Lesson Topic: Power Point Slide Creation Grade level: 5th

Length of lesson: Three Class Periods (8:00-10:00) Teacher: Laurie Bryant

Stage 1 – Desired Results

Content Standard(s):

Georgia Performance Standards

ELA5LSV2 The student listens to and views various forms of text and media in order to
gather and share information, persuade others, and express and understand ideas.
When delivering or responding to presentations, the student:
a. Shapes information to achieve a particular purpose and to appeal to the
interests and background knowledge of audience members.
b. Uses notes, multimedia, or other memory aids to structure the presentation.
c. Engages the audience with appropriate verbal cues and eye contact.
d. Projects a sense of individuality and personality in selecting and organizing content
and in delivery.
e. Shapes content and organization according to criteria for importance and
impact rather than according to availability of information in resource materials.
f. Uses technology or other memory aids to structure the presentation.

National Educational Technology Standards

#2 Students use digital media and environments to communicate and work
collaboratively, including at a distance, to support individual learning and contribute to
the learning of others. Students will...
a. Interact, collaborate, and publish with peers, experts, or others employing a variety of
digital environments and media.
b. Communicate information and ideas effectively to multiple audiences using a variety
of media and formats.
c. Contribute to project teams to produce original works or solve problems.

Understanding (s)/goals Essential Question(s):

Students will understand that:

● Technology can be used as an ● How can you use technology to

avenue to share information with
others. (U1)
● Collaboration and cooperation is
required while working on a team
to achieve a common goal. (U2)
● Information can be shared
effectively with an audience. (U3)
share information with others?
● How can you effectively collaborate
and contribute on a project team?
● What would be an effective type of
technology to deliver information?
● How can you engage an audience
while sharing information?
Student objectives (outcomes):
Students will be able to:
● Create a power point slide that includes information/facts and a picture.
● Collaborate with peers in order to produce a product using technology.
● Effectively share information with an audience.
Stage 2 – Assessment Evidence
Performance Task(s):
Goal: As the media specialist from your
school, and a member of the technology
committee, your task is to create a power
point slide that will be presented to
teachers as a tutorial.
Role: Your job as the school media
specialist is to effectively communicate and
share with teachers how they can create
power point slides for use in the classroom
while integrating standards from other
subject areas.
Audience: Your clients are the teachers of
your school.
Situation: The challenge involves (1)
dealing with new types of technology, and
(2) learning how to cooperate with others
to complete a task.
Product Performance and Purpose: The
academic coach from your school has
approached you about having professional
learning sessions for the teachers, and she
wants to include sessions to introduce
technology integration in the classroom. As
the media specialist of your school, you
will begin with a session in how to produce
a power point slide that includes facts
about a famous American and a picture of
that person. You will be expected to make
an oral presentation about your famous
American along with how you developed
Other Evidence:
● Observations – The teacher will
make anecdotal observations/notes
as a type of informal/formative
assessment while students work on
team projects.
● Discussion – Students will join the
teacher in a question/answer session
throughout the mini-lesson in order
to develop new information about
technology. This will serve as
another formative assessment of
understanding. The “thumbs-up,
thumbs-down” strategy will be used
to engage students in the session.
● Pre-Assessment - A pre-test will be
given in order for the teacher to
determine background knowledge
about technology and collaboration.
● Performance Task Rubric – This
assessment scores the text,
background, spelling/grammar,
content, speaking/delivery, and
cooperation.
Six Facets of Understanding
1. Explanation: Students
demonstrate understanding by
explaining to the audience how
their Power Point slide was
created.
2. Interpretation: Students
demonstrate understanding by
offering meaningful
the slide. You need to develop a step-by- interpretations of the importance
step handout to give the teachers during the of their famous American
lesson. The purpose of this performance presented on the slide.
task is to show how effective and engaging 3. Application: Students
technology can be for teachers and demonstrate understanding by
students. watching the podcast and using
that information to create a slide
Standards and Criteria for Success: to share with an authentic
Your product will be judged by a rubric audience.
with scoring criteria. 4. Perspective: Students
demonstrate understanding by
looking at the previously collected
Performance Task ~ research and decide what facts
*Power Point Slide – Students will imagine are most important to present
themselves as media specialists working about their famous American.
collaboratively to create a slide in order to 5. Empathy:Students demonstrate
share information. The students will share understanding by being
how the slide was made and the considerate and open-minded of
information included in the slide to their the views of partners while
classmates and others. The school media working collaboratively on the
specialist, academic coach, and teachers performance task.
will be invited to the class presentations. 6. Self-Knowledge: The student
(U1, U2, U3) demonstrates understanding by
using the self-assessment included
in the rubric in an honest and
effective manner.
Stage 3 – Learning Plan
Learning Activities:
Day 1
1. The teacher will begin with a hook strategy by asking students to share with a
neighbor in class a fact about a famous American that they have recently
researched...”Would you consider sharing this information with a classmate as
being a type of communication?” “What other ways can we share information?”
2. The teacher will share the expectations of the lesson by introducing the Georgia
Performance Standards and the NETS and explaining what will be required. A
discussion will follow to make sure all students have a clear understanding of
what is expected from them.
3. Students will be given a rubric detailing the expectations of the Power Point slide
creation. The performance task will be introduced to the students. The scenario
for the task (media specialists creating technology integration skills for teachers)
is discussed and reviewed so that all students have an opportunity to ask questions
and discuss any misunderstandings. Scenarios are discussed as to what can
happen if the performance task is not followed...such as cooperation, time frame
for work to be completed, and quality and content of the task.
4. To engage background knowledge, students will be led into a discussion of
previously learned material by asking...”How can your facts be presented to
 others?” “What is technology?” “How should one behave while working in a
group to complete a task?”
5. The students will use research that was completed within a Social Studies unit
from another class with another teacher. Students will need their notes in order to
complete the slide. Students are to place within their Power Point slides a picture
and at least three facts about a famous American.
6. Students will be given a pretest regarding technology skills, cooperative group
skills, and presentation skills.
7. The podcast will be introduced and delivered by way of the Smart Board. An
exemplar will be shown within the podcast and then low quality and high quality
slides will be shown to the students by way of an Internet sight (listed below) and
by slides done in previous years from former students.
8. Students will be placed in cooperative pairs. Students will begin creating and
designing their slides. This lesson and task should take approximately 2-3 days to
complete.
Day 2
1. The teacher will show the podcast as a review.
2. Students will review the rubric as a reminder of what is required of the
performance task.
3. Students will continue creating their slides.

