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Teacher-Facing Resources

Type:Lesson

Estimated Time:12 minutes

Grades:3-5

Score Type:Automatically Graded

Work completed by a student will be automatically graded and the grade will be sent to the Learning Management System (LMS) gradebook

Available Languages: English, Spanish


Vocabulary: audience, presentation, slide, slide show


Primary Objectives:

  • Student begins to understand that a slide show should progress like a story, sequentially, and with a clear purpose or plot.
  • Student learns that presentation software is used to make slide shows on a computer.
  • Student learns that presentations are made up of a series of slides that tell a story or present an idea.
  • Student learns to consider purpose when creating a slide show.
  • Student learns to use slide show previews and other views to evaluate work progress and final product.
  • Student learns how to navigate slide show tools and use presentation software.
  • Student learns to consider audience and how the audience will view the slide show when planning and creating a slide show.

Secondary Objectives:

  • Student learns to consider audience when creating documents and telling stories.
  • Student understands the concept of sequence, including beginning, middle, and end.

Subjects:

Adjusts Accordingly / Identify

Language Arts > Communication > Speaking Strategies / Presentations > Audience > Adjusts Accordingly / Identify

Audience and Purpose 

Technology Education > Media Production > Multimedia / Video Production > Audience and Purpose 

Communication to Others 

Technology Education > Information Technology > Student Use > Communication to Others 

Create Presentations 

Technology Education > Information Technology > Digital Communications > Create Presentations 

Formatting and Preparation

Library Media > Information Literacy > Student Use - Digital Media > Student Projects/Presentations > Formatting and Preparation

Formatting and Preparation

Technology Education > Digital Literacy > Student Use > Student Projects/Presentations > Formatting and Preparation

Internet

Science > Concepts and Processes > Tools / Instruments > Software Tools > Internet

Listening / Pay Attention

Language Arts > Communication > Media Literacy / Viewing > Comprehension > Listening / Pay Attention

Listening to Nonfiction

Language Arts > Communication > Listening Strategies / Context > Listening to Nonfiction

Power Point /Video

Language Arts > Communication > Multimedia Usage / Production > Create End Product > Power Point /Video

Presentation

Library Media > Information Literacy > ALA Information Literacy > Presentation

Presentation Software 

Technology Education > Information Technology > Software Applications > Presentation Software 

Purpose / Organization / Topic Development

Language Arts > Communication > Multimedia Usage / Production > Purpose / Organization / Topic Development

Student Presentations

Technology Education > Media Literacy > Student Presentations

Student Presentations

Library Media > Media Literacy > Student Presentations

Student Presentations 

Technology Education > Media Production > Multimedia / Video Production > Student Presentations 

Use Technology when Writing

Language Arts > Computer Literacy Skills > Writing > Use Technology when Writing
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  • As a warm up to this lesson, you may choose to show examples of slideshows appropriate to your students needs and prior experience. Guide students in identifying the purpose and the audience for the slide show and how successful that slideshow is in presenting information clearly.

  • Ask students to find a slideshow online that is a good example of a slideshow and a poor example of a slideshow. You may choose to pick a topic or theme to help keep students focused. Have students share their examples with a partner or a small group. Students can discuss the examples and volunteer to share their examples with the class.
S.1.c Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
S.4.b Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
S.6.a Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
S.6.b Students create original works or responsibly repurpose or remix digital resources into new creations.
S.6.d Students publish or present content that customizes the message and medium for their intended audiences.
ELA-Literacy.SL.3.2 Determine the main ideas and supporting details of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.SL.5.2 Summarize a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally.
ELA-Literacy.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
ELA-Literacy.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
ELA-Literacy.W.5.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.