West Virginia State University

College of Professional Studies: Department of Education

LESSON PLAN FORMAT GUIDE (Updated 1/13)

Teacher Candidate __Sarah White_____ Date___3/14/2017________________

School ___Ravenswood High School_____ Grade/Subject ____9th-Digital Citizenship_
Lesson Topic ___Google Slides Introduction________

INSTRUCTIONAL OBJECTIVES/ STUDENT OUTCOMES

1. Students will demonstrate how to create a Google Slide presentation.
2. Students will demonstrate the use of templates, themes, and layouts.
3. Students will demonstrate how to insert and modify images.
4. Students will demonstrate how to insert and modify text.
5. Students will demonstrate proper presentation practices by editing an example presentation.

WV CSOs
WV CSO 1709.1.1 Students will plan and create a presentation using presentation software
WV CSO 1411.110 Students will create blank presentations
WV CSO 1411.111 Students will create presentations using templates
WV CSO 1411.160 Students will apply formatting and styles to text
NATIONAL STANDARDS
Information Technology
III. Operating Systems and Utilities
Achievement Standard: Identify, evaluate, select, install, use, upgrade, customize, and diagnose and
solve problems with various types of operating systems and utilities.
IV. Input Technologies
Achievement Standard: Use various input technologies to enter and manipulate information
appropriately.
MANAGEMENT FRAMEWORK
Overall Time - 45 minute lesson
Time Frame 10 min. teacher intro and discussion
20 min. presentation
5 minutes templates/layouts/themes
5 minutes inserting new slides
5 minutes inserting text/images
5 minutes review
15 min. student application

STRATEGIES
Teacher/student discussion
Teacher presentation and demonstration
Guided student practice
Independent student practice and application

DIFFERENTIATED INSTRUCTION/ ADAPTATIONS/ INTERVENTIONS

Throughout this lesson students are presented with content in multiple ways. The majority of content is delivered
to students through a presentation, demonstration, and student practice pattern. This allows students to hear the
instructions, see the task carried out, and attempt to complete the task with teacher support, before moving on to
the next concept.
PROCEDURES
Introduction/ Lesson Set
Discuss prior knowledge of presentation familiarity
Discuss students familiarity with Microsoft Office PowerPoint
Discuss the similarities and differences between PowerPoint and Google Slides

Body & Transitions

Transition to Google Slide presentation
Request students to log onto Google Drive from desktop in computer lab or laptop
Begin presentation: See Attachments
Students will follow along and perform tasks as they learn them

Closure
At completion of the lesson students will complete review questions as a class and complete an independent
application activity.
Lesson 1 Activity: See attachments
Applied Education System (AES) Quiz

ASSESSMENT

Diagnostic:
Discuss prior knowledge of presentation familiarity
Ask: What are some characteristics of poor presentations you have seen?
Concerning text? (Too much text, too little text, too small, too big)
Concerning pictures? (Pictures are not sized correctly, cover text, pixelated
Concerning layout? (Too few elements, too many elements, disorganized, confusing)
Concerning color/font choices? (Cannot read font due to color, curly font, small font)
Ask: What are some characteristics of good presentations you have seen?
Concerning text? (Readable, covers major points, not too much)
Concerning pictures? (Pictures are appropriate, placed well, sized correctly)
Concerning layout? (Balanced, organized, easy to follow)
Concerning color/font choices? (Colors are readable, font is readable from a distance)
Discuss students familiarity with Microsoft Office PowerPoint
Ask: Have you used Microsoft PowerPoint before?
Ask: Can you carry out the following tasks:
Insert new slides?
Move slides?
Insert text boxes?
Insert images?
(Objective 5-Presentation Practices)
Formative:
Throughout presentation:
1. When is it appropriate to use a blank presentation? (when there is not a suitable template available)

2. How can themes be useful in creating presentation? (themes can quickly change a template to meet
specific style needs)

3. Why is it important to be able to insert images without having to open a separate application or program?
(saves time)
 4. Why do most programs offer multiple ways and methods to complete the same task?

Students will edit and finish a presentation independently. This activity will not be collected or graded, but I will
walk around the classroom as students work monitoring progress and answering questions. (Objectives 1, 2, 3)

Summative:
Students will participate in answering review questions at the end of the presentation as a class. Students will also
complete the AES quiz at the close of class. (Objectives 2, 3, 4, 5)

1. What is the purpose of templates? (Templates are pre-defined presentations that give a presentation a
standard look and save the creator time.)

2. What is the purpose of themes? (Themes help to modify templates and presentations to meet specific
style needs.)

3. What is the difference between templates and themes? (A template creates the building blocks for a
presentation including layout. A theme adjusts the color schemes and fonts throughout a presentation.)

4. What are the steps involved in adjusting a slide layout? (Select slide, right click, apply layout, choose
layout)

5. What are the two ways in which you can insert images and text boxes? (One can insert text or images by
clicking the image or text box icons, or by going to the insert tab and selecting the correct action.)

MATERIALS
Access to Google Drive/Google Slides
Access to Applied Education Systems for quizzes
Television to display tutorial videos
Students will need desktops or laptops

EXTENTED ACTIVITIES
If Student Finishes Early
Students who finish early can access the AES video tutorials to review concepts before the quiz is taken.
If Lesson Finishes Early
Students will explore similar features including using templates, inserting text and images, and editing the layout
of slides in Microsoft Office PowerPoint and determine which program they prefer and why.
If Technology Fails
If technology fails I will have presentation handouts available for students so that content and material can still be
discussed and taught. Students may apply the general presentation practices to a tangible poster board or foam
board presentation.
 Differentiating Instruction for
Students with Special Needs

Please describe all that apply:

Needs-Based Planning

Learning Differences Sensory Differences

Visual Learners-students are provided visual cues through

the use of PowerPoint, screenshots, videos, and live
teacher demonstration.

Audio Learners-students are provided directions and

information about each task before being asked to carry
out that task. Videos with audio are available for student
use through Applied Education Systems.

Attention Differences Behavioral Differences

6th Period- The entire class (8 students) in general are
distracted and lack motivation. Students will be asked
review questions directly as opposed to the entire class in
order to ensure accountability in students attention
throughout lesson.

7th Period-Two students tend to be off task, distracted, or

behind. I will walk around the room to ensure they are on
the appropriate site throughout class.
Motivational Differences
Physical Differences
Ability Differences
Reading Difficulties students with difficulties reading will
be provided directions with screen shots of each step, and
alternatively can watch tutorial videos for both audio and
visual support.
Cultural Differences

Communication Differences Enrichment

Multiple intelligence addressed (check all that apply):

Verbal/linguistic Naturalist
Spatial Interpersonal
Logical/mathematical Intrapersonal
Bodily-kinesthetic Existential
Musical Others (explain):