Persuasive+Presentation

=**A 2.4 Persuasive Presentation**=
 * Collaborators:** Tracy and Colleen
 * Possible Audiences**: Students, Teachers, Admin
 * Selected Audience:** Teachers?
 * Topic Learning:** Inquiry Processes: Flip IT! and the Big6
 * Possible Presentation Tools:** Prezi, Voki, Animoto, Go animate?

We choose to use Go Animate for our final project. Since our audience is teachers, we felt that the animation would provide an upbeat presentation to a group of tired teachers at an after school meeting. We also like the fact it allows us to do so many different things in one Web 2.0 tool. We can incorporate pictures and images. It allows us to use voices. We used different voices to let the stakeholder's voice stand out during their explanation. We were also able to add in some music to break up the talking. Plus, Go Animate allowed us to use the blackboard to feature some of our highlighted points about the lessons we created. TB 3/7

**Links to Notes, Etc**
Discussion Page over the readings Persuasive Presentation Pre-Writing Charts - KWLQ Persuasive Resources and Works Cited Persuasive Storyboard - Focus on relevance, impact, benefits, and be persuasive! Persuasive Final Project

=Lesson Samples= [] [] (search by "inquiry") []

=Lesson Sample One - Generic model= Students will use Big 6 to research a topic from their assigned shelf in the library. Teacher will introduce Big 6 with video on vimeo to help them understand how it will help with research. The teacher librarian will read //Who is Melvin Bubble// to the whole class to discuss how to find information and validate sources. The teacher will assign pairs of students to a shelf to find a research topic. The Big6 Glog will remain posted for kids who need assistance with Big6 steps. When students find a book they want to use in their research, one student will read the information out loud and the other student will listen for answers to their questions and take notes/cite sources on the graphic organizer. The pair will then get on the internet to create a Glog to showcase what they learned while researching. They must cite all pictures used and any information from books or other sources on their Glog.

Step one: Watch video on Vimeo (Task Definition) media type="custom" key="12811076"

Step Two: (Information Seeking Strategies) Read Who is Melvin Bubble and pause every page to discuss if the source is a valid source. In this story, the author is interviewing people about Melvin Bubble so he can write a book about him. The author interviews Melvin’s mom, dad, the tooth fairy, etc. Near the end, the interviewer asks a “grumpy old man” about Melvin. The “grumpy old man” shouts a lot of mean things about Melvin, and then exclaims that he doesn’t even know who Melvin is. This is a great part to discuss the validity of sources to students.

Step 3: (Location and Access) Students will go to their assigned shelf to locate and source and find information within sources. Step 4: (Use of Information) Students will read in pairs and complete [|__Note-taking graphic organizers__] . One student will read and the other student will take the notes. Beforehand the teacher will teach students about how to use the "trash n' treasure" method while taking notes. Step 5: (Synthesis) Students will create Glogs on Glogster with all of the information they accumulated. Step 6: (Evaluation) Students will do a [|__self assessment__]  before turning in their Glogs. Then students will review the glogs of their classmates and judge the finished product with the evaluation handout.

=Science 4th Grade Lesson (Worked together via phone) = Overview: The teacher librarian will begin the lesson by reading "In the Small,Small Pond" to engage students and get them curious about creatures that live in the pond ecosystem. Students will choose an animal or amphibian from the book and research information about it. The Teacher librarian will pull sources ahead of time. The T.L. will set up book stations and a video stations and then have students gallery walk each station to evaluate all of the sources. After the gallery walk, students will pick a source and engage with the text to find out the information they need. After reading and making notes, students will make a model of their animal in art class and write a paragraph about their animal for the large interactive pond in the library. The next class day, students will present information and have their animals interact in the pond!

