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Lesson Plan Two

TITLE: POWERPOINT CREATION

LESSON PLAN OBJECTIVES

CIVICS
  • Explains how the following concepts are important to United States Citizenship and contribute to National Unity: individual rights, common good, self government, and cultural awareness.
  • Identifies the process by which citizens affect change in the United States political system voting, political campaign participation, petitions, organized protests, and running for office.

    • CORE SOCIAL STUDIES SKILLS
  • Develops outlines through reading, listening or viewing.
  • Determines sequences of events and identifies cause and effect relationships.
  • Analyzes interpretations of the same event from multiple types of sources.
  • Selects and discusses the main idea from a reading passage or listening activity.
  • Formulates questions related to topic.
  • Analyzes information from two or more sources for agreements, contradictions, facts and opinions.
  • Collects evidence using appropriate, reliable data.
  • Follows established rules.
  • Shows respect for others.
  • Recognizes appropriate ways to influence public policy and civic actions.
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    HISTORY
  • Describes how life was similar and different for various ethnic groups during the late 19th century: African Americans, Asian Americans, Hispanic Americans, and European Americans.
  • Analyzes how social, political and economic reforms during the Roosevelt, Taft and Wilson presidencies affected Americans (e.g. women, children, American Indians, and African Americans): the 16th, 17th, 18th, and 19th Amendments, child labor, and labor unions.
  • Categorizes the economic, social and political changes in the United States and Georgia since World War II includingsegregation, desegregation and the Civil Rights Movement: patterns of immigration, role of women, advancement of technology, and impact of drugs and gangs.

    • ORAL COMMUNICATION
  • Recalls, interprets, and summarizes information presented orally.
  • Follows multiple oral directions.
  • Delivers a planned oral presentation.
  • Adjusts manner and style of speaking to suit audience and situation.
  • Paraphrases and discusses information.
  • Uses oral language for different purposes: to inform, to persuade, and to entertain.
  • Increases vocabulary to reflect a growing range of interests and knowledge.
  • Communicates effectively when using descriptive language, relating experiences, and retelling stories read, heard, or viewed.
  • Uses increasingly complex sentence structures in oral communication.

    • WRITTEN COMMUNICATION
  • Uses correct spelling for frequently used sight vocabulary.
  • Applies correct principles of grammar, parts of speech, and usage and mechanics.
  • Increases writing vocabulary.
  • Uses descriptive words and phrases.
  • Uses available technology to assist in writing.
  • Increases vocabulary to reflect a growing range of interests and knowledge.
  • Reads a variety of materials for information and pleasure.
  • Increases existing sight vocabulary (instant recognition).
  • Integrates language structure (syntax), meaning clues (semantics), phonetic strategies, and sight vocabulary when reading orally and silently.
  • Recognizes EXPLICIT main ideas, details, sequence of events and cause-effect relationships in fiction and nonfiction.
  • Recognizes IMPLICIT main ideas, details, sequence of events, and cause-effect relationships in fiction and nonfiction.
  • Reads for understanding and rereads as needed for clarification, self-correction, and further comprehension.
  • Experiences traditional and contemporary literature through a variety of media.
  • Uses the media center and available technology as sources of information and pleasure.
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  • Uses research process by: choosing topic, formulating questions, identifying key words, selecting sources, skimming, paraphrasing, note taking, organizing, and presenting.

    • BASIC SKILLS
  • Identifies basic technology tools.
  • Demonstrates understanding of basic technology and telecommunication tools.
  • Demonstrates appropriate and effective care and use of technology tools.
  • Operates basic technology tools and applications.

    • COMMUNICATION
  • Uses telecommunication tools and on-line resources to communicate with others, gather information, and express ideas.

    • PRODUCTIVITY
  • Uses multimedia tools to express ideas.
  • Applies word processing/desktop-publishing tools to facilitate the writing process.

    • RESEARCH
  • Uses basic research techniques with teacher guidance.

Objectives taken from the Georgia QCC's Website

Desired Learning Outcomes: The desired learning outcomes of the lesson include the following: the students will better understand the Civil Rights Movement and its leaders and the students will be able to use Microsoft PowerPoint to create a PowerPoint Presentation of a biography about a Civil Rights Movement Leader. Other desired learning outcomes include the students will gain experience working with research strategies using the Internet and other sources. The students will be more competent when using Microsoft PowerPoint and have more knowledge on how to utilize the different presentation options the program offers. The students will gain experience with public speaking from orally presenting their PowerPoint creation to the class.

Purpose of Lesson: The purpose of this lesson is that the students will learn about a self-chosen Civil Rights leader, while learning other important Social Studies, Language Arts, and Technology Integration objectives.

