Engaged Learning Project

Title of Project: Persuasive Media Project

Subject(s): Junior Honors Language Arts/American Literature

Grade Level(s): 11th Grade

Abstract:

Students in American Literature/Junior Language Arts will conduct research in order to write an
argument research paper on a topic of their choice during the first semester of their junior year. Upon
completion and review of the final draft of the paper, students will create groups of their choosing (may
work with students in other class periods). Within their groups, students will choose one of the research
papers/topics to develop into a persuasive media project. Students will create and edit the persuasive
media project during 2nd semester.

Once the videos (persuasive media projects) are complete, students in the senior Advanced Placement
English Language and Composition classes will view the videos/movies in order to provide students
with feedback on the persuasive strategies they use in their movies/videos. Since AP Lang students study
rhetoric and rhetorical strategies, they will be knowledgeable about the strategies they are analyzing in
the videos.

The top ten video projects will be selected by a panel of teachers, tech team members, administrators,
and professionals/partners affiliated with the school for publication to the school’s eClass page where
the student body will vote to select the top three. Students will fulfill the adult/professional role as they
conduct their research to answer questions they have developed which they will then translate into a
persuasive media project. The learning will be authentic because student videos will be viewed by the
senior AP Language and Composition students and a selected panel of professionals within the school as
well as outside of the school; the learning will also be authentic because the entire student body will
view and vote on the top ten videos.

Learner Description/Context:

The Gwinnett School of Math, Science, and Technology is a special entity school that used to be a
charter school. Students are selected by a lottery, and the only new students we receive are freshmen. We
have admissions criteria for freshman year. Middle school students who wish to attend GSMST must
make an A in Algebra in middle school because upon data review, the students who do not perform well
at GSMST have weak math backgrounds.

We are a 1:1 laptop school.

We are a demographically diverse school. Based on the 2016-2017 school accountability report, the
school is approximately 20% white, 44% Asian, 23% Black/African American, 10% Hispanic or Latino,
and 3% multiracial. The free and reduced lunch rate is 35%. The special education and ESOL
populations are 1% each.

Juniors must complete the Junior Fellowship Experience (JFE), and seniors must complete the Senior
Capstone Experience (SCE). The school has a 9th grade speaker series where professionals are invited to
speak on their area of expertise. 10th grade students participate in a job shadow experience. This means
that the school and the students have many professional connections both inside and outside the school

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project
and community from which we can draw for collaboration and help for the videos. These connections
will be invaluable for helping the students receive professional and community input throughout the
entire process. Because we are a certified STEM school, we also have students with expertise in creating
and editing video. GSMST is frequently asked to create videos for the county, so, facilitated by the
Digital Tech Team, our students participate in these opportunities. Students and their families have a
wealth of resources and experiences to reference throughout the development and creation of the video
projects. The student-selected topics will determine the funds of knowledge that we will need to use.

Time Frame:

The project will last, in total, from August – April. The video aspect will take from January – April.
Throughout the project, class time will be used as needed, especially for the research and writing phases
of the paper. Two class periods will be used in August for exploration of the county’s databases and
collection of initial sources. Students will work on the outline and the first draft on their own time.
However, when the teacher provides feedback on the first draft, five class periods (one week) will be
allotted for a writer’s workshop. Throughout the research and writing process, students will email, G-
chat, and video conference via Google Meet with the teacher as necessary and as requested.

For the video argument/persuasive media project, minimal class time will be used. Students will need to
meet outside of class since they will be working with students from other class periods. Collaboration
with the teacher will also occur outside of class via email, G-chat, and video conferencing via Google
Meet.

