Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Shared Experiences, Individual Impressions: Buddies Create PowerPoint Stories
|Grades||K – 2|
|Lesson Plan Type||Recurring Lesson|
|Estimated Time||Five 50-minute sessions|
- Reflect on and synthesize an experience in a variety of ways using text, images, and PowerPoint software
- Use organizational skills and visual literacy skills to expand and sequence their initial impressions of an experience
- Practice working both independently and collaboratively to describe something that happened to them
- Use oral, written, and visual language to retell a personal experience
|1.||When students return from the shared experience, have them use the Quick Write/Quick Draw to write or sketch what they remember about what happened. They should also record any new vocabulary words they learned using invented spelling if necessary.
|2.||Have students share their work. Write new vocabulary words on the board, assisting students with spelling as necessary so they can use the words during the remaining sessions. Encourage students to write these words on their Quick Write/Quick Draw sheets. Collect these sheets and save them for future sessions.|
You will need a computer with an LCD projector for this session, either in your classroom or computer lab.
|1.||Have students take out their Quick Write/Quick Draw sheets to refresh their memories about the shared experience. Have them review any new vocabulary words they learned.
|2.||Show students the photos from the trip or class experience using the LCD projector. Encourage students to talk about the experience as they view the photos and to begin sequencing the events and telling the story of what happened.
|3.||Model how to create a PowerPoint slideshow story using four or five of the photos. Demonstrate how to import photos and resize them in PowerPoint. Tell them they should arrange the pictures in the correct order using the Slide Sorter tool. Click on the View menu and choose Slide Sorter; you can then place the photos in any order. To get back to normal view, click on the View menu and choose Normal. Have students suggest an order for the pictures, discuss, come to consensus, and put them in this order.
|4.||Ask students to share some possible text for each photo. Model how to include text on the pages. If time allows, show them how to change the color and font, how to create transitions, and how to incorporate clip art.|
These sessions will take place in the computer lab with your students paired up with their older buddies. Immediately prior to this session, review the Instructions for Creating a PowerPoint Story With Your Little Buddy and the Tips for Creating Photo Slideshows with the older students, giving them a chance to ask questions as necessary. Give each younger student the Instructions for Creating a PowerPoint Story With Your Big Buddy. Younger students should also have their Quick Write/Quick Draw sheets from Session 1 and access to the photos from their class experience (see Preparation, Step 2).
|1.||Begin by sharing the story you created during Session 2.
|2.||Model for students how they can take the class story and create their own version of the same experience. Use the samples from the class story and model how you would choose your own photos and your own writing, effects, or transitions. Do a think-aloud while you create your story, showing students how your story differs from the class-created version.
|3.||Have students work with their older buddies to create their own stories based on their own recollections of the class experience. They should import photos into PowerPoint, sequence them, and write text to accompany each photo. While students work, circulate to assist them with any technical difficulties and questions. Note: For the most part, the younger student should dictate while the older student types. However, little buddies who are computer savvy and good writers can also share the keyboard.
|4.||When students finish their stories, give them a Little Buddy/Big Buddy Self-Evaluation and have them write or sketch about what they learned while working with their buddies.
Have students share their stories either on a computer or using paper copies. They can share with each other and their buddies, or you can invite parents into the classroom or computer lab for a presentation.
Create a home–school connection called the Traveling Photostory. Have students take turns bringing a camera home to record an experience that they write about at school before sharing with the class.
- Collect students’ Quick Write/Quick Draw sheets to analyze written text and visual representations about their experiences. Take notes when they share their stories as well, looking for evidence of their understanding of and elaboration on the experience. Use these notes to inform practice. For example, if a student failed to record text and images, meet individually with him or her before work begins on the slideshow project.
- Have students evaluate their work using the Little Buddy/Big Buddy Self-Evaluation. Use anecdotal notes and your own observations to evaluate the cooperation between big and little buddies.
- Use the Rubric for Photo Slideshow Project to evaluate students’ slideshow story projects.
- When the stories are complete, have students reread them to you individually. Have them explain their choices for photos, backgrounds, fonts, clip art, and motion or screen transitions.