Intel Unit Final Plan--ultimate Music Concert
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Intel® Teach Program Thinking with Technology Course
Planning the Ultimate Summer Concert Unit Author First and Last Name
Jason Stutler
School District
Barbour County Schools
School Name
Philippi Middle School
School City, State
Philippi, WV
Unit Overview Unit Title Planning the Ultimate Summer Concert (USC) Unit Summary This unit involves students in grades 6-8 and encompasses Language Arts/Writing, Mathematics, and some aspects of Music and Social Studies (current events, popular culture). Students are to work as a group (3-4 per group) to plan an Ultimate Summer Concert (USC) to be held within their county or city. They can invite 3 bands/performers (no more, no less) to play at their concert. The bands/performers must be living artists. Students must complete as much research as possible to determine ways to raise money, the amount of money to be raised for the concert, and for what purpose the profits will be used. They must write a persuasive essay and complete a PowerPoint, or other multimedia, product to present their concert idea to their community (classmates) and persuade them that their concert choice is best. Subject Area Language Arts—Writing Mathematics Music Social Studies (current events, popular culture) Grade Level Grade 8 Approximate Time Needed 10 45-minute lessons Unit Foundation Habits of Learning Taxonomy Habits from: Bloom’s, Marzano’s, and Costa & Kallicks Used Applying, Evaluating, Creating Acquisition and Integration of Knowledge Thinking Flexibly Thinking & Communicating with Clarity and Precision Targeted Content Standards and Benchmarks RLA.S.8.2 Students will apply writing skills and strategies to communicate effectively for different purposes by • using the writing process, • applying grammatical and mechanical properties in writing and selecting and evaluating information for research purposes. Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 1 of 9
Intel® Teach Program Thinking with Technology Course
M.S.8.1 Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will • demonstrate understanding of numbers, ways of representing numbers, and relationships among numbers and number systems, • demonstrate meanings of operations and how they relate to one another, and compute fluently and make reasonable estimates. 21C.S.5-8.1 The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using appropriate technology skills and communicate that information in an appropriate oral, written, or multimedia format. Student Objectives/Learning Outcomes Students will:
•
(RLA.O.8.2.01) use notes to create an outline for developing a written and/or oral presentation noting the inclusion of computer graphics.
•
(RLA.O.8.2.03) use pre-writing, editing and revision techniques (e.g., read, draft aloud, peer feedback or a provided rubric) to vary sentence length, change sentence order, eliminate organizational errors, and use vivid and concise words to create a personal style or voice while clarifying and enhancing the central idea.
•
(RLA.O.8.2.04) use the five-step writing process (pre-writing, drafting, revising, editing, publishing) to develop a creative or reflective composition (e.g., reflect on an experience or time in the past, draw upon imagination) and identify areas for further research by making personal connections to self, to texts, and to the world to demonstrate that written communication is affected by choices writers make in language, tone and voice.
•
(RLA.O.8.2.05) from a prompt use the five-step writing process to develop a focused composition that contains specific, relevant details, and vivid, precise words.
•
(RLA.O.8.2.08) conduct research by gathering, evaluating, and synthesizing data from a variety of sources: Internet, databases for periodicals/newspapers, interviews , reference books , card catalogue , miscellaneous resource materials
•
(M.O.8.1.3) analyze and solve grade-appropriate real-world problems with whole numbers, decimals, fractions, percents, percent increase and decrease, integers, and including, but not limited to, rates, tips, discounts, sales tax and interest and verify solutions using estimation techniques.
•
(21C.O.5-8.1.TT4) Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents, and other files to create and publish electronic products to communicate with various audiences inside and outside the classroom.
•
(21C.O.5-8.1.TT7) Student uses advanced features and utilities of presentation software (e.g., design templates, design layouts (fonts/ colors/ backgrounds) animation and graphics, inserting pictures, objects, movies, sound, charts, hyperlinks, and graphs) to create an original product.
•
(21C.O.5-8.1.TT10) Student uses Internet browsers, various search engines, book marking features, and advanced search techniques to gather information; student evaluates the information for validity, bias, appropriateness, content and usefulness.
