[Optional: Insert Art Work]
Through the Years PowerPoint Module title:
Module description
(overview):
Students will be assigned a year in history. They will research World, U.S., and Arkansas history; famous sports events; famous births; famous deaths; fads and fashions for that year. They will then prepare a PowerPoint with notes pages which will be presented to the class.
Template task
(include number, type, level):
Task 13: [Insert optional question] After researching ________ (informational texts) on ________ (content), write ________ (a report or substitute) in which you describe ________ (content). Support your discussion with evidence from your research.
Teaching task:
After researching given websites and texts on history and events, write a PowerPoint presentation in which you describe the history, events, births and deaths, fads and fashions for your year. Support your discussion with evidence from your research.
Grade(s)/Level: 10-11-12
Discipline: (e.g.,
ELA, science, history, other?)
Course:
Contact
Author(s): information:
Business Education
Computerized Business Education
Karen Rowlett rowlettk@greenbrierschools.org

T EACHING T ASK
Teaching task:
After researching given websites and texts on history and events, write a PowerPoint presentation in which you describe the history, events, births and deaths, fads and fashions for your year. Support your discussion with evidence from your research.
Reading texts: http://data.bls.gov/cgi-bin/cpicalc.pl
- Inflation calculator - for comparing your year’s costs to this year www.infoplease.com
– World, U.S., and Economic information www.brainyhistory.com
– Day-by-day U.S. history, births, and deaths www.historyorb.com
– Day-by-day deaths with description of person www.encyclopediaofarkansas.net
– Arkansas history www.thepeoplehistory.com
– World History, popular culture/films www.todayinsport.com
– Sports information, births & deaths of sports figures http://www.crazyfads.com
– Fads for your year
PowerPoint detailing the history and events of 1836.
Background to share with students:
Extension
(optional):
C ONTENT S TANDARDS F ROM S TATE OR D ISTRICT
Standards source:
N UMBER
5.1.1
5.2.1
Use terminology related to presentation software
C ONTENT S TANDARD S
Plan and format a presentation: transitions, graphics, animations, design template/theme, slide layout

5.3.1 Use various view and print options: slides, handouts, notes, outlines, normal view, slide show view, slide sorter view
C OMMON C ORE S TATE S TANDARDS
READING STANDARDS FOR
INFORMATIONAL OR EXPLANATORY
“Built In” Reading Standards “When Appropriate” Reading Standards
1 – Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the test.
3 – Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

2 – Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
4 – Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
6 – Assess how point of view or purpose shapes the content and style of a text.
5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g. a section, chapter, scene, or stanza) relate to each other and the whole.
to each other and the whole.
7 – Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.
8 – Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
10 – Read and comprehend complex literary and informational texts independently and proficiently.
9 – Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
WRITING STANDARDS FOR
INFORMATIONAL OR EXPLANATORY
“Built-in” Writing Standards
2 – Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
“When Appropriate” Writing Standards
1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4 – Produce clear and coherent writing in which the development, organization and style are appropriate to task, purpose, and audience.
3 – Write narratives to develop real or imagined experiences or events using effective technique, wellchosen details, and well-structured event sequences.
5 – Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
6 – Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