Equipment Needed: The equipment that is needed for this lesson plan includes the following: a Computer Lab that supplies fully equipped computers, floppy disks, Microsoft PowerPoint, and chairs. The students will also need access to chairs and desks when working inside the classroom, and the teacher will need a computer with projector capabilities in the classroom.

Materials Needed: The materials that is needed for this lesson plan include the following: the Martin Luther King, Jr., PowerPoint presentation, the Note Taking Guide worksheet, the Oral Presentation Guidelines handout, the Civil Rights Leaders Websites list, and the grading rubric. The students will also need items like pens, pencils, paper, their textbooks, and notecards.

Synopsis of Lesson:

The first day of the lesson will be conducted in the classroom, and I will present my MLK Jr. Powerpoint Presentation to the class. I will first handout a copy of the Note Taking Guide to each of my students. I will explain to the students, that as I present the information from my PowerPoint presentation to them, they will fill in the blanks on the Note Taking Guide. I will give the students a couple of minutes to read over the Note Taking Guide. Before I begin my presentation, I will ask the students what they they already know about Martin Luther King Jr. to promote discussion and activate the students' prior knowledge. Then, I will begin my presentation, having discussions with the class about the information as we go. Once we have completed the PowerPoint presentation, I will ask the students to volunteer answers to the blanks on the Note Taking Guide so that the students will have an opportunity to check their answers. The students will turn in the Note Taking Guide to me at the end of the period. The Note Taking Guide will act as a form of informal evaluation and assessment of the students' learning and of the effectiveness of the instruction.

The second day of the lesson will be spent in the classroom. I will conduct a lesson on giving speeches. I will inform the class that they are going to do some research and create their own PowerPoint presentation in the next few days. They will also have to present their PowerPoint creations to the class. This lesson will give students a chance to practice speaking. First, I will give the students a copy of the Oral Presentation Guidelines ,and we will go over the handout as a class. I will then ask the students to pick a topic that they already have some knowledge on, and then write a few notes about that topic on a notecard. After the students have completed this activity, I will put the students into pairs, and ask them to each take a turn presenting their topic to their partner. As the students' present to their partners, they should try to follow the Oral Presentation Guidelines. The students' will give each other feedback on their presentations, telling them what they did good or what needs improvement. I will ask the students to turn in their notecards to me at the end of the period as a form of evaluation and assessment of the students' learning and of the effectiveness of the instruction.

The third day of the lesson will be spent in the computer lab. I will explain to the students that they are going to research one Civil Rights Leader that they would like to create the PowerPoint presentation on. I will give each of the students a copy of the Civil Rights Leaders Websites handout. The students will use only these websites to research their Civil Rights Leader. I will explain to the students that they must have at least ten solid facts about their Civil Rights Leader. I will provide the students with notecards, and explain that the notecards might be helpful when they are preparing their speech for the presentation. I will go around the room and have an individual conversation with each of the students about their research process, and answer any questions they might have. As a form of assessment and evaluation of the students' ability to stay on task, I will have them turn in their topic to me at the end of the period.

The fourth day of the lesson will also be conducted in the lab. I will use a computer with projector capabilities, and create a sample PowerPoint Presentation, and have the students create one on their computer along with me. I will show students the procedure for creating slides, inserting images, adding custom animations, selecting text colors and fonts, and adding sound effects. I will explain to the students that they will be creating a PowerPoint presentation on the Civil Rights leader they chose to research. I will allow the students the last fifteen minutes of class to finish their research and ask individual questions.

The fifth day of the lesson will be conducted in the computer lab. The students will spend the entire period creating their PowerPoint presentations. I will go around the room and help students and answer questions. The students will save their PowerPoint presentations on floppy disks. The students will print out a copy of their PowerPoint presentations and turn them into me at the end of the period. The students will also turn in their floppy disks to me to hold on to for the next lesson when they will orally present their PowerPoints to the class.

The sixth day of the lesson will be conducted in the classroom. The students will present their PowerPoint presentations to the class using a computer with projector capabilities. The entire period will be spent listening to the students presentations. The students' will listen to their classmates presentations and act appropriately, while I observe and make notes about each students oral presentation. The actual PowerPoint presentation and the oral presentation will graded according to the Grading Rubric that I have developed. The grading of PowerPoint and oral presentations will be a form of formal assessment of the students' learning and the effectiveness of the instruction.

TECHNOLOGIES USED

MLK Jr. Powerpoint Presentation

Note Taking Guide

Civil Rights Leaders Websites

Grading Rubric

Oral Presentation Guidelines

Other Materials

LESSON PLAN LINKS

Newsletter Creation (Lesson Plan One)
Unit Plan
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