A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
Ohio Standards
Connection
Technology
Technology and
Communications
Applications
Benchmark A
Apply appropriate
communication design
principles in published and
presented projects.
Indicator 1
Format text, select color,
insert graphics and include
multimedia components in
student created
media/communications
projects.
Benchmark B
Create, publish and present
information, utilizing
formats appropriate to the
content and audience.
Indicator 2
Use technology to publish
information in electronic
form (e.g. Web,
multimedia, digital video,
electronic portfolio.)
Lesson Summary:
Students create and present a slide show documentary. This
lesson helps students recognize each other’s individuality,
gain respect for each other’s differences and discover their
uniqueness. Students express a significant theme in their
lives through the effective use of text, color, graphics, and
sound.
Consider teaching the lesson cooperatively with English
language arts and technology instructors.
Estimated Duration:
Seven 50-minute class periods to complete the project. Time
may be adjusted as appropriate for students to complete
their projects. Teacher preparation time to review preassessment and ready necessary materials, as needed.
(Lesson time frame is flexible and can be adjusted to meet
the needs of daily school schedule.)
Commentary:
This lesson provides students an opportunity to present
information orally, using equipment encountered in the
workplace. Students need to be knowledgeable of their topic
and the information on their slides. The slides should
present bulleted items (not full text) that can be shared by
reading. Students should develop confidence combining the
operation of electronic equipment with public presentations.
English Language Arts
Communications: Oral and
Visual
Benchmark D
Demonstrate an
understanding of effective
speaking strategies by
selecting appropriate
language and adjusting
presentation techniques.
Indicator 9
Deliver formal and
informal descriptive
presentations that convey
relevant information and
descriptive details.
Pre-Assessment:
 Complete Attachment A, Pre-Assessment, as a
classroom activity, at least one day prior to beginning
the lesson.
 Collect the pre-assessment from each student.
 Review each pre-assessment to determine assistance
individual students need to complete the lesson.
 Prepare supplemental materials for students as needed.
 Familiarize students with materials.
 Partner students who need assistance with students who
are proficient.
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
Scoring Guidelines:
Do not formally score this assignment. Refer to the pre-assessment to determine what
knowledge, additional materials, resources and help individual students may need in order to
complete the activity. Encourage students to ask for assistance when they do not understand
how to accomplish a task.
Post-Assessment:
Students individually create and present a multimedia documentary about themselves,
organized thematically. Students select one important dimension about their lives and use it
as a theme throughout the multimedia slide show. The suggested length of the slide show is
5-7 minutes.
The minimum presentations requirements include the following:
 Title slide whose title and design communicate the central theme of the presentation;
 A quotation, poem or anecdote, a musical excerpt and visual art piece that reflect the
central theme which can be displayed on a single slide or multiple slides;
 A significant experience or accomplishment that relates to the central theme (a minimum
of five slides).
Ask the School Library Media Specialist (SLMS) to explain, the documentary also must
include
 Permission and recognition of the sources of graphics;
 Citations of information sources (displayed on the last slide);
Students should prepare a printed copy to submit.
The experience or accomplishment constitutes the core of the presentation. These events
could include a particular grade in a class, an athletic accomplishment, moving to or
adjusting to life in another country or town, getting a grip on a psychological disorder or
overcoming drug or alcohol abuse.
Scoring Guidelines:
Use the following categories to assess appropriateness of student presentations for audience
selected (see Attachment B: Presentation Scoring Rubric):
 Appearance;
 Branching (nonlinear, linear);
 Citations;
 Content;
 Delivery presence;
 Graphics;
 Inclusion of project requirements;
 Layout;
 Organization;
 Preparation, preliminary work;
 Text elements.
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
Instructional Procedures:
Day One
1. Conduct the pre-assessment.
2. Introduce the lesson to the students. Share with students that they will be creating a
multimedia presentation about themselves. Ask them to think about important details of
their lives that make them unique. Their presentations represent themselves as
individuals.
3. Ask students to give thought to some ideas that they may want to include in their
presentation. Use the list below to help students develop topics for a theme.
Instructional Tip:
Conduct an online search using key words "multimedia how to" "slide show documentary"
and "presentation design" to obtain multimedia instructional materials, examples of quality
presentations and technical information.
Ideas to Aid in Theme Development
 Important event that took place close to a birthday
 Meaning of their first or family name
 Location or description of a place you would like to visit
 Information about a special talent
 Information about favorites
 Information about friends
 Information about family
 Information shared about personal heritage
 Travel experience
 Description of a challenging event in their lifetime and describe how it was overcome
 Create a timeline of significant events that occurred throughout their lifetime
 Funny occurrence
 Select a poem that best exemplifies themselves and explain why
 Create a collage of images that visually describes their lifetime (Use pictures that depict
relevant topics to the time period of their life)
To support this activity the SLMS can introduce appropriate search strategies to locate this
type of information.
