate in the
group project.
27-30 points
15-26 points
1-14 points
0 points
Ideas are
original in
thought and
exceptionally
creative.
Ideas are
somewhat
original and
creative.
Limited
evidence of
creativity and
originality in
thought.
No evidence of
creativity or
originality in
thought or
execution of
project.
9-10 points
5-8 points
1-4 points
0 points
Excellent
project; neat
and professional
in appearance.
Good project.
Very few
corrections are
needed.
Fair project.
Several errors
are evident.
Project is
unprofessional
and errors
distract
significantly.
TOTAL
POINTS:
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6
Points