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JESSICA SHIPMAN

Joni Dunlap
Creative Designs
11/5/2010

P R O J E C T 3 : P R E S E N TAT I O N P R O W E S S
Overview: This project will be a stand alone presentation for introducing how to write DBQ
(Document Based Question) essays to freshman World Geography students. This presentation will
be used by students at home and in the classroom as an introduction to DBQs and to clarify the
structure of their essay as they are writing it. I will probably also use this project in my Online
version of this class to teach this skill to students who will never see me in a classroom.

Audience: My audience is mostly going to be freshman World Geography students. Most of my


audience will be used to being delivered information via passive use through classroom instruction.
Because there are nearly thirty of them they will be all of the different personality types including,
the introvert, the extravert, the sensor, the Intuitor, the thinker, the feeler, the judger and the
perceiver. I need to make sure that my presentation will be able to hit all of these personality
types.

Learning objectives and assessment: After watching this presentation and using it students will
be able to formulate an argument to answer a specific essay prompt. Additionally, students will be
able to identify pieces of information in the readings that they can use as evidence to support their
argument. Students will also be able to logically structure their thoughts and arguments into a well
written, succinct essay. The assessment for this instruction is the DBQ essay that they are assigned
at the beginning of the lesson that will primarily be concerned with China’s political and economic
status. Although this presentation will be directed specifically at this topic, this is a presentation that
they should be able to use in the future to refresh how to create a DBQ essay.

Problem/solution: The problem that my audience has is that none of them has ever even seen a
DBQ essay and may not have an abundance of schema in which to use the strategies that I am
going to give them. The solution to this problem is to keep it simple. I am going to be giving them
documents that are focused so that students who have a little less experienced will not be
confused, but they are complex enough that students with more experience can extrapolate more
out of them. An additional problem is that because this is their freshman year they have come
from all across the board in terms of essay writing and essay writing instruction from their middle
school teachers. The solution to this problem is to try to get them to adhere to one method for
the sake of moving ahead at my school, which has an established DBQ curriculum.

Evidence: For this presentation I will need to include an essay structure including introduction,
body, and conclusion. I will also need to explain the importance of the Thesis and how all of the
remainder of the essay should link back to the thesis statement. Lastly I will need to explain the sue
of evidence from the documents to prove the thesis and how to site that evidence properly in a
DBQ.

Anecdotes: I will start by asking my learners to identify what they like most about their favorite
stories. I want them to see things like, it flows well, there is a point and the story always seems to
go back to a common theme. I also want them to identify what they dislike most about stories
that they didn’t enjoy. I want them to say things like, it was confusing, it was all over the place, it
was boring. I want them to connect to their writing as readers and to write like they enjoy reading.
I want them to understand from their own experience that structure is important and perhaps I
may even include an exemplar essay and one that was not so good so they can see the major
differences.

7.   Format: I will be using pecha kucha because I feel as though a slideshow is a better fit for
my instructional goals and that I will be able to include my voice in some slides to further explain
what is on the slide so that my learners can come back to this presentation over and over again to
refresh and still understand.

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