Planning Guide
Creating Learner-Focused
Schools
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LU Title: Powerful Presentations |
Author: Kimberly Wells |
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Grade Level: 5 |
School Address: PO Box 246 |
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Subject Area: ELA/Social Studies/ Technology |
School Phone: 762-4404 |
Content Knowledge:
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Declarative |
Procedural |
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Students will: |
Students will: |
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*identify the important components in creating a slide using power point |
*create a rough draft of a slide on loose leaf paper |
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*list four major resources that can assist in research projects |
*create a slide using power point |
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*understand how to cite sources |
*apply knowledge on sources to find information |
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*explain how to copy pictures from Internet and put into a power point presentation |
*create a work cited page |
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*understand how to organize notes using a color coded system |
*utilize technological resources to complete their slide |
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*understand how to use various resources |
*utilize bookmarked cites to find pictures for presentation |
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*read information from a variety of sources |
*apply a color coded note taking system researching a topic |
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*explain how to skim and scan |
*apply skimming and scanning strategies to assist in note taking |
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*explain how to take notes |
*analyze information and record pertinent data |
Essential Questions
1. How can 18th century history be accessed and shared through 20th century technology?
2. How does creating a multimedia presentation improve learning?
3. Why is it important to be able to use several resources when researching a topic?
Initiating Activity
• Students will fill out a short questionnaire about themselves. Ask them to think about how we could present their information to another fifth grade class (write letters, send e-mail, make a collage, send pictures). Teacher shows them a slide show on Power Point about them and the things that they have accomplished this year. After the show choose one or two questionnaires at random and create slides to be added to the presentation. Discuss the project that they are going to be doing and explain that they will be creating a class presentation about the American Revolution using Power Point.
Connection to State Learning Standards
Content Area: ELA
Level: 5th Grade
Standard 1: Language for Information and Understanding
Listening and Reading
• gather and interpret information from children’s reference books, magazines, textbooks, electronic bulletin boards, audio and media presentations, oral interviews, and from such forms as charts, graphs, maps and diagrams
• select information appropriate to the purpose of their investigation and relate ideas from one text to another
• select and use strategies they have been taught for notetaking, organizing, and categorizing information
Speaking and Writing
• present information clearly in a variety of oral and written forms such as summaries, paraphrases, brief reports, stories, posters, and charts
• select a focus, organization, and point of view for oral and written presentations
• use a few traditional structures for conveying information such as chronological order, cause and effect, and similarity and difference
• use details, examples, anecdotes, or personal experiences to explain or clarify information
• include relevant information and exclude extraneous material
• use the process of pre-writing, drafting, revising, and proofreading (the "writing process") to produce well-constructed informational texts
• observe basic conventions such as correct spelling
Standard 4: Language for Social Interaction
Listening and Speaking
• engage in conversations and discussions on academic, technical, and community subjects, anticipating listeners’ needs and skillfully addressing them
• express their thoughts and views clearly with attention to the perspectives and voiced concerns of the others in the conversation
Reading and Writing
• make effective use of language and style to connect the message with the audience and context
Standard: MST Standard 5-Technology
• Students will apply technological knowledge and skills to design, construct, use and evaluate products and systems to satisfy human and environmental needs.
Standard: Social Studies Standard 1-History of the United States and New York
• Students will use a variety of intellectual skills to demonstrate their understanding of major ideas, eras, themes, developments, and turning points in the history of the United States and New York.
Learning Experiences
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What declarative knowledge should students be in the process of acquiring and integrating? As a result of the unit, the student will know or understand...
• four major resources that can assist in research projects • how to use various resources when researching a topic
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What experiences or activities will be used to help students acquire and integrate the knowledge?
• scavenger hunt Attachment # 7 |
What strategies will be used to help students construct meaning, organize and/or store knowledge?
• collaborative pairs • research activities • create a list
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Describe what will be done • Anticipatory Set: Students will be given a scavenger hunt with 10 pieces of information to find. They will be put on the clock and given encyclopedias, phone books, TV guides, almanacs, glossaries, informational texts with an index, magazines, the Internet and CD-Roms. Students will work in pairs to find the information they need. • Students will generate a list of troubled areas. They will share where they had problems. • Through whole class discussion, students will share where they were able to find certain types of information. • Model: How to use resources. Create a list of what students can find where.
