Presenters By: Sylvia Tillman & Angelita Davis. Why PowerPoint? (or any slide show application?) Addresses multiple intelligences by using color, images,

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Presentation transcript:

Presenters By: Sylvia Tillman & Angelita Davis

Why PowerPoint? (or any slide show application?) Addresses multiple intelligences by using color, images, shapes, sound, music, video (multimedia) etc. to reinforce the important points Students can see, hear, or “feel” the concepts etc. As an interactive tool. (Group or class games to practice or review concepts, i.e. Jeopardy, Who Wants to be an Millionaire, etc.) When students share ideas and learning with PowerPoint, they are often more interested in a quality product.

Ways PowerPoint could be used for students to show what they have learned: creating presentations to post on-line adding narration to your presentations present charted data collected from spreadsheets Adding Excel data to your presentations creating games with immediate feedback through hyperlinks upload videos from United Streaming to presentations

What you will do: create a new presentation add graphics to your presentation adding Excel data to your presentations adding narration to presentations Delivering Presentations online

Practice Activity Topic: Technology: GLCE Social Studies 5 – U1.1.1 Use maps to locate peoples in the desert Southwest, the Pacific Northwest, the nomadic nations of the Great Plains, and the woodland peoples east of the Mississippi River (Eastern Woodland). (National Geography Standard 1, p. 144) 5 – U1.1.2 Compare how American Indians in the desert Southwest and the Pacific Northwest adapted to or modified the environment. (National Geography Standard 14, p. 171) 5 – U1.1.3 Describe Eastern Woodland American Indian life with respect to governmental and family structures, trade, and views on property ownership and land use. (National Geography Standard 11, p. 164, C, E) English Language Arts W.PR set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative piece. W.PR apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers such as maps, storyboards webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence). W.PR draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions. W.PR revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions). W.PR proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups. W.PS exhibit personal style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions).