Speaking & Listening Anchor Standard 5 Level C/D

Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

Leveled Standard C

Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes. (SL.5.5)

Leveled Standard D

Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.

Teacher Notes
Students will need an understanding of copyright and fair use in order to use multimedia effectively.

Rubrics and examples can help students understand basic design principles (including “less is more”) in order to use multimedia effectively. Learners should consider TAPS (task/topic, audience, purpose, and style).

Examples / Activities
Using Multimedia Strategically

Students discuss good and bad presentations and read tips for avoiding multimedia mistakes. Then, they revise one of their own presentations by adding or changing a multimedia element.

Workforce Readiness Skills

GED® Assessment Targets (RLA)
R.7.2 Analyze how data or quantitative and/or visual information extends, clarifies, or contradicts information in text, or determine how data supports an author’s argument.
R.8.4 Distinguish claims that are supported by reasons and evidence from claims that are not.
W.2 Produce an extended analytic response in which the writer introduces the idea(s) or claim(s) clearly; creates an organization that logically sequences information; develops the idea(s) or claim(s) thoroughly with well-chosen examples, facts, or details from the text; and maintains a coherent focus.
W.3 Write clearly and demonstrate sufficient command of standard English conventions.

Resources
opens in a new window Copyright and Fair Use, opens in a new window Beginning Graphic Design, and opens in a new window Excel 2016 – Charts Tutorials from opens in a new window GCFLearnFree
opens in a new window Critical Literacy in Action: Multimodal Texts on Global Warming Lesson from opens in a new window ReadWriteThink
opens in a new window Google Slides Tutorial by David Lee
opens in a new window GSuite Learning Center: Get Started with Slides
opens in a new window GuideStar: How to Design a Bad Presentation
opens in a new window Picture This: Combining Infographics and Argumentative Writing Lesson from opens in a new window ReadWriteThink
opens in a new window PowerPoint 2016 and opens in a new window Prezi Tutorials from opens in a new window GCFLearnFree
opens in a new window Sharing Information About Careers with Infographics Lesson from opens in a new window ReadWriteThink


opens in a new window Rubric for Presentations

opens in a new window Students as Creators: Exploring Multimedia Lesson from opens in a new window ReadWriteThink
opens in a new window A Student’s Guide to Getting Started with Piktochart
opens in a new window University of Leicester: Using Visual Aids
Visual Rhetoric at Purdue OWL

ELA Activities for Level C / D
Teen Driving Pro/Con Discussion
Following opens in a new window a lesson plan from the Teaching Channel, students read two articles on teen driving and the minimum driving age. After marking the readings and working collaboratively to make notes, learners use a jury-style philosophical chairs format to engage in productive student-led discussions. Read More Teen Driving Pro/Con Discussion
Workplace Safety Presentations
Students read and listen to texts related to workplace safety. Then, students create their own multimedia presentations synthesizing the workplace safety lessons learned. Read More Workplace Safety Presentations
Figurative Language: Tractors Take Over
Students analyze the figurative language in a short passage from Steinbeck’s The Grapes of Wrath. Read More Figurative Language: Tractors Take Over
Listening and Responding Across Subject Areas
Students listen to and discuss informational audio presentations. Read More Listening and Responding Across Subject Areas
The Soup Nazi and Customer Service
In Part 1, students listen to a radio interview with a dyslexic journalist and answer questions about the details. In Part 2, students listen and read along to a radio piece about successful dyslexics. Students answer questions found in the reading. In Part 3, students analyze a graph showing the divergence of IQ and reading ability in dyslexics Read More The Soup Nazi and Customer Service
More Activities