9 – Draw evidence from literary or informational texts to support analysis, reflection, and research.
10 – Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.
7 – Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8 – Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Scoring
Elements
Focus
Not Yet Approaches
Expectations
Meets Expectations Advanced
1 1.5
2 2.5
3 3.5
4
Attempts to address prompt, but lacks focus or is off-task.
Addresses prompt appropriately, but with a weak or uneven focus.
Addresses prompt appropriately and maintains a clear, steady focus.
D: Addresses additional demands sufficiently.
Addresses all aspects of prompt appropriately and maintains a strongly developed focus. D: Addresses additional demands with thoroughness and makes a connection to controlling idea.
Controlling
Idea
Reading/
Research
Attempts to establish a controlling idea, but lacks a clear purpose.
Attempts to present information in response to the prompt, but lacks connections or relevance to the purpose of the prompt.
Establishes a controlling idea with a general purpose.
Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness.
Establishes a controlling idea with a clear purpose maintained throughout the response.
Presents information from reading materials relevant to the prompt with accuracy and sufficient detail.
Establishes a strong controlling idea with a clear purpose maintained throughout the response.
Accurately presents information relevant to all parts of the prompt with effective selection of sources and details from reading materials.
Development Attempts to provide details in response to the prompt, including retelling, but lacks sufficient development or relevancy.
Presents appropriate details to support the focus and controlling idea.
Presents appropriate and sufficient details to support the focus and controlling idea.
Presents thorough and detailed information to strongly support the focus and controlling idea.
Organization Attempts to organize ideas, but lacks control of structure.
Uses an appropriate organizational structure to address the specific requirements of the prompt, with some lapses in coherence or awkward use of the organizational structure
Maintains an appropriate organizational structure to address the specific requirements of the prompt.
Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt.

Conventions Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation.
Content
Understanding
Attempts to include disciplinary content in explanations, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate.
Demonstrates an uneven command of standard
English conventions and cohesion. Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources.
Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation.
Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using an appropriate format with only minor errors.
Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding.
Demonstrates and maintains a welldeveloped command of standard
English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt.
Consistently cites sources using an appropriate format.
Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate indepth understanding.

S KILL D EFINITION
S KILLS C LUSTER 1:
P REPARING FOR THE T ASK
1. Task engagement
2. Task analysis
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns
Ability to understand and explain the task’s prompt and rubric.
S KILLS C LUSTER 2:
R EADING P ROCESS
3. Essential vocabulary
4. Academic integrity
Ability to identify and master terms essential to understanding a text
Ability to use and credit sources appropriately.
D8 Include bibliography
5. Note-taking
Ability to select important facts and passages for use in one’s own writing.
S KILLS C LUSTER 3:
T RANSITION TO W RITING
1. Bridging
S KILLS C LUSTER 4: W RITING
P ROCESS
1. Claim
Ability to begin linking reading results to writing task.
Ability to establish a claim and consolidate information relevant to task
2. Planning & Development Ability to develop a line of thought and text structure appropriate to an informational/explanatory task, and to construct an initial draft with an emerging line of thought and structure

4. Revision & Editing
6. Completion
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose, and to proofread and format a piece to make it more effective
Ability to submit final piece that meets expectations

P ACING S KILL AND D EFINITION P RODUCT AND P ROMPT
S CORING (P RODUCT
“
MEETS
EXPECTATIONS
”
IF IT
…)
I NSTRUCTIONAL S TRATEGIES
S KILLS
C LUSTER
1:
P REPARI
NG FOR
THE
T ASK
3 Days
1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns
Students will read “Tips for an
Effective PowerPoint Presentation,” discuss it with a partner, and decide on the four most important and four least important tips. They will list the tips, along with why they chose the tips that they did.
Students will read “Speakers’
Anxiety” and answer questions that guide them through the reading.
They will then be placed in small groups to discuss their findings.
Students will work with a partner to edit given paragraphs to fit the 7x7 rule.
Students have valid reasons for choosing the most and least important tips.
Points -
Students will provide clear, valid answers to questions. They will participate in group discussion.
Points -
Check for participation
Edited paragraphs are clear and concise
Points -
Teacher will present and discuss a PowerPoint detailing some of the do’s and don’ts in creating a
PowerPoint.
Teacher will monitor group discussions and then summarize the article with the class.
Teacher will model various ways to edit paragraphs.
1 Day 2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
Students will read an assigned section of the rubric, highlighting or underlining unfamiliar terms or phrases. Using a thesaurus, rewrite the
Student’s clarification conveys the meaning of the section in language that the majority of the class can understand.
Teacher will go over revised rubric sections with the class to assure complete understanding.

assigned section to clarify the requirements of the assignment.
S KILLS
C LUSTER
2:
R EADING
P ROCESS
1 Day 3. Essential vocabulary
Ability to identify and master terms essential to understanding a text
Students will define and illustrate
PowerPoint vocabulary.
Definitions are clear and concise; illustrations convey understanding of the term.
Points -
Teacher will reinforce vocabulary through the use of bell ringers, class discussion, and a vocabulary quiz.
5 Days 5. Note-taking
Ability to select important facts and passages for use in one’s own writing
Students will research given texts and websites, noting information for their presentations.
Notes are thorough and relevant to the topic
Check mark
S KILLS
C LUSTER
3:
T RANSITI
ON TO
W RITING
1 Day 1. Bridging
Ability to begin linking reading results to writing task.
Students will organize their notes according to the topics for their slides, and edit their notes to follow the 7x7 rule.
Notes are clear and concise; following the 7x7 rule.
Points -
Teacher will monitor research and note-taking
Teacher will monitor and assist as necessary
S KILLS
C LUSTER
4:
W RITING
P ROCESS
3 Days 2. Planning& Students will use their edited notes to Presentation follows the outline Teacher will monitor and assist as necessary in the

Development
Ability to develop a line of thought and text structure appropriate to an informational/explanatory task, and to construct an initial draft with an emerging line of thought and structure create their presentation, adding notes to the Notes Pane as necessary.
of the notes.
Check mark
1 Day 4. Revision & Editing
Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose; ability to proofread and format a piece to make it more effective
Groups will exchange presentations for peer editing.
Students will then apply the suggestions made by their peers regarding clarity, language usage, and mechanics.
Students use the rubric to peer edit their classmates’ presentation and provide clear, constructive criticism
Check mark creation of the presentation
Teacher will monitor and assist as necessary as students critique each other’s work.
3 Days 6. Completion
Ability to submit final piece that meets expectations
Students will review their own presentation to eliminate any errors, email finished product to teacher, and present to the class.
M ATERIALS , REFERENCES , AND SUPPORTS
F OR T EACHERS
Introductory Microsoft Office 2010, Pasewark & Pasewark
Attached Handouts
Presentation is completed according to given rubric.
Points -
Teacher will grade presentations according to the given rubric and provide feedback.
F OR S TUDENTS
Introductory Microsoft Office 2010, Pasewark & Pasewark
Attached Handouts

S TUDENT WORK SAMPLES
[Include at least two samples of student work at each scoring level.]
C LASSROOM A SSESSMENT T ASK (O PTIONAL : M AY BE USED AS P RE -T EST OR P OST -T EST )
Classroom assessment task
Background to share with students
(optional):
Reading texts:

Here are added thoughts about teaching this module.

The attached materials support teaching this module.

Answer these questions on your own paper.
Before Your Presentation/Talk
1.
What do experienced speakers know today that they did not know when they first started speaking?
2.
Why would you write down your presentation? In MS PowerPoint, where could you write some information so that you can see it without the audience seeing it?
3.
What does the handout say is better than reading your presentation?
4.
What kind of type should you use for typing your presentation?
5.
Why is it helpful to rehearse in front of others?
6.
Under the heading “Think ‘catastrophically,’” what examples does the writer use for worst-case scenarios? Are these worst-case scenarios likely to happen?
Taking Care of Yourself
7.
What are the first three tips under this heading?
8.
Under the third heading, why does the writer say that you deserve a reward when your presentation is finished?
9.
What does the writer say is one of the best ways to relax before a presentation?
10.
What should you do if your hands shake?
11.
What example does the writer give for a “stress-saver”?
Beginning Your Presentation
12.
How can you gain supporters before your presentation?
13.
Under self-awareness, does the writer believe that listeners know how nervous you are?
During Your Presentation
14.
What is the first step under this heading?

15.
What should you do if you cannot pronounce a word?
16.
What advice does the writer give that he says “may sound silly”?
17.
How do you release the tension in your shoulders?
18.
How can you handle tremors in your voice?
19.
What will moving around during your presentation do?
20.
What is the last piece of advice in this section?
21.
What did the writer’s friend, Jeff Zeig, used to tell him?

