Grade Junior, College (Education Level Majors) Curriculum Technology Time 1 week Area Frame Stage 1 Identify Desired

d Results Content Standards: GFT Standards: 5.6 use appropriate resources, materials, and technology to enhance instruction for diverse learners. 5.2 plan and carry out instruction based upon knowledge of content standards, curriculum, students, learning environments, and assessment. Understandings Students will understand that: Essential Questions Overarching Questions: What are the key elements to an effective presentation? How do I access and analyze information? Topical Questions: What tools and teaching strategies can be used to help students build 21st century presentation skills? The use of appropriate resources, materials and technology can enhance instruction. (explanation, self-knowledge, application). Presentation skills are necessary in order to carry out instruction (application, selfawareness). As educators, we must model presentation skills to our students (application, selfknowledge). Knowledge of digital tools, resources and teaching strategies are necessary to teach students 21st century skills (explanation).

Title of Unit

Presentations

Knowledge and Skills Knowledge Students will know: Research skills available technology tools, which can aid in teaching types of presentations current trends related to media use in public schools Skills Students will be able to: Explain the importance of analyzing information for validity. Present information effectively using web 2.0 tools. Analyze case studies for ethical importance and dilemmas.

identify technology tools and resources to aid in instruction

Stage 2 Evidence Performance Task(s) 1. Find an instructional video from YouTube which uses multimedia (graphics, photographs, images, music, video, etc.). Critique how well the presenter effectively presented the information. Was the video easy to understand? Did it have clear audio and video presentation? Were the sources valid and reliable? Provide the link to the video. (Perspective, Explain) 2. Create a digital presentation to be shown to parents (either at Parent night or placed on your teacher website)introducing yourself and giving classroom rules and instructions. You can use any of the web 2.0 tools discussed in class. (Apply, Interpret) Goal: Effectively communicate classroom rules and instructions Role: Teacher Audience: Students and Parents Situation: You have been asked to create a digital presentation which will effectively communicate the rules and instructions used in your classroom. Product Performance and Purpose: You will need to prepare a video along with supporting documents to be given to students and parents. Standards and Criteria for Success: Your video should include: - Clear audio and/or video representations - engaging introduction - logical, sequential list of rules and regulations for use in the classroom 3. Using the internet, compile a list of 10 presentation tools in the classroom with a paragraph description of each. The description should include the URL for each device. (Apply) Performance Task(s) Rubric(s)

Rubric for Performance Task 1 (Video analysis) Unsatisfactory Marginal = 2 Good = 3 =1 Mechanics More than six Frequent (5-6) Few (3-4) errors errors exist in errors exist in exist in spelling, spelling, spelling, grammar, grammar, grammar, punctuation, punctuation, punctuation, word usage and word usage word usage sentence and sentence and sentence formation. formation. formation. URL Links Does not Includes a Includes a URL include a URL broken URL link but the link link. link. is not to YouTube. Content Critique Critique Critique includes demonstrates includes a an a lack of limited understanding of understanding understanding presentation of of skills. presentation presentation skills. skills. Rubric for Performance Task 2 (Video) Unsatisfactory Marginal = 2 =1 Mechanics More than six Frequent (5-6) errors exist in errors exist in grammar, grammar, word usage word usage and sentence and sentence formation. formation.. Content The video is The video is missing two or missing one of more of the the required required content areas content areas. including guidelines, resources, and consequences for the classroom. Presentation The video is poorly The video is marginally

Superior = 4 Two or fewer errors exist in spelling, grammar, punctuation, word usage and sentence formation.

Includes an accurate URL link to the YouTube video. Critique includes a comprehensive understanding of the presentation skills.

Good = 3 Few (3-4) errors exist in grammar, word usage and sentence formation.. The video includes a description of all of the required content including including guidelines, resources, and consequences for the classroom. The video is acceptably

Superior = 4 Two or fewer errors exist in grammar, word usage and sentence formation.

The video includes an in-depth description of all of the required content including guidelines, resources, and consequences for the classroom.

The video is exceptionally

organized and unattractive in design, layout and neatness.

acceptable in organization, layout, design, and neatness.

organized and is attractive in design. layout and neatness.

organized and is very attractive in design, layout and neatness.