Standards Assessed: Gwinnett County AKS (Academic Knowledge and Skills) for Junior
Language Arts

integrate and evaluate multiple sources of information presented in different media or formats (e.g.,
visually, quantitatively) as well as in words in order to address a question or solve a problem

write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence
produce clear and coherent writing in which the development, organization, and style are appropriate to
task, purpose, and audience

develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience

conduct short, as well as more sustained, research projects to answer questions (including self-generated
questions) or solve problems; narrow or broaden the inquiries when appropriate; synthesize multiple
sources on the subjects, demonstrating understanding of the subjects under investigation

use technology, including the Internet, to produce, publish, and update individual or shared writing
products in response to ongoing feedback, including new arguments or information

gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and
audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citations

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project
draw evidence from literary or informational texts to support analysis, reflection, and research

make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in
presentations to enhance understanding of findings, reasoning, and evidence and to add interest

present information, findings, and supporting evidence, conveying a clear and distinct perspective, such
that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and
the organization, development, substance, and style are appropriate to purpose, audience, and a range of
formal and informal tasks

apply knowledge of language to understand how language functions in different contexts, to make
effective choices for meaning or style, and to comprehend more fully when reading or listening

demonstrate command of the conventions of standard English grammar and usage when writing or
speaking

demonstrate command of the conventions of standard English capitalization, punctuation, and spelling
when writing

demonstrate understanding of figurative language, word relationships, and nuances in word meanings

acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression

ISTE Standards for Students: ISTE Standards for Students (Gwinnett County follows these
standards.)

Student as Empowered Learner: 1b, 1c

Student as Digital Citizen: 2b, 2c, 2d

Student as Knowledge Constructor: 3a, 3b, 3c, 3d

Innovative Designer: 4d

Creative Communicator: 6a, 6c, 6d

Global Collaborator: 7b, 7c, 7d

Georgia Professional Standards Commission Instructional Technology Standards

1. Visionary Leadership
a. 1.2 Strategic Planning: Candidates facilitate the design, development, implementation,
communication, and evaluation of technology-infused strategic plans.
2. Teaching, Learning, and Assessment

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project
a. 2.1 Content Standards and Student Technology Standards: Candidates model and
facilitate the design and implementation of technology-enhanced learning experiences
aligned with student content standards and student technology standards.
b. 2.3 Authentic Learning: Candidates model and facilitate the use of digital tools and
resources to engage students in authentic learning experiences
c. 2.4 Higher Order Thinking Skills: Candidates model and facilitate the effective use of
digital tools and resources to support and enhance higher order thinking skills; processes, and
mental habits of mind
d. 2.5 Differentiation: Candidates model and facilitate the design and implementation of
technology-enhanced learning experiences making appropriate use of differentiation,
including adjusting content, process, product, and learning environment based upon an
analysis of learner characteristics, including readiness levels, interests, and personal goals.
3. Digital Learning Environments: Candidates demonstrate the knowledge, skills, and
dispositions to create, support, and manage effective digital learning environments
a. 3.1 Classroom Management and Collaborative Learning: Candidates model and facilitate
effective classroom management and collaborative learning strategies to maximize teacher
and student use of digital tools and resources.
b. 3.7 Communication and Collaboration: Candidates utilize digital communication and
collaboration tools to communicate locally and globally with students, parents, peers, and the
larger community.
4. Digital Citizenship and Responsibility
a. 4.3 Diversity, Cultural Understanding and Global Awareness: Candidates model and
facilitate the use of digital tools and resources to support diverse student needs, enhance
cultural understanding, and increase global awareness.

Learner Objectives:

1. Students will learn about their topic of choice for the research paper.
2. Students will then learn about the topic that their group chooses for the persuasive media
project/video/movie.
3. Students will be able to demonstrate their learning about their topic and also about
rhetorical/persuasive strategies through the research paper.
4. Students will then demonstrate their learning about a topic and also about rhetorical persuasive
strategies through the creation of their video/movie.
5. Students will also demonstrate their ability to write, create, and edit movies in order to showcase
their learning about their topic and the relevant rhetorical strategies.
6. Student learning will be measure in different ways. In the final research paper, student learning
will be measured using a rubric for argument research papers. Steps of the research paper are
included for formative assessment. Students will submit their sources as one step, their outline as
another step, their first draft as a third step, and their final draft as a fourth step. These steps are
included to provide the students with feedback so that they can submit their best effort for the
research paper. Student learning will be measured in the videos as well. Students will meet and
confer with facilitators (teacher, Digital Media Team, and other experts) throughout the creation
of their video. Videos will be assessed using criteria for relevant and persuasive research and
rhetorical strategies as well as effective visual storytelling, editing, and publishing.

