Students created their Prezi presentations after we read two informational articles on Global Warming. Their prior knowledge of the topic, as requested in the first reading packet proved that the only “fact” most students knew about Global Warming was from the commercial on television with the polar bear mother and cub on the disappearing ice flow.
As a result, we began our informational research with highlighting the most important facts in the article. Then, students typed each original fact in their own Google Doc. We practiced paraphrasing and rewording each fact, and talked about “plagiarism” and what it means. Students typed each paraphrased fact under the original fact their Google Doc. Next, we evaluated and read through a more advanced informational article about global warming on the web at www.nationalgeographic.com, Students learned about the quality of websites and how websites vary in their authenticity of facts. Students learned that “Bob’s website” as a source, as compared to nationalgeographic.com, might not be a good source since we don’t know who ‘Bob’ is.
Our strategy included reading chunks of the National Geographic article. Students worked semi-independently pulling out facts of importance and practicing the paraphrasing of those facts,as we had done together earlier with the previous article. Finally, students were introduced to a Prezi by watching a Prezi that was embedded in their online course site in Haiku.
The topic of my Prezi was about Good Reader Strategies that good readers employ when reading. Next, students watched an introductory video and completed a hands-on Prezi tutorial and then they were off and running, adding their global warming facts to their own “Global Warming Prezi. Their final presentations were posted on our Haiku site for all of their other classmates to see. Each one is an individual as the students are!
Shared by Stephanie Karabaic, Reading and Literacy Teacher, LJHS
As a result, we began our informational research with highlighting the most important facts in the article. Then, students typed each original fact in their own Google Doc. We practiced paraphrasing and rewording each fact, and talked about “plagiarism” and what it means. Students typed each paraphrased fact under the original fact their Google Doc. Next, we evaluated and read through a more advanced informational article about global warming on the web at www.nationalgeographic.com, Students learned about the quality of websites and how websites vary in their authenticity of facts. Students learned that “Bob’s website” as a source, as compared to nationalgeographic.com, might not be a good source since we don’t know who ‘Bob’ is.
Our strategy included reading chunks of the National Geographic article. Students worked semi-independently pulling out facts of importance and practicing the paraphrasing of those facts,as we had done together earlier with the previous article. Finally, students were introduced to a Prezi by watching a Prezi that was embedded in their online course site in Haiku.
The topic of my Prezi was about Good Reader Strategies that good readers employ when reading. Next, students watched an introductory video and completed a hands-on Prezi tutorial and then they were off and running, adding their global warming facts to their own “Global Warming Prezi. Their final presentations were posted on our Haiku site for all of their other classmates to see. Each one is an individual as the students are!
Shared by Stephanie Karabaic, Reading and Literacy Teacher, LJHS
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