Day 3
1. The academic coach, school media specialist, and faculty members will be invited
to observe the Power Point slide presentations.
2. The students will distribute their handouts to the audience which should include
step-by-step instructions on how they created their slides.
3. The students will present their slides to the audience while the teacher scores them
on the performance task rubric.
Notes:
*Students with special needs who have Individualized Education Plans, will have
accommodations provided by means of...the tasks being completed with a peer partner,
the podcast, and a co-teacher in the classroom.

*Complex instruction is the main strategy implemented in this lesson. Complex

instruction tasks require students to work together in small groups, the intellectual
strengths of group members contribute to the performance task, the multiple intelligences
are used in an authentic way, the groups use technology, and it requires many different
talents in order to be completed adequately.

* A substitute teacher may use the daily learning activities as a guide to the lesson
presentation included in “Stage 3 – Learning Plan”.

*Students may use these websites as resources for additional information about Power
Point slide presentations.
1. Pete's Power Point Station – This site has an abundant amount of Power Point
slide presentations for children on many different topics. The slide shows can be
 used by students as high quality examples.
2. Power Point Tutorial for Kids – This site gives simple instructions for creating a
Power Point slide. The article includes a listing of some sites where royalty free
pictures can be found for use in slides.

Performance Task Rubric ~ Student Self-Assessment ~ Reflection

1. Power Point Performance Task (ID#1984437) – This assessment, designed with

the use of RubiStar, addresses GPS ELA5LSV2a.b.c.d.e.f. and NETS #2a.b.c.
(U1, U2, U3) This assessment will be used by the students as a self-evaluation
and as an evaluation of peers for cooperation within collaborative groups.
Students will be allowed to assess themselves on the rubric before the teacher uses
it to assess student performance. Students will also be given two open-ended
questions along with the rubric. The questions will help students reflect on their
own understanding. The teacher will pose these questions...
• What have I learned from this unit of study?
• What could I have differently during this lesson...either behaviorally or
academically?

References

Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all

learners. Alexandria, VA: ASCD.

Wiggins, G. & McTighe, J. (2005). Understanding by design. Alexandria, VA: ASCD.

 Technology Integration Pre-Test

Name: ________________________________________ Date: ______________

Circle the one best answer for each question.

1. Facts are...

A. something that is fictional

B. a belief someone has about a topic
C. true and can be proven

2. When working in cooperative pairs or groups, you should...

A. be rude to your peers

B. work together in a productive way and be thoughtful of other opinions
C. make hasty decisions

3. Information can be shared...

A. only by word of mouth

B. only in newspapers and magazines
C. in many various mediums, such as the Internet, slide shows, TV, newspapers, media,
etc.

4. A Power Point slide is created by using...

A. a software program for creating slide shows

B. newspaper clippings
C. a video camera

5. In order to share information effectively...

A. notes and multimedia should be used

B. you should engage the audience by using verbal cues and eye contact
C. both A and B