Day Two (50 minutes)
4. Share a copy of the post-assessment rubric Attachment B, Presentation Scoring Rubric,
with students. Review all components of the rubric and answer questions students may
have.
Instructional Tip:
Use the rubric as a teaching tool to explain each category to students who may not
understand how to achieve the task. For example, if a student does not understand the
meaning of using contrasting colors to achieve readability, demonstrate it. If students do not
know how to properly cite resources, demonstrate the proper format for citation. Be sensitive
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
to student privacy issues and review the content of each student’s presentation in advance to
ensure the content is appropriate for sharing with others.
5. Review the vocabulary list.
6. Review how to create a multimedia presentation, including components required in the
project. As you review this technology, brainstorm with students different ways that they
can use these capabilities when constructing their presentations.
 Review how to add new slides, text, and background color.
 Review how to copy and save a picture or graphic from the Internet.
 Review how to use a digital camera and save the photo to a disk and a folder on the
computer.
 Review how to insert graphics and sound clips into a presentation.
 Review how to add a hyperlink to the project.
 Review how to use spell check.
 Review how to use the scanner and save a picture on a disk and in a folder on the
computer.
 Review district accepted use policy governing use of technology resources and
Internet.
 Review fair use policy concerning materials under copyright.
 Review how to cite or credit sources (e.g., American Psychological Research Style
www.wooster.edu/psychology/apa-crib.html).
7. Discuss with students additional possibilities for their projects, such as incorporating
video clips or animation.
8. Pass out Attachment C, Story Board. Ask students to consider the content of their
presentation and begin organizing this information into a storyboard.
9. Circulate around the room to assist students.
10. Optional: Allow students to share their ideas for slides with the class. The teacher or
students can write ideas on the blackboard, overhead projector or computer projection
device.
11. Have students complete their storyboards for homework.
Day Three (50 minutes)
12. Optional: Organize small groups of students (recommended group size is four) to show
story boards. Students should offer feedback to peers. Allow time for reflection and
revision of the story boards.
13. Using their story boards as guides and referring to the post-assessment rubric, have
students begin to design their multimedia presentations.
14. Circulate around the room to assist students as needed. Encourage students to think
about the structure of their slide show (branching, linear). Does this structure best
communicate the content of their theme? Help students stretch their thinking. Are there
other ways to use available technology to better express their theme?
Instructional Tip:
Identify students proficient with the technology and engage their assistance to answer
questions for peers as long as they work on their own presentations.
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
Day Four (50 minutes)
15. Students complete their multimedia presentations.
16. Students plan how they will discuss their chosen experiences. Remind students they need
to include descriptive details.
17. Circulate around the room to assist students as needed. Encourage students to refer to the
rubric criteria as they develop their presentations. Do the slides effectively integrate text,
graphics, color, sound? Does the use of multimedia components work together to
communicate their theme?
Day Five (50 minutes)
18. Students present their projects to the class.
19. Allow time for audience questions.
Day Six (50 minutes)
20. Students complete presentations in class.
21. Students submit the hard copy of their presentations.
Instructional Tip:
 If possible, students should be allowed to stay after school to use the computer lab and
library to complete their project.
 Require students to submit a hard copy of presentation for archival purposes.
Differentiated Instructional Support:
Instruction is differentiated according to learner needs, to help all learners either meet the
intent of the specified indicator(s) or, if the indicator is already met, to advance beyond the
specified indicator(s).
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Provide a peer to students who are not proficient with the various technologies to acquire
the necessary knowledge or physical assistance to use the equipment or software.
Provide support materials (alternate written instructions) for learning software
applications and equipment use for students who need it.
Demonstrate the use of equipment and software.
Extended activities for gifted or advanced students include adding captioning to photos
and appropriate coding to ensure Web access.
Let students without access to technology in their home use the computer lab after
school.
Encourage peer assistance.
Extensions:
Provide gifted and advanced students extensions beyond lesson requirements by doing the
following:
 Incorporate information on a career of interest. Students can visit the place of work, take
digital images, interview employees and incorporate this information in their
presentation. See the SLMS for career information resources in library.
 Students create a “brain teaser” and ask classmates to figure it out.
 Students create their presentation in poetry, rap or song forms.
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
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Create additional slides beyond required amount.
Create a video that can be incorporated into the slide presentation.
Caption video.
Develop a biography based presentation or feature a character in a novel.
Learn how to ensure Web access.
Create slideshow for inclusion in a college application.