Curriculum-Framing Questions Essential Why is communication an important aspect in daily life? Question Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 2 of 9
Intel® Teach Program Thinking with Technology Course
Unit Questions Content Questions
Who do I communicate with? How can I influence people with communication? What is persuasive writing? Why is it important to be knowledgeable about your topic? How can understanding your topic make your argument more appealing?
Assessment Plan Assessment Timeline Before project work begins • • • • •
Students work on projects and complete tasks • • • • •
Introduce Scenario KWL Chart Group planning Introduce rubric Graphic Organizer
•
KWL Chart Progress Checklist Questioning Group feedback forms Multimedia Presentation Start Researching Skills
After project work is completed
• • •
•
KWL Chart Multimedia Presentation (Rubric) Self-evaluation Peer Presentation Checklist Evaluation
Assessment Summary Assessment will be based on traditional and authentic assessment. Students will complete a KWL Chart throughout the unit. Progress Checklists will be checked every 2-3 days with student and teacher initials for what is completed and what needs to be completed by specified dates. The Group Feedback Forms will be completed daily by students as to how the group is performing as a whole. The Multimedia Presentation may be a simple PowerPoint presentation, but could be more advanced depending on the technology level of the students. The Multimedia Presentation will be graded using a 5-point rubric. The students will complete a Self-evaluation of the persuasive writing process and peers will complete a checklist evaluation of the Multimedia Presentations. Visual Ranking Elements
(Complete this section if this tool will be used in the unit)
Visual Ranking Project Name (For the Visual Ranking workspace) Ultimate Summer Concert Factors Project Description (For the Visual Ranking workspace) This tool has a list of facts to consider in planning and implementing the students Ultimate Summer Concert (USC). The students are to work in their team to rank the factors from most important to least important when planning their USC. The list correlation comparison will be available for students as they work. Prompt (For the Visual Ranking workspace) Rank the list of factors for planning and holding your Ultimate Summer Concert (USC) from most important to least important. Sorting List (For the Visual Ranking workspace) Electricity used Payment of performers Refreshments Security Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 3 of 9
Intel® Teach Program Thinking with Technology Course
Ticket printing Ticket selling (where/when) Souvenirs/ Merchandising Advertising/Promoting Parking Set-up Clean up Fundraising Practice Ranking (For your future quick reference) Teacher ID: Team username 1: Team username 2: Team username 3 Team username 4: Team username 5:
Seeing Reason Elements
(Complete this section if this tool will be used in the unit)
Seeing Reason Project Name (For the Seeing Reason workspace) Attendance at USC Project Description (For the Seeing Reason workspace) The students will determine how various factors will influence the number of attendees at their Ultimate Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 4 of 9
Intel® Teach Program Thinking with Technology Course
Summer Concert. Research Question (For the Seeing Reason workspace) Several factors could influence the number of people attending your Ultimate Summer concert. Use the organizer to show the relationship between some of these factors. The "USC attendance" square should remain your central idea. One factor has been given to you to determine the relationship. Practice Map (For your future quick reference) Teacher ID: Team username 1:
usc01
Team username 2:
usc02
Team username 3:
usc03
Team username 4:
usc04
Showing Evidence Elements (Complete this section if this tool will be used in the unit) Showing Evidence Project Name (For the Showing Evidence workspace) USC Organizer Project Description (For the Showing Evidence workspace) Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 5 of 9
Intel® Teach Program Thinking with Technology Course
Students will use the project space to complete their organization plan for the 3 acts in their Ultimate Summer Concert. The students can then use this space to save their thoughts and ideas to use when creating their presentation. Prompt (For the Showing Evidence workspace) Use the work space to save information about the three acts your group has selected for your Ultimate Summer Concert (USC). List your 3 acts on the left side of the screen and add information on the right and drag them to the left under the proper group/performer heading. Practice Case (For your future quick reference) Teacher ID: Team username 1:
usc01
Team username 2:
usc02
Team username 3:
usc03
Team username 4:
usc04
Claims Thesis 1: ACT/PERFORMER 1 Explanation: Change the title of this section to the name of your 1st act/performer. List the evidence on the right and drag it to the space to save your notes. Remember to rate your evidence according to the site from which you found it. Thesis 2: ACT/PERFORMER 2 Explanation: Change the title of this section to the name of your 2nd act/performer. List the evidence on the right and drag it to the space to save your notes. Remember to rate your evidence according to the site from which you found it. Thesis 3: ACT/PERFORMER 3 Explanation: Change the title of this section to the name of your 3rd act/performer. List the evidence on the right and drag it to the space to save your notes. Remember to rate your evidence according to the site from which you found it. Evidence Evidence will NOT be pre-populated.