The “Hook” or Introduction:

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project
The research paper is a required assignment in all grade levels at GSMST. Although this, by itself, does
not create an effective hook, the ability to choose their own topics increases student interest in what they
are researching. Additionally, I will ask students to consider who in real life conducts research,
persuades others, and/or communicates effectively using written/print and/or digital media. Students are
accustomed to following the traditional research paper pace: plan, write, revise, submit, get a grade. The
addition of the persuasive media project/video/movie automatically increases student interest and
motivation. Furthermore, knowing that the Advanced Placement Language and Composition students
(seniors) will be viewing and assessing the videos for effective rhetorical strategies will increase interest
and engagement. Finally, knowing that all the videos will be viewed and assessed for the top ten which
will then be viewed by the entire student body and voted for awards will also increase interest and
motivation.

Process:

During first semester, students will research and write their papers. Students will have check-ins with the
teacher. The first check-in is topic approval. Students will email their topics to the teacher by a
designated date. Students have experience with writing argument papers from 10th grade, so they know
to select topics that are either arguable or that are solution-based. Students are responsible for
demonstrating claim, counter-claim, and refutation throughout their paper. A rubric for the final paper
will be provided. Students and the teacher meet and confer about their topic choice to make sure the
topics are viable for the assignment.

Students conduct research using the county’s databases in order to access peer-reviewed journal articles
(in addition to internet research). Students will have a check-in with the instructor where they submit
their sources as an APA formatted references page. Students then outline the paper for another check-in.
Students will then write their first draft of their research paper. They submit this draft for instructor
feedback as well as for peer feedback. Once feedback is received, students complete the final draft. Most
of the check-ins are formative assessments. The first and final drafts are graded using the argument
paper rubric which was shared with students at the beginning of the assignment.

At the beginning of 2nd semester, students are ready to form groups, select topics, and begin
storyboarding their videos. The instructor will facilitate the formation of groups and selection of topics,
but the process will be student-driven. Class time will be provided for working on the storyboards, but
because students may choose to form groups with students in other classes, class time used will be
minimal. Storyboards will be submitted to the instructor and peers for feedback. Analysis of content and
rhetorical strategies will be provided. Students will then work on filming and editing the videos. The
instructor and the Digital Media Team will work closely together to ensure that students have access to
all necessary tools. As issues arise, the teacher will help the students work toward solutions. However,
the teacher is only a facilitator. The goal is for students to identify and manage issues with guidance but
not direct instruction.

Total Time: August – May

August: During the second week of school, the research paper is assigned.
Third Week of August: Students receive topic approval.
Fourth Week of August: Students collect sources.

September: Students submit outline for teacher and peer feedback.

Second and Third Weeks of September: Students work on the first draft.

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project
Fourth Week of September: Students submit the first draft for instructor and peer feedback.

October: When all feedback on the first draft has been received, students work on the final draft.

First Week of November: Final draft is submitted.

First Week of December:

All papers are returned. A description of the video project is given. Students will begin forming groups
to create the persuasive media project/video/movie, facilitated by the teacher. Many students will opt to
form groups with students in other classes.
Second Week of December:
Student groups are formed, and groups choose the topic of the paper for their media project.
The Rest of December, including Winter Break:
Students have the option, but are not required, to begin meeting to plan their projects. For the students
who want to begin planning, information on storyboarding will be provided. The teacher is always
available via G-chat, Google Meet, and email for troubleshooting and facilitation.