As a student, you may have experienced the signs of "Speakers anxiety:" Sweaty palms, dry mouth, shortage of breath, accelerated heartbeat, anxiety, and fear. These signs may begin right before your presentation, hours or days before it, or even at the moment you find out about it; and they can persist during your presentation or talk. Sometimes they make it impossible for you to do a good job. Most of the students that suffer from speakers anxiety feel and/or think that it is almost impossible to get rid of. However, there is hope. Most of the experienced speakers know today what they did not know then, which is how to fight and overcome this type of anxiety. These speakers have learned how to transform fear into confidence and self-control; and you can learn, too. In this article we will review the steps they have gone through in order to make a good presentation. These steps are:
1.
Before your presentation/talk
2.
Taking care of yourself
3.
Beginning your presentation
4.
During your presentation
5.
After you are done with your presentation
The following description of these steps contain some of the techniques you can use to develop self-confidence and a powerful speaker ability.
 Think about your classmates/audience.

Are you going to present in front of a small or a large group? Do you know their backgrounds or interests? Learning about them would help you to become more relaxed; and tailor your presentation to that particular group.
 Research your subject/topic.
Even if you know your subject/topic, get more information about it. Doing this would help you to feel more confident, and would enable you to answer more questions.
 Write down your presentation.
It will be there in case you get lost and need to get back "on track".
 A step ahead.
If you want to deliver a better presentation, develop an outline of the headline and main ideas from your written presentation. Then, avoid reading and use the outline for your presentation. Trust me, your audience will not only be grateful, but more interested in what you have to say. In addition, you may have noticed that most good speakers do not read their presentations, even though they started that way.
 Number and staple together all pages of your presentation.
Remember, most podiums are not horizontal, the air conditioner unit might blow stronger in that area, and you may become a little more clumsy when presenting. Numbering and stapling your presentation, or its outline, will help you put it back together again in case something happens.
 Use LARGE and bold type.
One of my friends always types his presentations in large and bold print, with wide spaces between the lines, so he can see them easily. This also helps him to rapidly spot where he is, after making a pause, or even when he gets lost. I think he is a pretty smart person.
 Use your capacity of "As if."
Picture yourself "as if" you are in front of your classmates/audience and rehearse your presentation out loud.
Rehearsing will allow you to evaluate and improve your presentation, as well as practice your gestures and other non- verbal elements. Do not forget to time yourself.
 Tape yourself.
Tape your rehearsal and check the content, pace, and length (time) of your presentation. By listening to yourself you can find out what is OK and what needs to be changed. Organize the rest of your work accordingly.
 Rehearse in front of others.
Ask a friend or classmate you trust to critique your presentation. This person can help you identify the strengths and weaknesses of your presentation and provide some helpful advice. (Do not forget to be open and not to take any criticisms in a personal way; you want to do better, not to lose a friend.) If you cannot do this, practice in front of a

mirror. Several of my students have confided to me that it really helps.
 Have some "comebacks" ready.
Even experienced speakers can lose their place in the middle of a presentation. The reason they do not freeze is that they have some "comebacks" ready to fill the gap and allow them time enough to return to what they were saying.
These "comebacks" can be anecdotes, short comments, or even jokes that you can throw into your presentation when you need it.
 Highlight interesting details.
In the same way you highlight key elements when reading, verbally point out key elements during your presentation.
Interesting and entertaining elements add spice to your talk, and make it more powerful.
 Coach yourself.
Talk to yourself. Tell yourself what you are doing right and motivate yourself to practice what still seems to need some improvement. Avoid telling yourself what you do not want to happen. Emphasize what you want to do, not what you want to avoid. Use statements such as "I will do my best," instead of "I will not be nervous".
 Think "catastrophically".
What do you think is the worst that can happen? Having to request a delay because you have to run to the bathroom?
Noticing some tremor in your voice? Skipping a section of your presentation? Not being able to talk because of your dry mouth? And what do you think your audience would do? Would some of them leave the room? Would they laugh at you? Think about it. You may be investing too much energy worrying that some of these things may happen. Chances are they would not. And even if they do happen you can do something about each of them. You can go to the bathroom, you can take a deep breath and relax, you can realize that everybody may miss a part of their talk, and all these will change for the better with practice. And regarding your audience, remember, there is always the possibility of somebody leaving the room or laughing during a presentation, even if the presenter is doing a good job.
 Talk to yourself.