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 6 of 9
Intel® Teach Program Thinking with Technology Course
Unit Details Prerequisite Skills Reading for information, basic researching skills, use of writing process, copyright procedures, presentation skills, and ability to produce a multimedia presentation Instructional Procedures Prior to the Lesson Students are presented with the essential framing question of the unit and discuss how communication is important to daily life. As students discuss this, it should lead to the unit questions. At this point, students should discuss who they communicate with and how they use communication to influence others or help them make decisions. During the Lesson Students will work in groups of 3. The students will complete the activity by selecting 3 (no more, no less) performing artists to participate in the Ultimate Summer Concert. The performers must be living. Students will complete the visual ranking tool to begin planning their project. Students will then use this information to research their plan in order to determine budget and for what the profits will be used. Students will then research their bands to prepare an advertisement or presentation for the rest Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 7 of 9
Intel® Teach Program Thinking with Technology Course
of their community (classmates). The community will vote for which concert would be most profitable for the community or the charity selected. The seeing reasons tool will be implemented at this time to enable students to determine what factors might lead to good or poor attendance at their USC if it is not planned in a thorough manner. As students continue to work on their research and plan their USC, the showing evidence tool will be introduced to enable students to use it for organizing information about their 3 acts in order to create their advertising campaign and maintain their facts without the use of note cards or paper that is usually misplaced. This will enable them practice with utilizing technology on an on-going basis. Students will be given time to communicate and work in class to compile their information and plan their Ultimate Summer Concert and their advertising campaign. The only limit is their own imagination… After the Lesson Students will present their USC ideas to the group. After completion of all presentations, the class members will get to vote for the greatest USC idea. Follow-up Ideas Students will be asked to write a business letter persuading the individuals who housed their USC to allow another, although they have determined that the contractual obligations (i.e., trash, bills, upkeep of grounds, etc.) were not adhered to during the first USC. Accommodations for Differentiated Instruction Resource Student
Students will be grouped with at least one higher level student and will be given more of the work in compiling and completing the presentation with group approval.
Nonnative English Speaker
English Language Learners will be placed in groups with higher level students and will be allowed to contribute at least one of their favorite performers to the groups selection of 3 for a multicultural experience to the presentation.
Gifted Student
Students should complete a more complex presentation than a PowerPoint. Students should complete a PhotoStory 3 or MovieMaker presentation.
Materials and Resources Required For Unit Copyright awareness handouts—Teacher created material Printed Materials
PowerPoint “cheat sheet” handout—Teacher created material PhotoStory 3 “cheat sheet” handout—Teacher created material Windows Movie Maker “cheat sheet” handout—Teacher created material
Supplies Technology -Hardware
KWL Chart (if not electronic) Computers with Internet capability Data Projector Projection system (screen, Intelliboard, etc.) Multimedia software (i.e., PowerPoint, Photostory 3, Windows Movie Maker)
Technology -Software
Word processing software for final copies of persuasive essays, handouts for presentations, or support documents Electronic encyclopedias for research purposes
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 8 of 9
Intel® Teach Program Thinking with Technology Course
Persuasive Writing Interactive Map Can you Convince Me? Persuasive Writing Sample Lesson Plan Persuasive Letter Audience Analysis Persuasive Business Letter Example Internet Resources
Persuasive Strategy Definitions Persuasive Writing Assessment Peer Editing Checklist Observations and Notes Checklist Persuasive Strategies PowerPoint The HAT team sorting tool
Other Resources
Barbour County Fair Association Chairperson
Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 9 of 9
Planning the Ultimate Summer Concert Unit Author First and Last Name
Jason Stutler
School District
Barbour County Schools
School Name
Philippi Middle School
School City, State