January: Students receive formal instructions for the persuasive media project. If they haven’t already
decided, they will choose a video genre appropriate for their topic and intended audience (documentary,
short narrative film, public service announcement, music video, commercial or infomercial parody,
instructional video, news/commentary program, or another idea pending teacher facilitation and
approval). The teacher provides instruction on storyboarding. Students then begin to meet in their groups
(outside of school) to work on their storyboards.
End of January: Storyboards are due for teacher feedback.

February: Students film the videos.

Last Week of February: Raw footage of videos is due. This will be a brief check-in with the teacher.

First Two Weeks of March: Students work on editing the videos.

Third Week of March: Videos are due for the Advanced Placement Language and Composition
students to view and assess for effectiveness of rhetoric and rhetorical strategies. The AP students study
rhetoric and rhetorical devices throughout the school year, so they will be effective focus groups to
provide feedback.

Fourth Week of March and 1st Week of April (Spring Break): Groups finalize the videos.

2nd and 3rd Weeks of April: The panel of administrators, teachers, tech team members, and community
members/professionals/business partners view the videos and select the top ten (using criteria provided
by the teacher and students – a student-generated rubric that addresses content and effectiveness of the
argument or solution.

Last Week of April: The top ten are announced, and the videos are placed on the school’s eClass page
for the student body to vote. The rubric is also available for students to use.

1st Week of May: The winners are announced (prizes will consist of gift cards, movie tickets, or other
ideas based on student input and suggestion).

Product:

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project

The end product will be in two parts. The first part is the research paper which is revised through peer
and teacher feedback. The second part and the final product is the persuasive media project. AP
Language and Composition students will view the videos and provide feedback on the use of rhetoric
and rhetorical strategies in the videos. Then, videos will be reviewed and evaluated by a panel of
teachers, tech team members, administrators, and community/professional individuals who will work
together to select the top ten (based on the generative criteria that students created). Students will have
researched and chosen topics that matter to them which should lead to authentic meaning for the
students. There will also be prizes awarded for the top ten videos as well as the top three that the student
body selects.

Technology is integrated throughout the project. Students will use laptops to research county databases
for their research papers. Students will use Google docs and Microsoft Word to create their research
papers. Students will use video cameras and video-editing software to create their final video project.
The school laptops and the county eClass page will be used to view and vote on the top ten videos.
Google forms will be used for the panel to select the top ten, and also for the student body to vote on the
winners.

Assessment will happen in a variety of ways. During the first semester, I will assess the research papers
using a rubric for an argument/solution paper. Formative assessments will be used to check on the
process of the paper including the research and the outline. The video projects will be assessed using
generative assessments. The students will help the teacher to create the criteria for the persuasive media
projects. The criteria will then be shared with the panel that will view the videos to select the top ten.
Simpler criteria will be provided to the student body when they view the top ten videos in order to select
the top three.

Technology Use:

The student laptops are critical to the entire process of the project. They will need their laptops to
research the district’s databases and the internet for credible sources. Most components of the project
will be submitted online (outline, research, drafts of the paper, storyboard). Students will collaborate
using Google Docs. Students will also use G-chat, Google Meet, and email to communicate with each
other as well as the teacher. Students will use video cameras and video editing software to create the
final project. Rubrics will be shared with the AP Language and Composition students and teachers as
well as the judging panel that selects the top ten. Google Forms will be used for the final judging by the
student body. Communication with stakeholders will occur via email, eClass, and the school’s website.

This project could not happen without technology. Because of technology, the assignment becomes more
meaningful and authentic because the students are driving the process and communicating and problem-
solving throughout. The technology allows the creation of the videos which allows students to take their
initial research beyond the classroom and into the AP Language classes as well as the school’s eClass
page, the school’s website, and maybe even further. Because the video takes the research beyond the
classroom, community resources can be used. The teacher becomes the guide/facilitator instead of the
direct-instructor, and the students become explorers, teachers, and producers. Collaboration is required
for the videos to be created. The seamless, ongoing assessments will be combined with the generative
assessment which will then be disseminated to the rest of the student body as well as the panel that will
judge and evaluate the videos.

