Persuasive+Presentation-+Storyboard

=Storyboard for Persuasive Presentation= Michelle = Green Rebekah = Purple

**Audience:**
Elementary Teachers

**Presentation Method:**
Prezi for presentation; glogster, publisher, and kidpix for lesson plans

**Research Process Model:**
Super3

**Rationale and Information about Super3**:
Super3 is not intended to be a linear process. Instead, students should be encouraged to move back and forth through the planning, doing, and reviewing stages as seen fit. Super3 teaches students to become information problem solvers. It also helps them understand the vocabulary and concepts that will help them transition easily to Big6. Each of the three steps in Super3 correlate to two steps in Big6. (Needham) Since the students will be using Big6 at our local middle school, utilizing Super3 throughout the grade levels in elementary school is a wonderful way to prepare them for the increasing demands they will face in middle school. Super3 skills are taught through context and the curriculum. Super3 will help young students to not only become stronger and more efficient problem solvers, it will also help them to recognize what stage they are in and discuss their actions as they solve problems together (Robinson).

1. Plan - During the planning stage, students set up their goals. They plan ahead by making predictions, deciding what actions to take, and recognizing problems when they arise. The planning stage is the course of action the students will take. As they understand the task, they can build a course of action. (Robinson) During this beginning phase of Super3, KWL charts are a good way to access prior knowledge. Students can also journal about the planning process. This interactive journaling becomes a way for informal assessment for the teacher and the librarian. When students are involved in their own assessment, like with journaling, they become more motivated and confident. (Lieser) Journaling questions: What am I supposed to do? What am I supposed to make? (Lieser) 2. Do - This is the stage where students are actively engaged in their learning. Work and projects become more meaningful when students are engaged. In this step, students locate the resources they need in order to solve the problem. They will use those resources to do the work and solve the problem. (Robinson) Students brainstorm and search for facts during the do stage. They can use treasure and trash note taking skills. This type of notetaking helps students focus on the facts rather than copying and pasting the information. The "treasure" words then become part of the L in the KWL chart. Students can journal about the resources they found and were able to use. This stage can be broken down into two parts. Part one is the research and gathering of information. Part two is the synthesis of the information. (Lieser) Journaling questions: Part 1 - What resources did I use to find what I needed? What was the most helpful resources and why? Part 2 - What materials did I use? Why did I choose those materials? (Lieser) 3. Review - The review stage is the end stage where students reflect on what they learned. They can check their progress at this point and decide when the task is complete. (Robinson) At this stage, students look back at their goal sheets and decide if they met each goal. They can furrther develop areas which they feel needs work. Students would also journal about how they felt during the course of the project and the outcome of their work. (Lieser) Journaling questions: How do I feel about my work? Why do I feel that way? (Lieser)
 * Steps Explained**:

**Sample Projects**:
1. Kindergarten- Living vs Nonliving- KidPix- T-chart- labeling **Collaborative Lesson Plan- Kindergarten Science** **TEK:** K.9A Differentiating Between Living and Nonliving **Goal:** Students will create a T-chart in KidPix. Students will use stamps to stamp pictures of living organisms in the living column of the chart and stamp pictures of nonliving things in the nonliving column of the chart. The //classroom teacher// will have already discussed the difference between living and nonliving organisms and have sorted various manipulatives that represent living and nonliving things in science centers. Plan- The //librarian// will show books about living and non living organisms and work though a KWL with the students. The students will begin by drawing out what they want to do and label different living organisms and nonliving organisms. Do- //Students// will then open KidPix (another paint or drawing program can be used if KidPix is not available). Students will draw a T-chart in the program and stamp pictures of living and nonliving items into the appropriate columns. Students will also label the objects they picked for living and nonliving. Review - Journaling will allow students to talk about what they learned and the differences between living and nonliving organisms. 2. **Second- Texas Symbols- Flag, State bird, State Flower, and Alamo- Glogster** **Collaborative Lesson Plan- 2nd Grade Social Studies** **TEK**: 2.14C Identification of National and State Symbols **Goal**: Students will plan, carry out, and critically review the creation of a poster through Glogster.com that symbolizes what students have discovered about Texas state symbols.

//Librarian// will have already discussed with students the important steps of all discovery processes through the use of Super3 and will have read //This is Texas// to students.

//Teacher// will have given preliminary knowledge to students on state symbols.

Plan- //Students// will plan their projects by working to fill out graphic organizers on what they already know about each state symbol and what more information they need to find for their poster. Students will then brainstorm how to find more information on each symbol, using a minimum of 2 resources. Do- Students will look in two locations for more information on state symbols. Students will return to planning stage if they need to find further resoruces or discover more questions about state symbols that need to be looked into. In the library, students will locate images on creative commons for their posters and then place pictures and information on Glogster, listing sources with teacher and librarian help. Review- Students will reflect on their learning by reviewing what they have learned and journaling on what they could improve upon next time. **Sample Product**: []

3. **Fourth- Solar System Persuasive Brochure- Microsoft Publisher- Which Planet should we visit?** **TEK**: 3.8D Science - Identify the planets and their order form the sun. 3.21 Writing - Students will write persuasive texts to influence a specific audience with an idea and supporting details. **Goal**: Students will plan out and create a brochure persuading the intended audience why they should travel to a particular planet in the solar system by identifying facts about their chosen planet.
 * Collaborative Lesson Plan - 3rd grade Science and Writing **

The //librarian// will prepare students for the research of a particular planet, how to use Super3, and have supplies ready for exploration and planning. She will work with the teacher on creating an appropriate rubric for all parts of the collaborative project.

The //classroom teacher// will prepare students with building knowledge on the solar system and writing persuasive texts. The teacher will also place the students into groups of 2 or 3. The teacher will work with the librarian throughout the project in assessment through daily journaling.

Plan- The //students// will plan out their project through the use of graphic organizers like the KWL. A brochure template will be given to each group to plan out each panel following a given rubric. Students will guide their research by completing the KWL chart. Do- Students will research various facts and information about their group's planet. They must have a minimum of 2 resources which will be cited with help from the librarian and teacher. Each group works collaboratively to fill in the brochure template. Once the template is done, they may begin working in Publisher on the computers. Students will return to planning stage if they find changes need to be made to original plan or template. Review- Students will complete a rubric over the project, reviewing their work and what they would change.

Persuasive Argument for Research Process Model:
Three simple steps that grow with child and teach all students how to become more critical thinkers. Working together=student success.

Works Cited (min of 5 sources outside of class material):
"19 TAC Chapter 110, Subchapter A." //Content has been relocated//. N.p., n.d. Web. 6 Mar. 2012. <http://ritter.tea.state.tx.us/rules/tac/chapter110/ch110a.html "19 TAC Chapter 112, Subchapter A." //Content has been relocated//. N.p., n.d. Web. 6 Mar. 2012. <http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112a.html "19 TAC Chapter 113, Subchapter A." //Content has been relocated//. N.p., n.d. Web. 6 Mar. 2012. <http://ritter.tea.state.tx.us/rules/tac/chapter113/ch113a.html

Needham, Joyce. "The Big6 Or Super3." //Library Talk// 15.4 (2002): 20. //Library, Information Science & Technology Abstracts with Full Text//. Web. 4 Mar. 2012. Sasek, Mirosliv. This Is Texas. Universe, 2006. Print. Lieser, Emmy. "Building Native American Houses Using The Super3: A Collaborative Unit." //Library Media Connection//24.2 (2005): 42-45. //Library Literature & Information Science Full Text (H.W. Wilson)//. Web. 4 Mar. 2012.