Continue your coaching. Tell yourself that you can make it, and that you have something important to say to your classmates/audience. Think about this presentation as another step in your road to self-confidence and self-control.
 Get enough rest before your presentation.
If your presentation is in the morning, get enough sleep the night before. If it is during the day, take enough time to rest before presenting. The more relaxed you are, the higher the chances to do a good job. The more tired or exhausted you are, the higher the chances to get nervous and make mistakes.
 Do not abuse food or beverages.
People that I know postpone drinking and eating until after their presentation. This helps them to prevent any stomach discomfort, and at the same time, use food and beverages to reward themselves for a job done. Notice that they do not say "for a job well done," the important point is rewarding yourself according with your level of progress.
If you are just starting, you deserve a reward for just giving a presentation! It does not matter how good or bad it was.
The important point is that you were brave enough to do it.
 Do not use alcohol or any other drugs.
Avoid alcohol, as well as other drugs always, and especially before your presentation. These substances could not only produce damage over time, but they can also impair your capacity to do your presentation now.
 Dress for success.
Your appearance will affect the way people feel about you. Find out about the dress code in the situation you will be presenting and dress accordingly. Find a balance between a distinctive outfit for that particular setting, and one that will help you feel relaxed.
 Use physical relaxation.
If you know how to relax, practice it. If you do not know how to do it, learn to relax before your next presentations. One of the best ways I know to relax uses tensing and relaxing each of the major muscle groups in your body. Tense them very tightly. Then gently relax your muscle. This simple exercise can calm your body and relax strained muscles. If you want to know more about relaxation, use the Relaxation, or the Breathing Techniques screens in this program.
Biofeedback is also a useful way to learn to relax.
 Use handouts.
Figures, tables, or other summative information are always useful. They make you look good, grab peoples' attention, and can help you to collect your thoughts or calm down if you must pause.
 Find a safe position.
If your hands shake when holding your outline, find support in the podium. If you feel more comfortable behind a table, take that place. In a sense, position yourself in any reasonable way that helps you feel more secure.

 Bring your own "stress-saver."
Use a pointer, or a pen, or anything that you can hold and/or grasp during your presentation. This object can serve as a personal "support," as well as an outlet for your stress.
 Check the equipment.
Check your overhead or slide projector ahead of time. Try the equipment two or three times. Make sure you know how to use them. If this sounds like too much, I can tell you I have seen upside-down slides way too many times. Check to make sure you have enough chalk. Make sure that the audience will be able to see what you are seeing.
 Gain supporters even before your presentation.
Talk to one or more of your classmates or friends in the room. Tackle the monster head-on. The more people you meet before your presentation, the easier it will be for you to see them as a friendly group.
 Present yourself.
Give your name and the title of your presentation before moving on. Making some introductory remarks about yourself and about the topic you will be presenting usually produces a more relaxed feeling in your audience. Even making some positive remarks about your classmates/audience can help in the same way.
 Use a powerful opener.
Start with a relevant story, relevant statistics, or an important question. These will set the stage for your presentation, getting people's attention and interest.
 The question of Self-awareness.
Keep in mind that you are more aware of yourself than anybody else in the room. More often than not listeners miss your nervousness. The tremors that seem so obvious to you are rarely noticed by your audience. The less attention you pay to your own signs, the more easily they go away.