****This knowledge will be attained over several lessons, each showing specifically how to use the sources. |
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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:
• apply knowledge on sources to find information • read information from a variety of sources |
What will be done to help students construct models, shape and internalize the knowledge?
• observation • 1-1 student/teacher conferences
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Describe what will be done.
• Students will take knowledge from the lessons on resources and research their specific topic related to the American Revolution. • Students will make a list of possible resources that they could use to find information on their topic. Example: The Boston Tea Party-could be found in B encyclopedia or on the American History Timeline CD-Rom. • Once the list is compiled, the teacher will conference with students to see what sources they have found.
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What declarative knowledge should students be in the process of acquiring and integrating? As a result of the unit, the student will know or understand...
• how to organize notes using a color coded system • how to take notes
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What experiences or activities will be used to help students acquire and integrate the knowledge?
• bulletin board with a model • NO’s of notetaking handout
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What strategies will be used to help students construct meaning, organize and/or store knowledge?
• color coded system • small group sharing • brainstorming |
Describe what will be done.
• Anticipatory Set: Students will be given a passage from an encyclopedia, CD-ROM (printed out), an informational book, and the Internet (printed out). They will be put on the clock and asked to take notes on the given topic. • Students will share in small groups the information they found. • Discussion: Have students find one note they took from the encyclopedia. How easy was it to find? How did you know where to look? What did you write down? • Have students brainstorm in small groups how they could organize so they always know what information came from which source. List on chart paper. • Introduce a color coded system in which each source is recorded on a different colored card.
• Guided Practice; Give student the same sources as used in the anticipatory set. Give them a broad topic to take notes on. Have them take one note on the appropriate colored card. • Closure: Check with a partner to make sure the correct colored cards were used and that the information was important facts not meaningless details.
****ONCE CITING HAS BEEN TAUGHT, WRITE THAT ON THE REVERSE SIDE OF THE CARD. |
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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:
• analyze information and record pertinent data • apply a color coded notetaking system
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What will be done to help students construct models, shape and internalize the knowledge?
• observation • collected notecards • peer conferencing • group conferencing with teacher involvement
Attachment #5 |
Describe what will be done.
• Students will take knowledge from the lesson on notetaking and using a color coded system and combine the two. • After students have generated a list of possible resources, they must start to find information on their topic. • As students complete notecards, they will either find a buddy who is ready to share/review their notes or they will conference in a small group with the teacher to make sure that notes have been recorded using the color system and are relevant to the topic. • The teacher will collect notecards at random to check. Students will be checked on a daily basis either through a peer, small group or collected cards. ****Students who need assistance will be led through another guided practice. |
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What declarative knowledge should students be in the process of acquiring and integrating? As a result of the unit, the student will know or understand...
• differences between skimming and scanning • when to skim and scan
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What experiences or activities will be used to help students acquire and integrate the knowledge?
• lecture • hand-outs
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What strategies will be used to help students construct meaning, organize and/or store knowledge?
• Skimming/ Scanning Song Attachment #4 • modeling • think aloud • graphic organizer Attachment #6 |
Describe what will be done. • Anticipatory Set: Students will be put on the clock and given a magazine article with headings in bold. Students will be asked to find the answer to 3 questions. The amount of time they are given will not be enough to read the whole article. • Through whole class discussion, students will share the answers they found and discuss how they found them. Students will then be shown a LONG section form an encyclopedia and asked how they could find the answers quickly. Closure: Students will chart the differences (web or T-chart) between skimming and scanning. Students then generate a list of time when they would use one opposed to the other. |
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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:
• apply skimming/scanning strategies to assist in notetaking
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What will be done to help students construct models, shape and internalize the knowledge?
• observation • highlighting • Skimming/Scanning Song |
Describe what will be done.
