Persuasive+Presentation+2.4

Draft 3

10/16/10 The link below is the summary of our Big6 ppt. I was unable to place that link into the actual ppt. Also below is the ppt. itself []

[] I think there is a slideshare on this site that supports studies with regard to an increase in student achievement.

Persuasive Presentation: Storyboard (Outline) Lisa June Both

10/10/10 (** OH! today is 10-10-10). Supposed to be my lucky day! :-) **

June, I am adding some benefits of using the Big6 Inquiry method to the Big6 page. Not sure, but my experience tells me that it is more beneficial to promote a method I can envision using in the future, as opposed to a more general theory that I'm less likely to use. I'm a very practical individual so I vote for a Big6 presentation. What are your thoughts?

10/09/10 **Possible audience for Big6** or **UBD**- Upper elementary/ Middle school students (collaborative projects), Grade 4-6 teachers (Inservice)

**__Relevance__**: **Teaching children how to learn and how to research a topic** Review of Big6 ppt.

**__TOPIC__**: Not sure it needs to be specific - should be more general in content -__General in content can be use in any situation__
 * **Central Idea** Possibilities using **UBD - can also use the Big6 steps to find the answers**
 * 1) Family histories provide an insight into cultural and personal identity- (cultural backgrounds)
 * 2) Human survival is connected to understanding the continual changing nature of the Earth- (science)
 * 3) Communities provide interconnected services designed to meet people's needs- (goods and services)
 * 4) Human migration is a response to challenges, risks and opportunities- (global community and human interactions)
 * 5) A variety of signs and symbols facilitate local and global communication -
 * 6) Government systems and decisions can promote or deny equal opportunities and social justice- (civic responsibility)

**Audience:** 5th Grade Social Studies Teachers (Inservice Program)

**Relevance:** TEKS for Social Studies, subskill: Citizenship

Note: This is directly quoted from the TEA Website ([]):

(17) Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to: (A) explain various patriotic symbols, including Uncle Sam, and political symbols such as the donkey and elephant; (B) sing or recite "The Star-Spangled Banner" and explain its history; (C) recite and explain the meaning of the Pledge of Allegiance to the United States Flag; (D) describe the origins and significance of national celebrations such as Memorial Day, Independence Day, Labor Day, Constitution Day, Columbus Day, and Veterans Day; and (E) explain the significance of important landmarks, including the White House, the Statue of Liberty, and Mount Rushmore.

**Persuasion** : Animoto? Powerpoint? (a combination of the two?)

Beginning: Images followed by Questions Middle: Inquiry Steps – Citizenship Objective (See above.) Ending: Why process is important?

Symbols, landmarks, etc. || Uncle Sam (17.A) Image from?
 * ** What? ** || ** Images/Text ** || ** Sound ** || ** Relevance ** ||
 * Citizenship:

Pledge of Allegiance (17.c) Voice over of children would be cool--can we do that with Animoto?

Statue of Liberty (17.E) Image available on Animoto? || I'll check out the Animoto song choices for something patriotic. || UBD Inquiry Steps (based on Citizenship Objectives): Six Facets of Understanding:

Explanation Interpretation Application Perspective Empathy Self-Knowledge

Authors Wiggins and McTighe (1998) discuss what the [six] facets imply for unit design. They introduce the acronym __**WHERE**__ in Chapter 8 of their book, //Understanding By Design//. WHERE allows educators to easily recall five essential elements of curriculum design. W = Where are we headed?; H = Hook the student through engaging and provocative entry points.; E = Explore and enable/equip; R = Reflect and rethink (this is where the six facets become critical); and E = Exhibit and evaluate (115-116). || **Importance of the UBD Process: not limited to school projects (life skill); understanding is more than retrieval of information**

Works Cited