 Speak clearly.
Do not eat your words. Enunciate clearly. During your practices, check for the correct pronunciation of specific words.
If you cannot pronounce them correctly, choose a synonym.
 Use rhythm and drama.
Go slowly. Pause when appropriate. Change your voice volume to emphasize important points. Spice up your talk with some dramatic silences.
 Breathe in and out.
Sounds like silly advice! Well, one of the most common difficulties speakers experience is maintaining a normal breathing pattern. Usually, they lose their air as they talk, finishing their last phrases gasping for air. A way to prevent this is learning some of the breathing methods described in the Breathing Techniques screen.
 Release the tension of your shoulders.
I have named this tension the "hanger syndrome" because it feels as if you are wearing your shirt or jacket with the hanger still on. Relax your shoulders before and during your presentation. The closer your shoulders are to your ears, the more tension you feel in your neck and the back of your head, and the more anxious you feel. The exercise to release this tension involves exaggerating it. Take your shoulder even closer to your ears, hold that tension for a moment, then relax. Repeat two or three times. This way, you can learn how it feels when your shoulders are relaxed, and work to keep them that way in the future.
 Be brave, look at people.
I have had several discussions with people who lecture. Some of them advise staring at people during your presentation and some prefer to make no visual contact. My choice is to make eye contact with the persons in the room. I think looking at people helps you to overcome your anxiety over time and keeps them attentive!
 Let the tremor in your voice come in and go out.
Everybody's voice will show some tremors from time to time. Tremors are unavoidable. Whenever they happen, change to a slower pace, breathe more deeply, and let the tremor go away by itself.
 Move around.

You cannot be standing up and sitting down at the same time. By the same token, you cannot be moving and freezing at the same time. Moving around will calm you down!
 Make your point.
Deliver the best information you can, and make your point(s). Let people know the results of your research by stating your main point(s) clearly. They are there to learn, so let your audience learn something from you.
 Intersperse colorful details.
Introduce interesting details now and then, throughout your entire presentation. Colorful details will engage people's attention.
 Lighten up.
Remember the song "...keep loose when things get tight..." No matter what kind of problem you run into, or what kind of mistake you can make, as long as you are in control of yourself you will be able to do something about it.
 Use a powerful end.
Finish with a relevant summary, a clever closing remark, or an important question. These will round out your presentation.
 Have fun!
I know this "ain't gonna" happen at first. But, if you use some or all the techniques described here, you get to the point of having fun doing your presentation. The audience is there to learn, and you have something they can learn from. If you do a good job your audience will appreciate it, and you will enjoy the experience.
 Leave room for questions.
Save some time for questions. As long as you do not take them in a negative way, questions can help you to restate, correct, or clarify some point(s). What about not having questions? You can come up with one of your own (one that you can brilliantly answer!) or you can use that time to thank your classmates/audience.
 Reward yourself.

Whether you did well or not, reward yourself for doing, and surviving your presentation! You deserve it.
 Later on.
Evaluate your performance. Find out what you did right and save it for the next time. Then, focus on what did not work. Do not dwell on the mistakes you might have made. You are supposed to make some mistakes. Use them as a guide for what needs to be improved. Work on improving them over time.
 REMEMBER.
Remember the old saying, "Practice makes perfect." But do not forget that, as my friend Jeff Zeig use to tell me, "even a perfect presentation should have a perfect mistake."

 Select sans-serif fonts such as Arial or Helvetica.
 Use no font size smaller than 24 point.
 Clearly label each screen. Use a larger font (35-45 points) or different color for the title.
 Use a single sans-serif font for most of the presentation. Use different colors, sizes and styles (bold, underline) for impact.
 Avoid italicized fonts as they are difficult to read quickly.
 No more than 6-8 words per line
 For bullet points, use the 6 x 6 Rule. One thought per line with no more than 6 words per line and no more than 6 lines per slide
 Use dark text on light background or light text on dark background. However, dark backgrounds sometimes make it difficult for some people to read the text.
 Do not use all caps except for titles.
To test the font, stand back six feet from the monitor and see if you can read the slide.
 Keep the background consistent and subtle.
 Use only enough text when using charts or graphs to explain clearly label the graphic.
 Keep the design clean and uncluttered. Leave empty space around the text and graphics
 Use quality clipart and use it sparingly. The graphic should relate to and enhance the topic of the slide.
 Try to use the same style graphics throughout the presentation (e.g. cartoon, photographs)
 Limit the number of graphics on each slide.
 Check all graphics on a projection screen before the actual presentation.

