Searching For My Cultural Roots

Searching For My Cultural Roots

A Multimedia Information Research Project in Four Parts- Part Four

Using Presentation Software

Overview

This lesson is part of a project that allows students to discover their personal background and family heritage. In this lesson students use a multimedia authoring tool such as PowerPoint or HyperStudio to create a slide or stack presentation for their class and make a formal presentation of their discoveries. Students are given the opportunity to revise their writings before they prepare the multimedia presentation. Students receive oral, printed, and electronic guidance to successfully organize their materials.

Objectives:

To acquire, learn, and/or enhance language arts skills (reading, writing, speaking, and listening), which include: Journal writing, first draft writing, peer editing, second draft writing Formal and informal speaking Speaking and listening in a collaborative setting.

To understand and use technological tools, such as: Learning a multimedia authoring program (PowerPoint, HyperStudio) Using digital camera and scanner to create photos, Importing text, graphics and sound files into a multimedia program.

To improve the collaborative learning experience of students.

Through this project, students will gain an understanding of photomontage, both as art historical precedent and as a process that is highly relevant to contemporary digital imagery.

Time Required:

Approximately 10 hours

Materials, Tools and Resources Required:

Computers with access to the Internet, word processing, multimedia, and browser software, digital camera, scanner, presentation hardware, such as LCD projector or scan converter.

Prerequisite Knowledge:

English-Language Arts:California English-Language Arts Content Standards for Grade 8: General knowledge appropriate for grade 8 in reading, writing, speaking, listening.

Technology:

Basic computer skills (turning on computer, using the mouse, scrolling, getting online, opening and closing programs)

Procedure:

Step #1: Teacher demonstrates the multimedia authoring tool, PowerPoint, (or HyperStudio) by presenting an instructional guide (“How to Create a Great Presentation Stack” for HyperStudio, or “How to Create a Great Slide Presentation” for PowerPoint). Teacher presents the lesson, explaining requirements and demonstrating the basic tools of the program: create a file, add text, change text styles, add background color, insert clip art and photos, make navigation buttons, add sound. Homework: Ask students to bring in a picture and/or photo they would like to scan.

Step #2: Teacher demonstrates how to scan photographs, take snapshots with a digital camera, and copy images to the hard drive of a computer. Students ask questions about content requirements and operations.

Step #3: Students practice basis operations of the program in pairs, and take turns using the scanner and taking good pictures with the digital camera. Students practice saving their digital pictures to their electronic folders.

Step #4: Teacher and students review the contents of the multimedia report they will create. Teacher refers to the electronic copy of the instructional presentation on all computers for student reference. In addition, each student receives a hard copy of “Handout #1: Creating the Multimedia Report.” Students organize and create their presentation. Teacher circulates and assists students as needed. If necessary, teacher trains one student in a single operation, who then acts as an “expert” and teaches other students upon request (networking).

Step #5: Teacher and students review Handout #2: “Criteria for Organizing the Multimedia Report.” Students should be given time to review their work to be sure it meets this criteria.

Step #6: Teacher introduces and reviews with class the criteria for delivering the oral report. (See Handout #3: “Checklist for Oral Presentation”) Students pair up and rehearse presenting to each other. Students make their presentations to the entire class. After all presentations are completed, teacher conducts a general discussion on the positive and negative aspects of this unit.

Assessment:

Preparing and Organizing the Multimedia Report (See Rubric #1, Lesson 4)

Presenting the Multimedia Report (See Rubric #2, Lesson 4)

Grade 9

English-Language Arts: Humanities

Part IV of IV: Creating and Presenting a Multimedia Report California English-Language Arts Content Standards Addressed:

Grades 9/12

READING:

Comprehension and Analysis of Grade-Level-Appropriate Text:

2.6. demonstrate use of sophisticated learning tools by following technical directions (e.g., specialized software programs, access guides to Internet worldwide web sites)

WRITING:

Research and Technology:

1.8. design and publish multi-page documents using advanced publishing software and graphic programs

WRITTEN AND ORAL ENGLISH LANGUAGE CONVENTIONS:

Manuscript Form:

1.4. reflect appropriate manuscript requirements, including

(1) title page presentation

(2) pagination

(3) spacing and margins

(4) integration of source and support material (e.g., in-text citation, use of direct quotations, paraphrasing) with appropriate citations

LISTENING AND SPEAKING

Organization and Delivery of Oral Communication:

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1.7. use electronic media to enhance the appeal and accuracy of presentations

1.9. analyze interests of the audience and implications of the occasion to choose effective verbal and non-verbal strategies for presentations (e.g., voice, gestures, eye contact)

2.0. SPEAKING APPLICATIONS (GENRES AND THEIR CHARACTERISTICS):

2.2 deliver expository presentations that

(1) marshal evidence in support of a thesis and related claims, including information on all relevant perspectives

(2) convey information and ideas from primary and secondary sources accurately and coherently

(3) make distinctions about the relative value and significance of specific data, facts, and ideas

National Education Technology Standards for Students Addressed:

3. Technology productivity tools:

Students use technology tools to enhance learning, increase productivity, and promote creativity.

Students use technology tools to Students use productivity tools to collaborate in constructing technology.

4. Technology communications tools:

1.0. Students use a variety of media and formats to communicate information and ideas effectively to multiple audiences.