Time To Complete
I Can Statements
- I will know my exploration of multimedia presentations is of high quality when:
- I can identify the elements that define multimedia presentations, such as main idea, platform, and hook
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students to check their understanding of the elements of persuasive writing.
- Provide students an anchor text and ask them to code or otherwise identify the elements of multimedia presentations.
Conduct a mini-lesson on the characteristics of effective multimedia presentations and the way they have changed the way we give and receive information.
Conduct a mini-lesson on surveying various platforms for creating a multimedia presentation.
Have students view a multimedia presentation and a speech on a similar topic. Ask them to reflect on how watching a multimedia presentation changes the impact of the information they receive. Ask questions like:
- Which was more engaging and why?
- Which was more memorable and why?
- Why would someone decide to give a speech?
- Why would someone decide to use a multimedia presentation?
- What are the pros and cons of each?
Have students view presentations in various forms and have them reflect and compare the experience.
Provide several exemplars and ask students to select two or three to examine and create a list of similarities in structure, craft, and form.
Use a jigsaw format, where students work in groups, and each group reads texts or watches a video about the genre of multimedia presentations and examines a different exemplar. Reorganize the groups so that the new groups each have one representative from the former group, and each representative shares their learning with the others in this new group, to create a collective understanding of the genre
Have students explore the Internet searching for and identifying multimedia presentations on issues they find most interesting. Share their findings using a projector. Save them on a class wiki so students can refer back to these ideas when they are "stuck" working on their own presentations
Ask students to examine two exemplars and use a list of codes such as the following to mark up the text, or if students are examining a non-text presentation such as a video or other format, create a chart/graphic organizer where students fill in boxes with examples from the presentation in the same categories:
- H: How does the author hook the audience at the start of the presentation?
- E: What tactics are used to create an emotional impact on the listener?
- C: What tools does the author use to ensure the information is compelling and persuasive?
- P: How does the author reveal their purpose and call the listener to some sort of action?
- M: What media did the author include? Instruct students to write a brief paragraph on each of the codes explaining and justifying their responses.