Knowledge/Skill Building

🗣️ PSA Feedback Questions Practice

Effective Communication Content Expertise Critical Thinking & Problem Solving Collaboration Product Assessment Reflection Core Content Essential Question Critique and Revision Submission Required

Students rehearse how to test a marine pollution PSA by practicing 3 interview stems, active listening, and tally-mark note taking. Using teacher-modeled poster and brochure examples, they identify what kind of feedback helps most: what the viewer learned, what felt confusing, and what action they would take. Students prepare a simple feedback form with icons, one glow, one grow, and one action question for later testing.

Plan day

Day 12

Duration

30 min

Grouping

Whole Class

Steps

6 steps

Lesson plan

6 steps · 30 min

#	What teachers do
1	Launch the practice by showing a model marine conservation poster and brochure. Ask students what a viewer should learn, what might feel confusing, and what action the PSA should inspire about protecting ocean animals and keeping local water and beaches clean. (7 min)
2	Model the feedback routine with a student volunteer. Demonstrate 3 interview stems, active listening (listening with your whole body and not interrupting), and tally marks (quick counting lines) to record repeated answers on chart paper or a sample form. (8 min)
3	Guide pairs to sort strong and weak feedback questions using sentence strips or cards. Have partners decide which questions best help them learn what the viewer understood, what needs to be clearer, and what action the viewer would take after seeing a PSA. (8 min)
4	Invite pairs to practice one round with the teacher-modeled PSA materials. One partner is the interviewer and one is the viewer; then they switch roles and use the same stems, tally marks, and one glow and one grow. (10 min)
5	Have students create a simple feedback form they can use in the next activity. Include icons, one glow question, one grow question, and one action question that could work for posters, brochures, videos, or stories. (7 min)
6	Close with a pair-and-share reflection. Students share their form, explain which question will give the most useful feedback, and name one thing they will remember when testing their own PSA draft next. (5 min)

Preparation (8 items)

Select or create 1 model PSA poster and 1 model brochure about marine pollution with clear facts, visuals, and a call to action.
Prepare and display 3 interview stems such as: "What did you learn?" "What was confusing?" and "What action would you take?"
Create a simple teacher-model feedback form with picture icons, space for tally marks, and sections for one glow, one grow, and one action response.
Prepare sentence strips or cards with examples of strong and weak feedback questions for partner sorting.
Gather clipboards or hard writing surfaces, pencils, and student copies of a blank feedback form template with visual supports for varying reading levels.
Plan partner groupings that support mixed language and reading abilities and identify students who may benefit from oral rehearsal before writing.
Post anchor charts for active listening, kind feedback stems, and tally-mark examples where all students can see them.
Pre-teach or review key vocabulary with visuals: feedback, interview, tally mark, confusing, glow, grow, and call to action.

Student-facing instructions

You will practice how to ask helpful feedback questions before testing your marine conservation PSA. You will look at model PSA materials, work with a partner, and take turns being the interviewer and the viewer. Your task is to use the 3 question stems, listen without interrupting, and record answers with tally marks on your form. Then you will make your own simple feedback form with icons, one glow, one grow, and one action question. You will need a pencil, your feedback form, and the model PSA materials. The goal is to get ready to collect useful feedback that helps you improve your message, facts, visuals, and call to action.

Success criteria

You are successful when you can ask all 3 feedback questions clearly, listen without interrupting, and record at least 2 responses using tally marks. Your feedback form includes icons, one glow question, one grow question, and one action question. During partner practice, you give one kind, specific glow and one grow. In your reflection, you can explain which question helps you learn whether a viewer understands how to protect ocean animals and keep local water and beaches clean.

Facilitator notes

Keep the pace brisk and interactive so students spend most of the time talking, listening, and practicing rather than copying. For students with varying reading levels, provide picture-supported forms, read question cards aloud, and allow oral rehearsal before writing. Offer sentence starters such as "I learned...," "I was confused by...," and "I would help by...." Model the difference between vague feedback ("It was good") and specific feedback ("I learned that plastic can hurt sea turtles"). Watch for partners who rush through listening or forget to ask the action question; pause to reteach if needed. If students struggle with tally marks, let them use check marks first and convert together. Encourage calm turn-taking and remind students that feedback is meant to improve the product, not judge the person. Leave completed practice forms accessible because students will use the same routine in the next peer testing activity.

Resources

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