Objectives:
Students will learn how to write successful, formal research papers for the personal project research paper.

Assessment Strategy:
I will not evaluate how these objectives were achieved. They will be evaluated in February by Ms. Grelinger when the personal project papers are evaluated.

Results:
The evaluation will occur when the students write their personal project research papers. The teacher will evaluate the students' papers.

Objectives:
My partner-teacher should have learned different things about animation of a Microsoft PowerPoint presentation document. She also should have learned a little about inserting pictures and sounds into a PowerPoint presentation document.

Assessment Strategy:
Ms. Grelinger will create her own PowerPoint presentation.

Results:
When I evaluated the achievement of the objectives, I found that I write better, and that Microsoft PowerPoint presentation documents seem to be the most efficient and creative way for teachers to address a topic. Microsoft PowerPoint gives teachers three different ways to address their topics. They (the students) have a visual, audio, and text to read. Those three ways of presenting a lesson are known as the "triangle" of learning.

Objectives:
I will be able to write a successful research paper. I should also be able to write formal paragraphs, while still being able to keep my audience hooked to my topic with creative sentences. I will be able to create a PowerPoint project. I will be able to cooperate with an adult to create a lesson for students. I will be able to present a PowerPoint presentation to a group.

Assesment Strategy:
I will have an interview with my partner-teacher and get feedback from her about how well I accomplished the objectives for working cooperatively with an adult, and creating and presenting a PowerPoint presentation. The grade I receive on my own research reports will demonstrate how well I achieved the other objectives.

Results:
When I evaluated the objectives for myself, I found that I work more cooperatively with an adult partner. Ms. Grelinger complimented me on my PowerPoint presentation. I also found that I can write more effectively in papers that are assigned in school and have received improved grades on them.

Hardware:
Computer, Slide Projector

Software:
Microsoft PowerPoint

Other Materials:
Packet on Accordion Paragraphs provded by partner teacher

First, I set up a meeting with my partner teacher. We discussed the type of presentation she wanted to use and the subject I would need to address to her class. After we had our meeting, she gave me the sources I needed to complete the task she had assigned.

Then, I began working on the presentation. I laid out the way I would present the PowerPoint, and began to type the text into different slides.

After that, I saved the file to a disk and took it to school to save in my file. Once it had been saved, I finished off any text or pictures I needed to insert into the slideshow. I watched my slideshow and showed it to my teacher and peers.

Once my teacher had approved my slideshow (editing), I went to my teacher to set up a date for presentation.

After the date had been set, I prepared by practicing the speech I had mentally prepared. I sat for about 15 minutes rehearsing it.

The day of the show, the students piled into the library, ready to learn. I began clicking the mouse, and the rest is obvious. A simple applause and compliments on my knowlegde of the computer was practically my pay check for the weeks I had spent planning, checking, editing, and practicing my slideshow presentation.

Kansas State Standards
Reading and Writing

Benchmark 7: The proficient writer uses a writing process that includes preparation, drafting, revising, editing, and publishing to produce a written document.

Indicators: The student will (1) generate ideas, narrow the topic, and gather and organize the information about the selected topic; (2) write a draft about a selected topic; (3) revise the draft to clarify and add ideas to reorganize and eliminate extraneous information to produce an improved product; (4) proofread and edit their and their peers' revisions for conventions, including spelling and appropriate format; (5) generate a legible final copy for presentation.

Benchmark 8: The proficient writer uses a variety of modes of writing for different purposes and audiences.

Indicator: The student will (3) write expository pieces, which may include lab report, math project, social studies report, and summary.

Published by: Kansas State Department of Education

Student's pleasant feelings about the project:
My positive feelings were that I got to teach a class close to my age level. I enjoy working with younger students; I volunteer at my elementary school each year.

Student's unpleasant feelings about the project:
My negative feelings were that I could not do more things for my student teacher. I wanted to complete more tasks, but I was only allowed to complete one task at that time. It would have been better to work with mulitple teachers also.