• Model: While talking aloud, teacher will skim and scan for specific information, being sure to point out guide words and headings. Reviewing that the process used is skimming/scanning. Make sure to review the difference between the two. The teacher will show students how to use a highlighter in text to mark important information. Hand out the SKIM/SCAN Rap and have students sing. • Guided Practice: Have students use an article and find the answers to 3 questions. • Closure: Check responses with a partner. Sing the song as a whole class. Discuss the advantages of using this strategy when researching information • Assessment: Observation will be done to see the highlighted parts. |
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What declarative knowledge should students be in the process of acquiring and integrating? As a result of the unit, the student will know or understand...
• how to cite sources
• definition of plagiariasm |
What experiences or activities will be used to help students acquire and integrate the knowledge?
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What strategies will be used to help students construct meaning, organize and/or store knowledge?
• graphic organizer • modeling Attachment #3 |
Describe what will be done.
• Anticipatory Set: Students will be put on the clock and write about a time when they did something nice for someone. • Teacher will collect and read the experiences as if they were her own. • Discussion on how students felt when someone "used" their writing as their own. • Explanation of plagiarism and the importance of citing sources.
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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:
• create a works cited page
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What will be done to help students construct models, shape and internalize the knowledge?
• practice • point out common errors • peer review • collected page
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Describe what will be done. • Model: How to cite encyclopedia, magazine articles, CD-ROM’s and Internet sources. Put cited information on chart paper to be posted with both the necessary information and the information used. Teacher will point out common errors such as punctuation. • Guided Practice: Hand out graphic organizer and have students complete cites for encyclopedia, magazine articles, CD-ROM’s and Internet sources • Independent Practice: Students will create a works cited page for their sources. Students will be able to review steps and parts by using the bulletin board and the ELA Curriculum. • Closure: Have students exchange papers and check for accuracy. Attachment #1 Review orally the parts in order for each citation they used. Assessment: Once the teacher has proofed the page, it will be ready for publication on the Power Point presentation. Students who do not understand will meet 1-1 with the teacher to review the steps to completing a work-cited page. |
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What declarative knowledge should students be in the process of acquiring and integrating? As a result of the unit, the student will know or understand...
• the important components in creating a slide using Power Point
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What experiences or activities will be used to help students acquire and integrate the knowledge?
• team teaching • lecture
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What strategies will be used to help students construct meaning, organize and/or store knowledge?
• modeling • computer presentation
Attachment #2 |
Describe what will be done.
• Students will discuss in-groups the items that they see on the slide. • Through whole class discussion, students will share their items and they will be listed on chart paper. • Discussion on what would happen if certain parts of a slide were missing. • Closure: Show students a slide show on the computer to prove that all parts are important in order for the whole project to be completed successfully. |
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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:
• create a rough draft of a slide on loose leaf paper
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What will be done to help students construct models, shape and internalize the knowledge?
• provide a graphic/written sample • 1-1 teacher assistance • small group instruction Attachment #8 |
Describe what will be done.
• Teacher will show a newspaper that they have made that is all mixed up (title upside down, classifieds on the first page, etc.....). • Students will view paper and discuss the problems. • Discussion on the importance of organization. • Model: how to create a slide using cut out pictures, written text and the buttons. • Guided Practice: Students will prepare the way they want their slide to look. This cuts down on the amount of time sitting at the computer. • Students will share their slides and get constructive feedback from a partner. When slides are approved/explained to a partner they are ready for computer. |
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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:
• create a slide using Power Point that will be added to a class
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What will be done to help students construct models, shape and internalize the knowledge?
• observation • peer teaching/checking • point out common errors • mentally rehearse the steps involved
Attachment #8 |
Describe what will be done.
• Teacher will model how to create a slide. • Students will take notes on the process. • Teacher will point out common errors (problems with background color, how to change size of buttons, etc.) • Students will review notes and then mentally rehearse the steps. • Students will create slides from rough drafts on the computer. • Students will peer teach and check for errors and solve problems. Teacher will check slides on a daily basis to assist with problems or work with students to complete project. |
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What declarative knowledge should students be in the process of acquiring and integrating? As a result of the unit, the student will know or understand...