1.1 TASK Definition- Introduce research topics by reading "In the small, small pond" by Denise Fleming 1.2 Choose something from the book that lives in the pond to find out more information about. Where does it live? What does it eat? Where is it on the food chain? How does it help the pond? (effect it's ecosystem) 2. Evaluate sources- Librarian pulls book sources and video sources. The students visit different stations in a gallery walk style and evaluate sources and prioritize where to find the best info. 3. Locate and find info- Students pick a source after gallery walk and then read through index and table of contents to find info. 4.Use of info - Notemaking- Students will utilize a graphic organizer to record information and students are stressed to "make notes" not take notes. 5. Synthesis-Organize information into paragraphs and then students will create a large, interactive pond in the library. Each student will contribute by adding a model of their animal and make a presentation about what they learned. 6. Evaluation- Students will self -assess with rubric: []

= History Lesson (Worked together via phone) =

1.2 Students must identify WHY the person is important and what they have invented.
2.1 Determine sources- Brainstorm with teacher and librarian about where to find information. 2.2 Select the best source- Students choose from databases like Nettrekker, WorldBook, etc. 3.1 Locate sources-Log in to database 3.2 Find info- Scan headings and locate information 4.1 Engage- Students will spend time reading texts to understand information about the inventor and to engage with text. 4.2 Extract- After 30 minutes of reading, students will record notes about what they've learned on this web graphic organizer. 5.1 Organize info- Students will make a speech in the voice of the person they researched. 5.2 Present information- Students will present information by recording voice in a Voki and publishing on the teacher's homepage. 6.1 Judge the product - Students vote on who has the most informative and influential Voki 6.2 Judge the process- Students will write a reflection on the Big6 process and the process of creating Voki.

Resources
<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Video on Big 6: <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://vimeo.com/6076903__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Big 6 main page: <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://www.big6.com/__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Use Glogster? : <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://www.big6.com/2010/11/01/using-glogster-to-teach-big6-skills/__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Glogster Big 6 example: <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://mspolly4687.edu.glogster.com/http-mspolly4687eduglogstercom-http-mspolly4687eduglog__][|__sterc/__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Books for fourth graders to introduce to Big 6: <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://www.big6.com/2010/12/06/teaching-information-literacy-through-literature-big6-enewsletter-11-1-4/__] <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Technology and Big 6 chart : <span style="background-color: transparent; color: #000099; font-family: Arial; font-size: 15px; vertical-align: baseline;">[|__http://www.big6.com/2002/03/25/technology-as-a-tool-applications-in-a-big6%E2%84%A2-context/__]

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Bruel, N. (2006). Who is Melvin Bubble? New Milford, CT.: Roaring Brook Press. <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Rathmann, P. (1991). Ruby the copycat. New York: Scholastic.

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Image Citation: http://www.booksofwonder.com/prodinfo.asp?number=180002

**<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Articles to read **
Berkowitz, Robert. "Helping With Homework: A Parent's Guide To Information Problem-Solving." //Emergency Librarian// 25.4 (1998): 45. //Library, Information Science & Technology Abstracts with Full Text//. Web. 4 Mar. 2012.

Eisenberg, Mike. "Big 6 Tips: Teaching Information Problem Solving." //Emergency Librarian// 25.1 (1997): 25. //Library, Information Science & Technology Abstracts with Full Text//. Web. 4 Mar. 2012.

Eisenberg, Michael B., and Janet Murray. "[|Big6 By The Month: A New Approach]." //Library Media Connection// 29.6 (2011): 10-13. //Library Literature & Information Science Full Text (H.W. Wilson)//. Web. 4 Mar. 2012. I like this article because it describes a format of introducing all the components to the teachers, students a month at a time. I think this one of the things we talked about in the KWLQ chart.

Needham, Joyce. "[|Meeting The New AASL Standards For The 21St-Century Learner Via Big6 Problem Solving]." //Library Media Connection// 28.6 (2010): 42-43. //Library Literature & Information Science Full Text (H.W. Wilson)//. Web. 4 Mar. 2012. This article has good information on how to develop lessons and how to align them with the AASL standards.

Jansen, Barbara A. "[|Differentiating Instruction In The Primary Grades With The Big6]." //Library Media Connection// 27.4 (2009): 32-33. //Library Literature & Information Science Full Text (H.W. Wilson)//. Web. 4 Mar. 2012. This one is helpful in showing and demonstrating how to differentiate curriculum for students who may struggle.