Home Connections:
 Discuss the project with family and friends to help plan a story board.
 Present the project to family and friends for practice prior to class presentation.
Materials and Resources:
The inclusion of a specific resource in any lesson formulated by the Ohio Department of
Education should not be interpreted as an endorsement of that particular resource, or any of
its contents, by the Ohio Department of Education. The Ohio Department of Education does
not endorse any particular resource. The Web addresses listed are for a given site’s main
page, therefore, it may be necessary to search within that site to find the specific information
required for a given lesson. Please note that information published on the Internet changes
over time, therefore the links provided may no longer contain the specific information related
to a given lesson. Teachers are advised to preview all sites before using them with students.
Note: Some Web sites contain material that is protected by copyright. Teachers should
ensure that any use of material from the Web does not infringe upon the content owner's
copyright.
For the teacher:
Digital camera, scanner, multimedia presentation software, presentation
device, computer, Internet access, resources for remediation
For the student:
Digital camera, scanner, multimedia presentation software, presentation
device, computer, Internet access
Material extensions: Video camera, photo editing software, personal student photos from
home, captioning software.
Vocabulary:
 animation - a moving motion picture
 background color – color behind text or image of a slide
 branching – follow one of two or more paths
 clip art – captured images that can be used in a presentation
 digital camera – a camera that can capture images electronically
 digital image – images that can be imported electronically into a computer
 graphic – drawing or a picture
 hyperlink – an electronic link from one Internet page or site to another
 Internet – an electronic communication network
 multimedia presentation – a presentation that combines text, graphics, animation, sound,
video
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
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network – a connection that is linking resources
photo editing software – software that can be used to alter images
presentation device – a device that can be used to project images
scanner – equipment that transfers hard copy images to digital format
slides – text or images put together on one page, for a presentation
sound clip – sounds that can be imported into presentations
spell checker – checks for misspelling of words in documents
story board – a set of panels that lays out the sequence of a story
video camera – camera for capturing moving images in digital format
video clip – a short sequence of a video image
Library Connections:
In 2003, the State Board of Education and the Ohio Department of Education established
library guidelines that represent a standards-based education approach to school library
programs. Entitled Academic Content Standards K-12 Guidelines Library, Ohio’s library
guidelines provide a variety of content-specific, grade-level indicators describing
information literacy, literacy linked to library-based technologies, and media literacy
experiences for students. Featured on pages 204-219 are sample activities for making library
connections across academic content standards and disciplines. Also included are gradeband models for student research and specific information concerning copyright and fair use
of materials laws. K-12 teachers are encouraged to utilize the library guidelines and
collaborate with the SLMS whenever possible. Ohio’s library guidelines can be found under
the heading of Library at www.ode.state.oh.us/academic_content_standards/.
Library
Information Literacy
Benchmark A
Investigate information through independent discovery, peer collaboration, and inquiry
learning; read a variety of literary material for academic need, personal interest and lifelong
learning; and practice responsible usage and ethical behavior when using library media center
materials.
Indicator 4
Select appropriate reference tools to answer questions.
Specific examples of how Library resources can be used to support this lesson are listed
below:
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Discuss fair use policy concerning use of Internet and printed materials for resources.
SLMS will present search strategies and methods of locating sources.
SLMS will act as team teacher to assist students in completing final project.
SLMS will act as intervention specialist for struggling and/or gifted students.
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
Research Connections:
Marzano, R. et al. Classroom Instruction that Works: Research-based Strategies for
Increasing Student Achievement. Alexandria, VA: Association for Supervision and
Curriculum Development, 2001.
1. Nonlinguistic representations help students think about and recall knowledge. This
includes the following:
 Creating graphic representations (organizers),
 Making physical models,
 Generating mental pictures
 Drawing pictures and pictographs, and
 Engaging in kinesthetic activity.
2. Setting objectives and providing feedback establishes a direction for learning and a way
to monitor progress. This provides focus on learning targets and specific information to
allow the student to make needed adjustments during the learning process, resulting in
increased student learning.
Torrance, E. Paul. The Search for Satori and Creativity. Buffalo, NY: Creative Education
Foundation, 1979.
Category Focus Process
Fluency Generates many ideas Free association, brainstorming
Flexibility Think of alternative to the conventional Imagining, integrating subjects
Originality Conceive innovations unique to context Reviewing alternatives, imagining,
combining
Elaboration Extend new ideas; provide details for application Testing; analyzing,
synthesizing
Evaluation Assess performance; examine gaps; exercise judgment Analyzing, comparing,
experimenting, fine-tuning
Technology for All Americans Project, Measuring Progress: A Guide to Assessing Students
for Technological Literacy, Reston, VA: International Technology Education Association,
2004.
