|
LE Title: PowerPoint and the Art and Literature of the WWI era. |
Author(s): Christopher J. Connolly and Brian Wilcox |
|
Grade Level: 10th |
School: Dolgeville Central School |
|
Topic/Subject Area: Global History II |
School Address: Slawson Street Ext, Dolgeville NY 13329 |
|
Email:
cconnolly@dolgeville.k12.ny.us |
School Phone: 315-429-3155 |
|
Website: www.dolgeville.k12.ny.us |
LEARNING CONTEXT
Standards: MST 5 - Technology - Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
Standards: MST 7 - Technology - Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real life problems.
* All standards are addressed but not necessarily assessed.
CONTENT KNOWLEDGE
|
Declarative |
Procedural |
|
Students will understand the basic skills of Microsoft PowerPoint. |
As result of this experience, students will be able to select, align, and change the appearance of text and be able to change the slide's color scheme. |
|
Students will be able to effectively use the school's network to login to their home directory to store data. |
As result of this experience, students will be able to copy text formatting and move and copy text. |
|
Students will be able to multi task between applications. |
As result of this experience, students will be able to create a chart or table along with using drawing graphic objects to enhance their slide(s). |
Procedure
Students will be introduced to the new skills with "notes". The teacher will use a LCD device to show students the new skills.
See chart below for list of skills that students will learn.
Students will be given the opportunity to utilize the new skills and have the opportunity to clarify problems with the teacher.
|
ENHANCE SLIDES, WORK WITH TEXT OBJECTS |
|
|
# 1 |
Select, Align, Change Appearance of Text, Change a Slide’s Color Scheme |
|
# 2 |
Copy text Formatting, Move and Copy text, Increase / Decrease Paragraph Formatting, Move and Size Placeholders |
|
# 3 |
Draw Graphic Objects, Use AutoShapes, Create Text objects, Group and Ungroup Objects, Layer Objects |
|
# 4 |
Create a Chart, Table, or an Excel Worksheet on a Slide |
|
WORK WITH SLIDE SHOWS |
|
|
# 5 |
Show a Presentation, Add Transitions, Sound, and Timing |
|
# 6 |
Animate Text and Objects, Animation Effects Toolbar, Preset Animation for Bulleted lists, Custom Animation |
|
# 7 |
The Annotator, Create Continuously Running Presentations, Set Up a Slide Show |
|
# 8 |
Create Notes Pages and handouts, Notes Master and Handout Master, Print Notes Master and Handout Master |
Instructional/Environmental Modifications
To accommodate all students the teacher, after presenting the new skills, will circulate the room and provide additional instructional time and provide additional mini lessons where needed.
Time Required
This should take one class period (an 80-minute block).
Resources
Computers - Microsoft and Novell applications.
Assessment Plan
Students PowerPoint presentations will be analyzed and critiqued by students.
Created presentations will be collected and scored based on readability, style, formatting options, and proper timings of slides.
Scoring Rubric
|
5 |
Thoroughly addresses all aspects of the task by accurately analyzing and interpreting most of the documents |
|
Incorporates relevant outside information |
|
|
Richly supports essay with relevant facts, examples, and details |
|
|
Writes a well developed essay, consistently demonstrating a logical and clear plan of organization |
|
|
Uses information from the documents in the body of the essay, but does not copy the document |
|
|
Includes a strong introduction and conclusion |
|
|
4 |
Addresses all aspects of the task by accurately analyzing and interpreting most of the documents |
|
Incorporates relevant outside information |
|
|
Includes relevant facts, examples, and details, but discussion may be more descriptive than analytical |
|
|
Writes a well developed essay, demonstrating a logical and clear plan of organization |
|
|
Includes a good introduction and conclusion |
|
|
3 |
Addresses most aspects of the task or addresses all aspects in a limited way; uses some of the documents |
|
Incorporates limited or no relevant outside information |
|
|
Uses some facts, examples, and details, but discussion is more descriptive than analytical |
|
|
Writes a satisfactorily developed essay, demonstrating a general plan of organization |
|
|
Restates the theme in the introduction and concludes with a simple restatement of the theme |
|
|
2 |
Attempts to address some aspects of the task, making limited use of the documents |
|
No relevant outside information |
|
|
Presents few facts, examples, and details; simply restates contents of the documents |
|
|
Writes a poorly organized essay, lacking focus |
|
|
Has vague or missing introduction and/or conclusion |
|
|
1 |
Shows limited understanding of the task with vague, unclear references to the documents |
|
Presents no relevant outside information |
|
|
Attempts to complete the task, but essay demonstrates a major weakness in organization |
|
|
Uses little or no accurate or relevant facts, details, or examples |
|
|
Has vague or missing introduction and/or conclusion |
|
|
0 |
Fails to address the task |
|
Is illegible |
|
|
Blank paper |
Reflection
After reviewing this learning experience the teachers found that it would be beneficial if both teachers had more background knowledge of the other teacher's subject area.