 Avoid flashy graphics and noisy animation effects unless they relate directly to the slide.
 Limit the number of transitions used. It is often better to use only one so the audience knows what to expect.
 Limit the number of colors on a single screen.
 Bright colors make small objects and thin lines stand out. However, some vibrant colors are difficult to read when projected.
 Use no more than four colors on one chart.
 Check all colors on a projection screen before the actual presentation. They may project differently than what appears on the monitor.
 Check the spelling and grammar.
 Do not read the presentation. Practice the presentation so you can speak from bullet points. The text should be a cue for the presenter rather than a message for the viewer.
 Give a brief overview at the start. Then present the information. Finally review important points.
 It is often more effective to have bulleted points appear one at a time so the audience listens to the presenter rather than reading the screen.
 Use a wireless mouse or pick up the wired mouse so you can move around as you speak.
 If sound effects are used, wait until the sound has finished to speak.
 If the content is complex, print out the slides so the audience can take notes.
 Do not turn your back on the audience. Try to position the monitor so you can speak from it.
Adapted from:
 Bankerd, Kathy. “How to Optimize Projection Technology: Using Fonts, Graphics, and Color to Maximize the
Effectiveness of Your Presentation”. Syllabus. November/December 1997.
 Bird, Linda. “Avoid the Mistakes of PowerPoint Rookies.” Smart Computing. January 2001.
 Brown, David G. “PowerPoint-Induced Sleep.” Syllabus. January 2001.

“Effective PowerPoint Presentation” Directions
For EACH section (“Fonts”, “Graphics and Design”, etc.), choose the tip that you think is most important and give the reason(s) for your opinion. Your reason must be more detailed than “it makes the presentation look good”.
Next, for each section, choose the tip that you think is LEAST important and give the reason(s) for your opinion. Again, your reason must be detailed.
You should have 8 tips and reasons when you finish this assignment. Print and turn in at the tray.

Using a blank PowerPoint, revise the following sentences and paragraphs to fit the 7x7 rule. You will have 10 slides, one for each sentence or paragraph. Show your work to Mrs. Rowlett when finished.
1.
Arkansas became the 25 th state in the United States of America in June, 1836.
2.
James Sevier Conway, for whom the town of Conway was named, was the first Arkansas governor.
3.
In 1836 the men usually wore coonskin caps and vests, and they grew full beards. The women wore bonnets and long dresses.
4.
The following people died in 1836: Betsy Ross, who sewed our first flag and Davy Crockett and David Bowie, who were at the Alamo.
David Bowie also invented the Bowie knife.
5.
I have ten pets: five dogs, three cats, and two goldfish. The dogs’ names are Rusty, Fancy, Lassie, Sugar, and Gracie. The cats’ names are
Snowball, Pumpkin, and Snookums. The goldfish don’t have names.
6.
I was born in Conway, Arkansas. Then we moved to Oklahoma when I was three. We stayed there five years, and then we moved back to
Greenbrier.
7.
I have traveled to Michigan, Florida, Colorado, Texas, Arizona, and California.
8.
In 1982 Arkansas beat Florida in the men’s NCAA basketball finals 82-81. Detroit beat Canada in hockey 3-2. Greenbrier beat Vilonia 14-
13.
9.
My best friends are Shannon, Tamara, Tracy, Ryan, Seth, Shawna, Callie, Jonathon, Ashley, Daniel, J.R., and Sami.
10.
After high school I plan to go to the University of Florida, where I want to major in biology. When I get out of school, I want to become a marine biologist.