• explain how to copy pictures from the Internet and put into a Power Point presentation |
What experiences or activities will be used to help students acquire and integrate the knowledge?
• peer teaching • modeling • computer demonstration
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What strategies will be used to help students construct meaning, organize and/or store knowledge?
• Internet song
Attachment #10 |
Describe what will be done. • Anticipatory Set: Teacher will sing the "INTERNET SONG" • Discussion on what song explained. • Explanation of how to copy pictures from the Internet. • Model: How to copy pictures using computer demonstration. • Use a think aloud for students to explain to a partner the steps used. • Guided Practice: Split students into groups of 3. Have students record the list of steps that they saw. Compare with another group. Allow students to go onto the computer and try their copy method. Have "peer teachers" help. • Closure: When students have successfully completed the process, they will be handed a copy of the Internet song to check their steps. ***Peer teachers will have prior knowledge on how to copy before they supervise a group. |
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What procedural knowledge will students be in the process of acquiring & integrating? As a result of this unit, students will be able to:
• utilize bookmarked sites to find pictures for their presentation • utilize technological resources to complete their slide |
What will be done to help students construct models, shape and internalize the knowledge?
• practice • peer teaching • mentally rehearse the steps
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Describe what will be done.
• Students will take knowledge from the lesson on copying pictures from the Internet to explore sites that contain information on their topic. • Teacher will show a book that contains a bookmark. Teacher will lead a discussion on why people use bookmarks. • Teacher will have bookmarked sites and will model how to get to sites to find information. • Students will mentally rehearse the steps for copying a picture from the Internet. • As a class, review the steps for copying a picture. • Students will work in partners to find pictures on their topic. Students will use the Internet Song to remember the process to copy pictures. |
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Extending and Refining Activities What knowledge will students be extending and refining? Specifically, they will be extending or refining their understanding of...
• the different sources available for information
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What reasoning process will they be using?
• comparing Attachment #9 |
Describe what will be done.
Students will have been given unlimited access to the library and many reference materials. Students will have been exposed to a variety of minilessons in which the teacher has modeled the advantages of using certain sources for information. Students will be able to choose their own sources that they use for their project. While completing their notecards, students will be asked on a regular basis to explain/defend why they have chosen to use certain sources. When students have used several sources, they will be asked to complete a triple Venn diagram comparing three of the sources that they used. Students will look at the type of information that is presented and the way in which it is organized. |
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What knowledge will students be extending and refining? Specifically, they will be extending or refining their understanding of...
• the reason for a specific event or the effect a person had on American History
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What reasoning process will they be using?
• inductive reasoning Attachment #11
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Describe what will be done. ***Note: Students know how to use the process of inductive reasoning.
After students have researched their topic, they will be responsible to share the information that they have learned with the class. Students will jigsaw so that they all have an overview of the major people and events during the American Revolution. Before students will be able to share the information they have researched and learned, they will have to be able to understand not only the specific events but be able to make generalizations about the events or people. Students will use a graphic organizer to pull together ideas. Using this organizer will help students be able to explain their topic in an easier way and will help them prepare to answer questions. |
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Planning Guide Step 1 What knowledge will students be using meaningfully? Specifically, they will be demonstrating their understanding of and ability to.... • analyze information and record pertinent data • apply knowledge on sources to find information • organize notes taken to present information |
Step 2 What reasoning process will they be using?
• Decision Making • Problem Solving |
Step 3 Describe student’s products and performances and the criteria for evaluation.
Products/Performances Students will show their understanding of concepts taught through the notes they have taken and the way that they are organized. Students are expected to be able to make intelligent decisions regarding the information they choose to use and the format in which they present it. Students are also expected to solve problems as they arise by using problem solving strategies that were presented earlier in the year. Some of these strategies include solving a simpler problem or trial and error. Students will have be given all essential knowledge they need and will have had many opportunities to use their skills so that they will be able to complete their notecards, work cited page, a rough draft and a final slide. Criteria for Evaluation Students will use checklists and rubrics for self-assessment. The teacher will evaluate process as well as product and assess the student using a performance/product rubric |
Have You Considered These Yet?
