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Persuasive Presentation Project: The Big 6 Choosing a Family Dog

Persuasive Presentation Project: The Big 6 Choosing a Family Dog. Christine Brewer & Summer Erwin LS 5443-20 October 20, 2009. Are you looking for a best buddy?. Are you a big dog or little dog kind of person?. Do you want an indoor or outdoor dog?. Big or little?.

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Persuasive Presentation Project: The Big 6 Choosing a Family Dog

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  1. Persuasive Presentation Project: The Big 6Choosing a Family Dog Christine Brewer & Summer Erwin LS 5443-20 October 20, 2009

  2. Are you looking for a best buddy?

  3. Are you a big dog or little dog kind of person?

  4. Do you want an indoor or outdoor dog?

  5. Big or little?

  6. What kind of dog is the best fit for your family?

  7. Big 6 Research Method Step 1: Task Definition • What information are you seeking? Step 2: Information-Seeking Strategies • How will you find this information? Step 3: Location And Access • Use tools to gather your sources and find information in the sources. Step 4: Use of Information • How useful are your sources? Step 5: Synthesis • How are you going to organize, summarize and present your information? Step 6: Evaluation • Does your final product meet your goals? Are you satisfied?

  8. Choosing a Family Dog Step 1: Task Definition • What kind of dog is best for my household? -Big or little? -Indoor/Outdoor? -Puppy or older dog? - Long hair or short hair? • Needed information about dog characteristics? -Which breeds shed a lot? -What are the health concerns? -Which breeds are best with kids? -What are the lifespan of different breeds?

  9. Choosing a Family Dog Step 1: Task Definition -What are the behavioral characteristics of the different breeds? -Which breeds are easy to train? - Which breeds develop a deep bond with their human family? - Which breeds need to be physically active?

  10. Choosing a Family Dog Step 2: Information-Seeking Strategies • What are possible sources to check for your information? -Dog encyclopedias -websites such as: Dog Breed Info Center www.dogbreedinfo.com, American Kennel Club www.akc.org, Animal Planet: Dog Breed Directory www.animal.discovery.com/breedselector, Dog Channel.comwww.dogchannel.com -Books about dogs and different breeds from the nonfiction section of my library. • Which ones will you check first and why? Probably the websites because they are easily accessible. Also the encyclopedia’s because all of the information on different breeds is in one central location. • Do you have a variety of useful resources? Yes, nonfiction, reference books, Web pages, online articles.

  11. Choosing a Family Dog Step 3: Location And Access • Where will you locate the information for your research? -Encyclopedias: Reference section of library and online. -Books: Nonfiction dog books and dog breed books can be located in the following sections of my library: • 599.74 • 636.7 -Websites: search online -Librarian assistance

  12. Choosing a Family Dog Step 4: Use of Information • How useful are your sources? - Do they tell you the most important information about the type of dog that you are most interested in? - Do the resources you are using answer all or most of your questions? • Take notes on the relevant information. - Which dog breeds are friendly? - Which dog breeds will bond best with you and your family? - Which dog breeds are easy to train?

  13. Choosing a Family Dog Step 4: Use of Information (Continued) • Paraphrase the information in your sources. - Golden retrievers: bond with family are easy to train are friendly to humans and animals need plenty of exercise must be kept indoors

  14. Choosing a Family Dog Step 5: Synthesis • What’s the best format to present? - Write down the information about each breed of dog. - Present books showing pictures of the various breeds of dogs. • How are you going to organize your presentation? - Write down the most important information you found by category (breed of dog). - Prepare to talk to your parents about the positive qualities you found about each breed of dog.

  15. Choosing a Family Dog Step 5: Synthesis (Continued) - Remember to include a picture of each dog breed as you talk about it. • Have you included all of your information? - Do you have your notes organized by dog breed? - Do you have the photos of the dogs to go along with your presentation?

  16. Choosing a Family Dog Step 6: Evaluation • Is this the perfect dog for your family? -Your Golden Retriever puppy will be easy to train. - Your puppy will be loving toward your family and other animals. - Your puppy will like staying indoors with you and your family. • Are you happy/satisfied with this dog? - Your Golden Retriever puppy is now a part of your family. - You will enjoy taking your puppy for walks and cuddling with her as she sits beside you on the couch.

  17. Choosing a Family Dog (Continued) Does the dog meet all of your expectations? - Your Golden Retriever puppy is your best pal!

  18. There Are So Many Choices!Are You Sure???

  19. Benefits of the Big 6 • “Designed for student achievement” (Welsh 26). • Teaches students “how to manage the oceans of information” (Hughes 3 & 4). • “Supports critical thinking skills” (Repman 31). • It is based on the 6 levels of Bloom’s Taxonomy (Repman 31). • Students are able to “exercise control over their own thinking” (Wolf , no page # listed). • Students are able to engage in authentic learning tasks (Wolf, no page # listed).

  20. Importance of the research method in everyday situations. • Teaches problem solving strategies that can be applied to everyday life. • Teaches children to “become active participants in learning” (Eisenberg 35). • Teaches children how to “justify decisions based on criteria” (Eisenberg 35). • Teaches children to “assume control and responsibility to produce quality work” (Eisenberg 35) in the classroom and in their everyday lives. • Teaches children “to innovate and to think” (Hughes 3 & 4)for themselves.

  21. Importance of the research method in everyday situations. • Students find that “insights into their own work boost pride and confidence” (Eisenberg 35). • Students learn how “to utilize the new technologies” (Hughes 3 & 4). • Students learn how to “become self-directed and self-motivated” (Eisenberg 35). • Students learn how to find and organize information in a variety of ways.

  22. Citations • Eisenberg, Michael B. “Big 6: Tip # 6: Evaluation.” Teacher Librarian 26.2 (November/December 1998): 35. • Eisenberg, Mike. “Big 6: Tips: Teaching Information Problem Solving.” Teacher Librarian 26.1 (September/October 1998): 38. • Hughes, Sandra. “The Big 6: Implementation in the Classroom.” School Libraries in Canada 19.2 (1999): 3-4. • Moreillon, Judi. Collaborative Strategies for Teaching Reading. The American Library Association, 2007. Print. • Repman, Judi and Gail K. Dickinson, Editors. School Library Management. Columbus, Ohio: Lindworth Publishing, 2007. Print.

  23. Citations (Continued) • Welsh, Cindy. “Integrated ABC’s = Student Success: Academic and Information Literacy Standards, the Big 6, Collaboration, Curriculum, and Instructional Units.” Learning & Media 33.3 (Summer 2005): 26. • Wolf, Sara. “The Big Six Information Skills as a Metacognitive Scaffold: A Case Study.” AASL (2003): Images and Sounds: • Connors, Michael. MorgueFile. 2009. Web. 21 Oct 2009. <http://www.morguefile.com/archive/>. no page # listed. • Golden Retriver Puppy Image: http://mrg.bz/C3ukQi (Image URL). http://mrg.bz/7PhCpL (Page URL). • Dog Bark Sound: http://www.alfreesoundeffects.com/animal.html.

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