Rubric for Performance Task 3 (List of Presentation Tools): Unsatisfactory Marginal = 2 Good = 3 =1 Mechanics More than six Frequent (5-6) Few (3-4) errors errors exist in errors exist in exist in spelling, spelling, spelling, grammar, grammar, grammar, punctuation, punctuation, punctuation, word usage and word usage word usage sentence and sentence and sentence formation. formation. formation. URL Links Specified Follows Follows format is not specified specified format followed and format instructions and less than 80% instructions 90% of the URL of the included and 80% of the references are URL included URL accurate. references are references are accurate. accurate. List Contains fewer Contains at Contains the Content than 7 of the least 7 of the specified 10 10 number of descriptions. descriptions. descriptions but the descriptions are not complete or are inaccurate.

Superior = 4 Two or fewer errors exist in spelling, grammar, punctuation, word usage and sentence formation.

Follows specified format instructions and includes an accurate URL reference for each tool.

Contains the specified number of descriptions.

Other Evidence (e.g. tests, quizzes, work samples, observations) Blogs How do you know if the information is reliable and valid? How do you engage your audience during a presentation? How can technology be used to create presentations? Observation During classroom discussions, the teacher will look for evidence of teacher candidates exhibiting knowledge of presentation skills. Student Self-Assessment and Reflection

It is recommended that the teacher candidate uses the assessment rubric for each performance task as a means of self assessment prior to submission of the assignment. (Self-knowledge) Reflect on the extent to which you use analysis skills when researching information. (SelfKnowledge)

Stage 3: Plan Learning Experiences Day 1 and 2 Codes: E- Explanation; I Interpret; A- Apply; P Perspective; E-2 Empathy; R reflection or self knowledge 1. Begin with an example regarding presentation skills. Have the students watch the youtube videos: http://www.youtube.com/watch?v=ATfY8dvbuFg See who can find the most donts regarding the video E 2. Introduce the Essential Questions and discuss the performance tasks required for the Unit. EHave students start a blog on their research tips. E, E-2 3. Present podcasts on accessing information E 4. Review and discuss the podcast. Discussion question: Why is important to use efficient strategies in Google searches? R, E-2 4. Performance task 1: Find an instructional video from YouTube which uses multimedia (graphics, photographs, images, music, video, etc.). Critique how well the presenter effectively presented the information. Was the video easy to understand? Did it have clear audio and video presentation? Were the sources valid and reliable? Provide the link to the video. (A,P) 5. Students share their critiques and discuss as a class.A Day 1 Day 2 1. Hook students with 6. Students share discussion of their critiques and Donts regarding discuss as a class. presentations. 7. Discuss their blog 2. Introduce the EQs responses. and Performance Tasks 3. Present lesson on accessing information. 4. Have students post blog 5. Have students complete

performance task 1 for submission at next class.

Day 3 9. Present the podcast on analyzing information 10. Have the students review the following websites and compile a list of analysis rules for website searches. E, A, R http://olinuris.library.cornell.edu/ref/research/webeval.html http://usm.maine.edu/library/checklist-evaluating-web-resources?ID=0 11. Students will complete a blog on How do I know information is reliable and valid? A,R 12. Working in cooperative groups, have the students do a web scavenger hunt to find the answers to the following: From the following website http://www.historylink.org/index.cfm?DisplayPage=output.cfm&file_id=5196 Who is the author? Is this site affiliated with an organization? If so, who? Does this site include contact information? Is this a reliable source? Why or why not? Have each group present the results and discuss. R, A

Day 4 9. Present the podcast on presentations. E 10. Review the website: http://cooltoolsforschools.wikispaces.com/Presentation+Tools E 11. Place the students in groups of 3 and have them review one web 2.0 tool for discussion in the class. R 12. Working in cooperative groups, students will create a digital presentation to be shown to parents (either at Parent night or placed on your teacher website)introducing themselves and giving classroom rules and instructions. You can use any of the web 2.0 tools discussed in class. A, I Day 5 13. Groups exchange videos with another group for a peer assessment based on a rubric. Students will be allowed to revise their videos based on feedback. E-2 14. Present the podcast on examples of presentations. A Follow up Activities: Continue posting to the blogs. Create one of the presentations for use at your school site: read-aloud, smart board presentation or digital video.

Resources: Powerpoint presentation including links for websites