Multimedia Project Summary Sheet

Rebecca Stieb
MCOM 262 Lab
Professor Kistler

1. The Topic: The PowerPoint presentation I chose is on the comprehension of basic

sentence structure which includes fragment sentences and run-on sentences. The
presentation is broken up into three segments: sentence, fragment sentence, and run-on
sentence. In each segment, which is broken up by a title slide, provides the definition of
the sentence type, clarity on any problem area with given sentence type, and examples.
The purpose of the Sentence Structure power-point is educate beginning readers and
writers simple grammar rules. This topic is intended to spark an interest for young
writers, second graders, for good, wholesome writing. In real life, the student will need to
master this skill in order express his or her opinions, or concerns in a nonverbal, educated
way of communication.
2. The Audience: The intended age group for this presentation is for a second grade class.
The group that will be present during this presentation will be my college classmates;
roughly 18 students. The imaginary second grade class learning this lesson has previously
learned what nouns and verbs are. Each student knows how to generate a basic sentence
such as include a subject doing a simple action.
3. The Objectives:
a) Students will be able to identify a sentence from a compiled list of sentences
choices with ninety accuracy.
i. This objective will be met in slides 3, 4, 5, and 6. These slides collectively
and solely focus on what a sentence is. The slides illustrate the definition
of a sentence. They also include knowledge on the concept of subject and
predicate. In addition, they provide examples and a fun song to go along
with the beginning knowledge of subjects and predicates. Lastly, the slides
include the proper way to end a sentence; with a punctuation mark.
b) Students will be able to identify a fragmented sentence from a complied list of
sentences choices with ninety accuracy.
ii. This objective will be met in slides 8, 9, 10. This slides, as well, work
together to enhance the second graders in acquiring this knowledge. Slide
8 provides the definition and how a fragmented sentence may be
approached. Slide 9 illustrates the importance of not writing or speaking in
fragmented sentences. Slide 10, the last slide, provides examples and the
questions that arise from writing in fragments.
c) Students will be able to identify a run-on sentence from a compiled list of
sentence choices with ninety accuracy.
iii.
This objective will be met in slides 11 and 12. Again, these two slides are
teammates; working together to education second graders what a run-on

sentence is. The slides provide general information: the definition, the
importance, and the one solution to the problem.
4. Support Media: The support media I chose was a video from YouTube. It hyperlinked in
fifth slide; the last object shown in the general sentence segment. The video involves a
song. The song illustrates the components of the subject and predicate in the sentence.
For example, the video displays a man, Mr. Morton, actions in a fun upbeat tone. The
purpose of the video is to give second graders another outlet to acquire the knowledge to
master the skill of sentence making.
5. ISTE Standards:
I.
Creativity and Innovation, identity provided examples, identify trends, and
forecast possibilities
Students are encouraged to come up to the board or shout answers from their
students. Answer may include how to solve a sentence error, what a sentence is or
what comes next in the example.
II.

Critical Thinking, Problem Solving, and Decision Making, collect and analyze
data to identify solutions and/ or make informed decisions.
Students will collect and analyze data from the PowerPoint slides to identify
clearly the differences between a sentence, a fragment and a run-on.
6. Follow-up Activities:
1. The first activity will begin in class and be finished at home. The assignment is a
worksheet. Directions are to label the six sentences as a sentence, fragment or
run-on. If it is a sentence, the student needs to circle the subject and underline the
predicate. If the sentence is either a run-on or fragment, the student needs to fix
the error in order for it to be a grammatically correct sentence.
2. The second and third activity is of the students choice. The student first option is
create a catchy song or poem about either a run-on sentence or a fragmented
sentence. This activity is intended to help students memorize the parts of this
newly learned sentences. Students were already provided with a catchy song to
remember the parts of a sentence.
3. The third activity is for the student to create a scenario, either illustrated or
written, where a person may believe each sentence is appropriate. After the clever
made-up dialogue, the students needs to explain why he or she chose that certain
scenario and why it is or isnt appropriate for a person to speak in that sentence
structure. For example, cavemen speak in fragmented sentences.