Philippi, WV
Unit Overview Unit Title Planning the Ultimate Summer Concert (USC) Unit Summary This unit involves students in grades 6-8 and encompasses Language Arts/Writing, Mathematics, and some aspects of Music and Social Studies (current events, popular culture). Students are to work as a group (3-4 per group) to plan an Ultimate Summer Concert (USC) to be held within their county or city. They can invite 3 bands/performers (no more, no less) to play at their concert. The bands/performers must be living artists. Students must complete as much research as possible to determine ways to raise money, the amount of money to be raised for the concert, and for what purpose the profits will be used. They must write a persuasive essay and complete a PowerPoint, or other multimedia, product to present their concert idea to their community (classmates) and persuade them that their concert choice is best. Subject Area Language Arts—Writing Mathematics Music Social Studies (current events, popular culture) Grade Level Grade 8 Approximate Time Needed 10 45-minute lessons Unit Foundation Habits of Learning Taxonomy Habits from: Bloom’s, Marzano’s, and Costa & Kallicks Used Applying, Evaluating, Creating Acquisition and Integration of Knowledge Thinking Flexibly Thinking & Communicating with Clarity and Precision Targeted Content Standards and Benchmarks RLA.S.8.2 Students will apply writing skills and strategies to communicate effectively for different purposes by • using the writing process, • applying grammatical and mechanical properties in writing and selecting and evaluating information for research purposes. Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 1 of 9
Intel® Teach Program Thinking with Technology Course
M.S.8.1 Through communication, representation, reasoning and proof, problem solving, and making connections within and beyond the field of mathematics, students will • demonstrate understanding of numbers, ways of representing numbers, and relationships among numbers and number systems, • demonstrate meanings of operations and how they relate to one another, and compute fluently and make reasonable estimates. 21C.S.5-8.1 The student will access, analyze, manage, integrate, evaluate, and create information in a variety of forms using appropriate technology skills and communicate that information in an appropriate oral, written, or multimedia format. Student Objectives/Learning Outcomes Students will:
•
(RLA.O.8.2.01) use notes to create an outline for developing a written and/or oral presentation noting the inclusion of computer graphics.
•
(RLA.O.8.2.03) use pre-writing, editing and revision techniques (e.g., read, draft aloud, peer feedback or a provided rubric) to vary sentence length, change sentence order, eliminate organizational errors, and use vivid and concise words to create a personal style or voice while clarifying and enhancing the central idea.
•
(RLA.O.8.2.04) use the five-step writing process (pre-writing, drafting, revising, editing, publishing) to develop a creative or reflective composition (e.g., reflect on an experience or time in the past, draw upon imagination) and identify areas for further research by making personal connections to self, to texts, and to the world to demonstrate that written communication is affected by choices writers make in language, tone and voice.
•
(RLA.O.8.2.05) from a prompt use the five-step writing process to develop a focused composition that contains specific, relevant details, and vivid, precise words.
•
(RLA.O.8.2.08) conduct research by gathering, evaluating, and synthesizing data from a variety of sources: Internet, databases for periodicals/newspapers, interviews , reference books , card catalogue , miscellaneous resource materials
•
(M.O.8.1.3) analyze and solve grade-appropriate real-world problems with whole numbers, decimals, fractions, percents, percent increase and decrease, integers, and including, but not limited to, rates, tips, discounts, sales tax and interest and verify solutions using estimation techniques.
•
(21C.O.5-8.1.TT4) Student uses audio, video, pictures, clip art, moviemaker programs, webpage design software, electronic documents, and other files to create and publish electronic products to communicate with various audiences inside and outside the classroom.
•
(21C.O.5-8.1.TT7) Student uses advanced features and utilities of presentation software (e.g., design templates, design layouts (fonts/ colors/ backgrounds) animation and graphics, inserting pictures, objects, movies, sound, charts, hyperlinks, and graphs) to create an original product.
•
(21C.O.5-8.1.TT10) Student uses Internet browsers, various search engines, book marking features, and advanced search techniques to gather information; student evaluates the information for validity, bias, appropriateness, content and usefulness.
