Building Comprehension through Keynote

emilykemp's picture
Content Area(s):  
Grade Level(s):  
Oregon Common Core State Standards: 
EL.05.RE.03
EL.05.RE.22
EL.05.RE.24
EL.05.WR.25
EL.05.SL.01
EL.05.SL.02
EL.05.SL.03
Lesson Plan Details
Duration: 
1 week
Objective: 

Students will read to understand a non-fiction selection such as Spirit of Endurance--The Ernest Shackleton Story.  Students will identify main events in the selection.  Students will learn how to synthesize new information about Antarctica, Ernest Shackleton, and the South Pole and combine it with their understanding of the non-fiction selection.  Students will learn how to use Keynote as a way to demonstrate their understanding of the non-fiction selection. 

Resources: 

Basal reading textbook (such as Treasures by Houghton-Mifflin) or non-fiction article

Websites or other informational texts on the non-fiction topic (see links below)

Web browser (such as Firefox or Internet Explorer)

Presentation Software (such as Keynote or Powerpoint)

Preparation: 

Prior to instruction, the teacher needs to put the websites for students to use to conduct research in a central location.  This can be done by putting them on a class website, on Porta Portal, or bookmarking them on individual machines.  If using non-web-based resources, the teacher will need to gather these and put them in a central location as well.  The teacher may wish to have students complete this project in pairs or small groups.  If so, the teacher should divide students accordingly before the project begins. 

The teacher and the students should also be familiar with the presentation software--how to add slides, import pictures, add music, and adding transitions between slides.  If not, this project will take a little longer as the teacher will have to provide instruction about how to create a presentation. 

***Optional: If desired, the teacher could create a digital kit (collection of fair use images or images and citations) for students to use to create their Keynote presentations.  Digital Kits can be done by placing a file folder of materials on each machine or by creating an album of images in Picasa or on the class website. 

Instruction: 

Day One

The teacher will build background about the topic.  To do this, I led the class through a group brainstorming session about the south pole, introduced, discussed, and defined necessary vocabulary, and showed the time lapse photography exploring summer and winter in Antarctica. 

Day Two

Students will read the non-fiction selection.  In this case, students read The Spirit of Endurance--The Earnest Shackleton Story from their basal reader.  After reading, we discussed the sequence of events and students shared what they found interesting or incredible. 

Day Three

Students will explore the other resources about Antartica, choosing one area to focus on.  In this case, students had the following choices to focus on: Shackleton himself, the team of explorers, exploration of the south pole, navigation, or exploration of the climate and ecosystem. 

Day Four

Students will create their presentation using Keynote.  (see rubric below for evaluation)  Students may need some support adding pictures, sounds, or transitions into their presentation if they have not used this program before.  In this case, students had already created Keynote presentations. 

Day Five

Students will finish and present their presentation to the class. 

Assessment: 

Students will meet or exceed on the rubric used for evaluation.  (see rubric below)

Oregon Educational Technology Standards
Creativity and Innovation: 
1A. Apply existing knowledge to forecast possibilities and generate new ideas, products or processes.
1B. Create original works as a means of personal or group expression.
Communication and Collaboration: 
2A. Interact and collaborate with peers, experts, or others employing a variety of digital environments and media.
2B. Effectively communicate and publish to multiple audiences using a variety of media and formats.
2D. Contribute to project teams. Produce original works or solve problems in a team setting.
Research and Information Fluency: 
3A. Plan strategies to guide inquiry.
3B. Locate, organize and use information ethically from a variety of sources and media.
3C. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks.
3D. Analyze, evaluate, and summarize information or data and report results.
Critical Thinking, Problem Solving and Decision Making: 
4B. Plan and manage activities to develop a solution or complete a project.
Digital Citizenship: 
5A. Advocate and practice safe, legal, and responsible use of information and digital technology.
5B. Model and practice a positive attitude toward using digital technology that supports collaboration, learning, and productivity.
5C. Demonstrate personal responsibility for lifelong learning.
Technology Operations and Concepts: 
6A. Select, use, and troubleshoot tools efficiently.
Career Related Learning Standards
Personal Management: 
CR1A. Identify tasks that need to be done and initiate action to complete the tasks.
CR2A. Plan, organize, and complete projects and assigned tasks on time, meeting agreed upon standards of quality.
CR3A. Take responsibility for decisions and actions and anticipate consequences of decisions and actions.
CR4A. Maintain regular attendance and be on time.
Problem Solving: 
CR2E. Develop a plan to implement the selected course of action.
Communication: 
CR3A. Locate, process, and convey information using traditional and technological tools.
CR3B. Listen attentively and summarize key elements of verbal and non-verbal communication.
CR3F. Speak clearly, accurately and in a manner appropriate for the intended audience when giving oral instructions, technical reports and business communications.
Teamwork: 
CR4B. Demonstrate skills that improve team effectiveness (e.g., negotiation, compromise, consensus building, conflict management, shared decision making and goal-setting).
Employment Foundations: 
CR5B. Select, apply, and maintain tools and technologies appropriate for the workplace.
emilykemp's picture

emilyreberry's picture

I really like how you broke up the lesson into days.  That gives me an easy visual of what I should be doing.  I love making keynote presentations with my kids  We are acutally going to be putting together a visual dicitonary for math.  Adding definition of key vocabulary and pictures of concepts.