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project

References and Supporting Material:

Databases such as Ebscohost (accessible through Gwinnett County’s online library)

Storyboard Templates

Storyboard Templates

Research Paper Instructions (Google Doc)

Argument Research Paper Rubric

Paper Content (5 pts Total)
Cover Page: APA Cover Page: APA 5 points
Your cover page should include: Your cover page should include:
Running Head, Title, Your Name, Running Head, Title, Your Name,
School Name School Name
Position Paper Solution Paper (100 pts Total)
Define the issue Define the problem 20 points
State your Position (Thesis) State your Proposed Solution 10 points
(Thesis)
Convincing Arguments/ Justification that proposed solution 20 points
supporting position solves the problem, is feasible, and
is the best solution

Opposing Views and Counter Justification that proposed solution 20 points

arguments stands up to objections

Variety of sources and use of Variety of sources and use of those 20 points
sources to support arguments and sources to support the solution
counter arguments despite the objections.

Conclusion: Summary, Conclusion: Summary, 10 points

Reworded thesis, Answers the “So Reworded thesis, Answers the “So
What?” Question What?” Question
References (5 pts Total)
page
APA Format - alphabetize, APA Format - alphabetize, 5 points
Hanging indent, punctuation Hanging indent, punctuation

Documentation (45 pts Total)

Style/Grammar &
Mechanics
In-text Citations/Parenthetical In-text Citations/Parenthetical 20 points
Citations - APA Format Citations - APA Format

Jo Williamson, Ph.D., Kennesaw State University

 Engaged Learning Project
Mechanics, Punctuation, Spelling, Mechanics, Punctuation, Spelling, 10 points
Grammar, Usage Grammar, Usage

Unity & Coherence (Use transitions Unity & Coherence (Use transitions 10 points
and repetition) and repetition)
General Formatting: 1" margins, Consistent and appropriate for APA 5 points
page #s

Which indicators of Engaged Learning will be high in this lesson and Why?

Standards-Based – Gwinnett County AKS will be incorporated throughout the project.

Challenging – Students will research, analyze, synthesize, and apply information for the creation of the
paper as well as the project.
Authentic/Meaningful – As students choose and research their topics, they will grapple with open-
ended questions and produce products for audiences that will use/care about the results.
Student-directed – Students create and pose their own research questions and topics. They will have to
make decisions throughout the process to incorporate what they learn into their research papers and
videos.
Multi-disciplinary – Students will integrate knowledge and skills from other disciplines (science,
psychology, social justice) to solve problems and address issues. Reading and writing across the
curriculum will occur. With choice for the genre of the video, students will be able to create a project
that showcases their performance styles.
The students will be explorers as they pursue new ideas throughout their research and video creation.
They will serve as teachers based on need with content, research, videoing, and video-editing. Students
will care about the products since leaders, professionals, and the student body will potentially view and
evaluate their final product.
The teacher will be a facilitator and a co-learner as she helps the students problem-solve and make
decisions throughout the research and creation process. The teacher will help students find outside
sources and professionals (parents, community, tech team, science teachers) to help the students create
their best product.
Collaborative – As they move from the individual research paper to the group video project, students
must co-construct knowledge with others, understand multiple perspectives, and learn to respect
diversity. Students will have to work together to make decisions and to problem-solve.
Generative assessments – Students will be involved in the process of creating assessment criteria for
the video projects.
Performance-based – The video projects are for a real audience and purpose, and the student-generated
rubrics are used to describe exemplary performance.
Seamless, ongoing – The teacher and other professionals will provide feedback throughout the entire
process of writing the papers and creating the video projects.

Jo Williamson, Ph.D., Kennesaw State University