Learn to Learn Skills:
Students may require additional assistance in creating the slides on the computer. This may be done with the help of other students or the teacher. For most students this is their first experience using Power Point and they will need time to experiment. Students have also never completed a research project with such little structure. The teacher may need to work one on one with some students to help them understand the purpose of
notetaking.
Assessment Modifications:
Because the teacher monitors each step of this project, students of all abilities will be able to complete their project. The rubric will be used for all students but students will be assessed on an individual basis not compared to the rest of their classmates.
Unit Schedule/Time Plan
This unit can be completed in 3 weeks when managed correctly. It is important however to be flexible if this is your students first experience with this type of project. It is also important to plan more time then you feel will be necessary for your class if this is the first time you have tried this.
Written Overview:
This 3 week integrated unit incorporates standards from ELA, MST and Social Studies. At the end of the unit, students will have created a slide based on information they researched on a specific topic of the American Revolution. When all slides are completed, the class will have an ABC book that covers major concepts and people from the American Revolution. Students are responsible not only to research the topic but help the teacher teach the concept they have studied.
Rubric
Key Questions:
What are the key elements, traits, or dimensions that will be evaluated?
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Element #1 Organization of Materials |
Element #2 Content |
Element #3 Presentation |
Element #4 Self Evaluation |
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Partners ___________________________ & _________________________
Buttons-move you from here to there
Effects-keep your interest
Sounds-add a little spice
Pictures-help make your point
Text-the meat and potatoes
Name______________________
On a loose-leaf sheet of paper, write a short paragraph explaining your nice deed.
It all starts when we’re little and we want to learn to read.
But then as we get older, we need it to succeed.
Now I can’t read all the words in front of me.
I would have to sit here from now to eternity.
So listen and I will tell you what you can do instead, no, you’re not cheating, you still will fill your head.
Scanning a book or scanning a text is just like scanning an audience. You know what you need and you have to find it out but you fly through the words picking the key phrases out. You are looking for a certain thing, it isn’t really tough. Once you find it, you can act tough.
On the other hand skimming, find out what it’s all about. The text laid out in front of you is looking rather stout. You aren’t looking for details, those are much to much of a pain. If you read every word, you’re sure to go insane. Just pick out the main ideas, and you will calm your fears! Why do we do these, how can they help? It saves me a lot of brainpower that’s without a doubt!
PEER CONFERENCE
Partners _____________________ & ____________________
_______ I have checked that the notes are in the correct
colored cards.
_______ I have checked that the notes are relevant to the
topic.
_______ I have checked that spelling and format are correct.
Attachment #5
Skim vs. Scan
Attachment #6
Name __________________________
Attachment #7
PEER CONFERENCE
Partners _____________________ & ____________________
_______ I have checked to see that my partner has interesting and
accurate information.
_______ I have made sure that the buttons and graphics are
appropriately placed.
_______ I have determined that this would capture and audience.
Attachment # 8
Not 1 or 2, but 3!
Attachment #9
Attachment #9 VENN
Internet Song
There’s so much stuff that’s out there, some is good and some is bad.
If you know exactly where to start, you never will be mad. First you choose a topic. Then you do a search. If you use several engines, you won’t be left in the learch. Once you find your topic, narrow it down a bit. If you choose not to do that, forever there you’ll sit. When you have your info, and hopefully some pics, this is when the fun really will begin. Use your mouse to highlight. Then push down the right. Copy it as a picture to an imaginary place. Go into your presentation, in a minute it will be in front of your face. Open up your slide, and don’t panic when it’s not there. Go to your insert menu, you’ll see pictures there. Find out what you called it, and then insert into slide. Now it’s in your slide show, you’re ready to go on. Keep on looking, keep on finding it, look, look, look for more. That is a sure way to be on your way to a 4!
Attachment #10
Name ____________________________________
My person or event :____________________________________________
Why they are important:_____________________________________________________
How they fit into the Revolution:____________________________________________________
One fact I found interesting:____________________________________________________
Without this person or event the Revolution would have been different because:___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
List 3 need to knows about this person or event:__________________________________________________________________________________________________________________________________________________________________________________attachment #11