PSA Storyboard

The purpose of this PSA is to make parents and viewers aware of the cyber bullying issue in today’s society. The targeted audience is mothers of teens and the technique which is used is emotional appeals. Also, another technique used to grab viewer’s attention is the silence within and throughout the PSA. No sound will be used.

Link to PSA Storyboard
https://docs.google.com/presentation/d/1EBglZ0tl9079GntGxCKeneCDlV-Iv85GdGR05SFYvNU/edit?usp=sharing

Chapter 3 :Critical Questions and Close Reading

“Because most people use mass media, digital media, and popular culture as entertainment, we are used to engaging with these texts at a very superficial level.”

I found this interesting as I believe it to be true. Realistically, as the text goes on to reiterate, this is a key reason why students need to be taught close reading or close analysis. Many teens, as well as adults today look at many, and often times, too many things through “superficial glasses”. A vast majority of the people supporting and promoting media messages cannot comprehend their true meaning. As a society, to promote awareness of this issue, it must start in the schools and be apart of the students 21^st century learning experience. Educating our students on the use of close reading or close analysis techniques will prepare them to be successful and confident in life.

Five Critical Questions

1.   The Author of this Add is the British Heart Foundation and its purpose is to encourage parents to quit smoking.

2.   Emotional appeals are used as a persuasion technique by the graphic of a child’s piggy bank with cigarettes stuck in the “coin slot” and also the text which reads, “Daddy couldn’t give me pocket money”.

3.   In my opinion, I’m not certain how anyone could interpret this message differently. I feel that the statement it is pretty forward, bold, and clear.

4.   A child’s point of view is represented in this add, therefore attracting the attention of parents that smoke.

5.  There are no facts about how much cigarettes cost or how they can physically effect children and smokers.

This deconstruction will help students in Health and Physical Education classes with being able to read into the add and see who it is tailored for. Students will be able to better understand the many cigarette and multiple health advertisements that they are exposed to daily. With deconstruction, students will be more intrigued with adds and therefore respond to them in an educated manner, instead of merely taking them for their face value.

PSA Info.

• Identify the topic for your PSA

Teens and social media postings- Almost every teenager has some type of social media account. It is much easier to post something, than to say it to someone’s face (especially if it is an inappropriate or negative remark). Many students fall victim to cyber bullying. The student who is “the bully” often does not think before posting the offensive material. Students need to know that although they think getting a bunch of likes on a picture or post targeting another student is making them popular and is the “cool thing” to do, that they can and should be held accountable for these actions. They need to be made aware of the consequences not only of cyber bullying. 

Research the topic and 3 facts or statistics you will use to shape your PSA.

• http://nobullying.com/cyber-bullying-statistics-2014/

             Over half (52 percent) off young people report being cyber bullied.

• http://nobullying.com/cyber-bullying-statistics-2014/

An astounding 95 percent of teens who witnessed bullying on social media report that others, like them, have ignored the behavior.

• http://www.theguardian.com/uk/2009/aug/21/facebook-bullying-sentence-teenage-girl

Keeley Houghton, 18, of Malvern, Worcestershire, has been sentenced to three months in a young offenders' institution after she posted a message saying that she would kill Emily Moore. She pleaded guilty to harassment.

• Identify the Audience for your PSA (Teens, Teachers, Administrators, or Parents)

Audience: Teenagers

Reading Chp.7: Life Online

“Educators are well aware that what happens in student’s lives outside the classroom effects them in school.”

I absolutely agree. As a teacher, in most experiences, I have come to find that an attitude or misbehavior from a student can 90% of the time be an affect of what has happened prior to them walking through the doorway to school that morning. This also can be displayed through a sleeping, crying, non social student. Student’s live a day to day life with responsibilities, although different from our adults responsibilities (at times) , they still have them and they have just as much, if not more, stress. Whether we like to admit it or not, as teachers, this can and in most cases does plays a substantial role in a student’s school work and work ethic.

“Some people communicate more online than face to face.”

I also agree with this statement. Although hit is sad, there are some people that do not have any social “face to face” interaction with people. They use technology and the internet as their main source of communication. Cell phone communication through text messages is a HUGE factor in this statement. I found it sad that I had no trouble believing the survey details of women who fell asleep with their cell phone in their hand.

“How do parents and teachers open up a respectful and safe conversational space to examine ethical and social issues associated with controversial online content?”

I found this section of the chapter to be the most informative, as I feel this is a question that every educator asks themselves. The text was truthful and helpful in disclosing information that allows a teacher and, or, the reader to feel like they can succeed in teaching this information. For example, when they said “it’s not easy, that’s for certain.” It gives the reader hope and after further reading, although I would agree, it would be very difficult it can be done. I also now feel that this something that is a necessity in educating 21^st century students.