Curriculum-Framing Questions Essential Why is communication an important aspect in daily life? Question Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 2 of 9
Intel® Teach Program Thinking with Technology Course
Unit Questions Content Questions
Who do I communicate with? How can I influence people with communication? What is persuasive writing? Why is it important to be knowledgeable about your topic? How can understanding your topic make your argument more appealing?
Assessment Plan Assessment Timeline Before project work begins • • • • •
Students work on projects and complete tasks • • • • •
Introduce Scenario KWL Chart Group planning Introduce rubric Graphic Organizer
•
KWL Chart Progress Checklist Questioning Group feedback forms Multimedia Presentation Start Researching Skills
After project work is completed
• • •
•
KWL Chart Multimedia Presentation (Rubric) Self-evaluation Peer Presentation Checklist Evaluation
Assessment Summary Assessment will be based on traditional and authentic assessment. Students will complete a KWL Chart throughout the unit. Progress Checklists will be checked every 2-3 days with student and teacher initials for what is completed and what needs to be completed by specified dates. The Group Feedback Forms will be completed daily by students as to how the group is performing as a whole. The Multimedia Presentation may be a simple PowerPoint presentation, but could be more advanced depending on the technology level of the students. The Multimedia Presentation will be graded using a 5-point rubric. The students will complete a Self-evaluation of the persuasive writing process and peers will complete a checklist evaluation of the Multimedia Presentations. Visual Ranking Elements
(Complete this section if this tool will be used in the unit)
Visual Ranking Project Name (For the Visual Ranking workspace) Ultimate Summer Concert Factors Project Description (For the Visual Ranking workspace) This tool has a list of facts to consider in planning and implementing the students Ultimate Summer Concert (USC). The students are to work in their team to rank the factors from most important to least important when planning their USC. The list correlation comparison will be available for students as they work. Prompt (For the Visual Ranking workspace) Rank the list of factors for planning and holding your Ultimate Summer Concert (USC) from most important to least important. Sorting List (For the Visual Ranking workspace) Electricity used Payment of performers Refreshments Security Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 3 of 9
Intel® Teach Program Thinking with Technology Course
Ticket printing Ticket selling (where/when) Souvenirs/ Merchandising Advertising/Promoting Parking Set-up Clean up Fundraising Practice Ranking (For your future quick reference) Teacher ID: Team username 1: Team username 2: Team username 3 Team username 4: Team username 5:
Seeing Reason Elements
(Complete this section if this tool will be used in the unit)
Seeing Reason Project Name (For the Seeing Reason workspace) Attendance at USC Project Description (For the Seeing Reason workspace) The students will determine how various factors will influence the number of attendees at their Ultimate Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 4 of 9
Intel® Teach Program Thinking with Technology Course
Summer Concert. Research Question (For the Seeing Reason workspace) Several factors could influence the number of people attending your Ultimate Summer concert. Use the organizer to show the relationship between some of these factors. The "USC attendance" square should remain your central idea. One factor has been given to you to determine the relationship. Practice Map (For your future quick reference) Teacher ID: Team username 1:
usc01
Team username 2:
usc02
Team username 3:
usc03
Team username 4:
usc04
Showing Evidence Elements (Complete this section if this tool will be used in the unit) Showing Evidence Project Name (For the Showing Evidence workspace) USC Organizer Project Description (For the Showing Evidence workspace) Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 5 of 9
Intel® Teach Program Thinking with Technology Course
Students will use the project space to complete their organization plan for the 3 acts in their Ultimate Summer Concert. The students can then use this space to save their thoughts and ideas to use when creating their presentation. Prompt (For the Showing Evidence workspace) Use the work space to save information about the three acts your group has selected for your Ultimate Summer Concert (USC). List your 3 acts on the left side of the screen and add information on the right and drag them to the left under the proper group/performer heading. Practice Case (For your future quick reference) Teacher ID: Team username 1:
usc01
Team username 2:
usc02
Team username 3:
usc03
Team username 4:
usc04
Claims Thesis 1: ACT/PERFORMER 1 Explanation: Change the title of this section to the name of your 1st act/performer. List the evidence on the right and drag it to the space to save your notes. Remember to rate your evidence according to the site from which you found it. Thesis 2: ACT/PERFORMER 2 Explanation: Change the title of this section to the name of your 2nd act/performer. List the evidence on the right and drag it to the space to save your notes. Remember to rate your evidence according to the site from which you found it. Thesis 3: ACT/PERFORMER 3 Explanation: Change the title of this section to the name of your 3rd act/performer. List the evidence on the right and drag it to the space to save your notes. Remember to rate your evidence according to the site from which you found it. Evidence Evidence will NOT be pre-populated.