Standards-based student assessment supports the systematic, multi-step process of
collecting evidence on student learning, understanding and abilities and using that
information to inform instruction and provide feedback to the learner, thereby enhancing
learning. Students should be assessed often using a variety of tools and methods. The
design of student assessments should follow set principles, such as utilizing authentic
assessment that provides students the opportunity to demonstrate their knowledge and
abilities in real-world situations. (Note: the complete publication and other resource
materials are available online at the Ohio page of the ITEA Center to Advance the
Teaching of Technology and Science [CATTS] web link:
www.iteaconnect.org/CATTSresources/CATTSresourcesOH01.html)
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
Attachments:
Attachment A, Pre-Assessment for Presentation Skills
Attachment B, Post-Assessment Presentation Scoring Rubric
Attachment C, Story Board for "All About Me" Project
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
Attachment A
Pre-Assessment for Presentation Skills
Student Name: ___________________________________________________________
Confused Comfortable Confident
Using presentation software
Using a digital camera
Using a scanner
Searching the Internet
Creating a presentation
Delivering a presentation
Customizing presentation formats (text, color,
graphics)
Using a video camera
Inserting clip art into presentation
Inserting graphics into presentation
Inserting video clip into presentation
Creating a Web page
Communicating information to an audience
Inserting sound into presentation
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
Attachment B
Post-Assessment Presentation Scoring Rubric
Student Name: ___________________________________________________________
Category
Exemplary
(4 points)
Proficient
(3 points)
Emerging
(2 points)
Incomplete
(1 point)
Appearance
(use of color for
background and text)
Enhance the
readability of
text
Detracts some
from presentation
and readability
Make
presentation
difficult to read
Inappropriately
used
Branching
(navigation linear or
non-linear)
Truly
multimedia;
contains a
significant
number of
well-designed
choices
Includes some
well-designed
choices, some
portions linear
Contains few
well-designed
choices; design
primarily linear
Contains few
choices in linear
design
Citing Resources
(citations)
All sources
properly cited
Most sources
properly cited
Few sources
properly cited
No sources
properly cited
Content
All clearly
related to the
project theme;
points clearly
made, all
evidence
supports the
project theme
Most information
relates to the
project theme;
many good points
made
Very little
information
relates to the
project theme
Fails to support
the project
theme
Delivery Presence
(presentation skills,
elocution, eye contact)
Poised, clear
presentation;
proper volume,
steady rate,
good posture
and eye
contact;
enthusiastic
and confident
Clear but
unpolished
presentation
Unclear
presentation
Unclear
presentation
delivered at
inappropriate
rate, with little
enthusiasm or
variation in time
Graphics
Uses original
images of an
appropriate size
and resolution;
all images
enhance the
content
Uses original
images on proper
size and
resolution
Uses clip art or
recycled Web
content; Images
often
inappropriately
sized, poorly
cropped or
resolution is
fuzzy
Graphics fail to
enhance
understanding of
the content or
distract from the
content.
Meets all
requirements
Meets most
requirements
Meets few
requirements
Meets minimal
requirements
Inclusion of Project
Requirements
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
Layout
(page and slide
appearance)
Aesthetically
pleasing and
contributes to
the overall
message with
appropriate use
of headings,
subheadings
and white
space
Uses horizontal
and vertical white
space
appropriately
Shows some
structure, but
appears
cluttered, busy
or distracting
with large gaps
of white space,
may include
distracting
background
Cluttered,
confusing, and
lacks spacing,
headings and
subheadings to
enhance
readability
Presented
logically and in
an interesting
progression
Presented in
logical
progression
which the
audience can
follow
Presented
illogically;
difficult to
following
Presented
illogically;
impossible to
follow
Organization
Preparation and
Preliminary Work
(story board)
Completes all
slides
Completes six to
eight slides
Completes five
slides
Completes less
than five slides
Text Elements
(fonts)
Uses easy to
read fonts,
varies point
size
appropriately
for headings
and text; uses
text elements
(italics, bold,
alignment) to
enhance
readability;
follows
grammar and
usage
conventions
Fonts sometimes
easy to read but
use of text
elements (italics,
bold, alignment)
does not enhance
readability in
some places;
occasional
mistakes in
grammar and
usage present
Difficult to read
as too many
different fonts
and text
elements used;
text contains
frequent errors
in grammar and
usage
Extremely
difficult to read;
text meaning
unclear due to
excessive errors
in grammar and
usage
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A Multimedia Self-Portrait – Grade Nine
Interdisciplinary Lesson
Attachment C
Story Board for "All About Me" Project
Project Title: _________________________________________
Student(s) Name: ________________________________________
Date: ________________________________________________
Page: ________ of ________
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