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 6 of 9
Intel® Teach Program Thinking with Technology Course
Unit Details Prerequisite Skills Reading for information, basic researching skills, use of writing process, copyright procedures, presentation skills, and ability to produce a multimedia presentation Instructional Procedures Prior to the Lesson Students are presented with the essential framing question of the unit and discuss how communication is important to daily life. As students discuss this, it should lead to the unit questions. At this point, students should discuss who they communicate with and how they use communication to influence others or help them make decisions. During the Lesson Students will work in groups of 3. The students will complete the activity by selecting 3 (no more, no less) performing artists to participate in the Ultimate Summer Concert. The performers must be living. Students will complete the visual ranking tool to begin planning their project. Students will then use this information to research their plan in order to determine budget and for what the profits will be used. Students will then research their bands to prepare an advertisement or presentation for the rest Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 7 of 9
Intel® Teach Program Thinking with Technology Course
of their community (classmates). The community will vote for which concert would be most profitable for the community or the charity selected. The seeing reasons tool will be implemented at this time to enable students to determine what factors might lead to good or poor attendance at their USC if it is not planned in a thorough manner. As students continue to work on their research and plan their USC, the showing evidence tool will be introduced to enable students to use it for organizing information about their 3 acts in order to create their advertising campaign and maintain their facts without the use of note cards or paper that is usually misplaced. This will enable them practice with utilizing technology on an on-going basis. Students will be given time to communicate and work in class to compile their information and plan their Ultimate Summer Concert and their advertising campaign. The only limit is their own imagination… After the Lesson Students will present their USC ideas to the group. After completion of all presentations, the class members will get to vote for the greatest USC idea. Follow-up Ideas Students will be asked to write a business letter persuading the individuals who housed their USC to allow another, although they have determined that the contractual obligations (i.e., trash, bills, upkeep of grounds, etc.) were not adhered to during the first USC. Accommodations for Differentiated Instruction Resource Student
Students will be grouped with at least one higher level student and will be given more of the work in compiling and completing the presentation with group approval.
Nonnative English Speaker
English Language Learners will be placed in groups with higher level students and will be allowed to contribute at least one of their favorite performers to the groups selection of 3 for a multicultural experience to the presentation.
Gifted Student
Students should complete a more complex presentation than a PowerPoint. Students should complete a PhotoStory 3 or MovieMaker presentation.
Materials and Resources Required For Unit Copyright awareness handouts—Teacher created material Printed Materials
PowerPoint “cheat sheet” handout—Teacher created material PhotoStory 3 “cheat sheet” handout—Teacher created material Windows Movie Maker “cheat sheet” handout—Teacher created material
Supplies Technology -Hardware
KWL Chart (if not electronic) Computers with Internet capability Data Projector Projection system (screen, Intelliboard, etc.) Multimedia software (i.e., PowerPoint, Photostory 3, Windows Movie Maker)
Technology -Software
Word processing software for final copies of persuasive essays, handouts for presentations, or support documents Electronic encyclopedias for research purposes
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 8 of 9
Intel® Teach Program Thinking with Technology Course
Persuasive Writing Interactive Map Can you Convince Me? Persuasive Writing Sample Lesson Plan Persuasive Letter Audience Analysis Persuasive Business Letter Example Internet Resources
Persuasive Strategy Definitions Persuasive Writing Assessment Peer Editing Checklist Observations and Notes Checklist Persuasive Strategies PowerPoint The HAT team sorting tool
Other Resources
Barbour County Fair Association Chairperson
Copyright © 2008 Intel Corporation. All rights reserved. Intel, the Intel logo, Intel Education Initiative, and the Intel Teach Program are trademarks of Intel Corporation in the U.S. and other countries. *Other names and brands may be claimed as the property of others.
Copyright © 2008 Intel Corporation. All Rights Reserved.
Page 9 of 9
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