Here's a whole bunch of slideshows

http://www.msnucleus.org/membership/guide/slideshowk6.html

Sorry...little chance of that happening, sounds time-consuming.  KL said BrillKids might convert them, but I wouldn't expect them to.  Anyone else would be perfectly free to do so.

Ppt is a great program to own...

I would propose an updated set of rules for making presentations.  They are more or less what I try to do.  Here goes.

1. Write whole sentences.  Teach more facts, and fewer categories.  Sometimes it's a great idea to teach categories straight, but it really helps to teach facts, too, which are needed to understand the categories properly.

2. Make the facts part of the main slide text, not a "program of intelligence" (or whatever it's called).

3. Don't try to teach anything that you can't either illustrate in a picture or explain in terms that your child already understands.  If you're making a presentation that is meant to be used by many different kids, then don't assume too much.  Why teach your kid something he can't understand, when there is so much to learn that he can understand?

4. The name of the game is still, as it is for Doman, to teach many related facts together in sets.  But now, for each different fact, find a very appropriate picture.

5. Since you now have such a huge variety of pictures at your disposal, you no longer have any excuse to include obscure things just because you happen to have pictures of them, or omit common things because you don't have pictures of them.  You can choose the most common and important items and find good pictures of all of them.

6. For the same reason, you also no longer have any excuse not to make more presentations teaching abstract concepts like time units.  We know from our experience that kids can be taught to grasp abstract concepts, and failure to learn them is a huge impediment to really learning many new things well.

7. You're now totally stocked with pictures (thanks to Google Image Search), and so you can use different pictures for each different fact.  So it is now officially OK to use full sentences on presentations themselves, when they are beneficial to explaining something.  You don't have to use the same picture to illustrate a lot of different facts, so just put the sentences up there, together with the pictures.  Just remember, less is often more.

8. Write sentences and choose topics that you're pretty sure your kid can understand.  Sure, your kid might be able to memorize and be able to ape back lots of things he can't understand, but why teach those things when there are so many other things that he can understand now, that he can be taught now?

The number of potential good topics for presentations is probably 100 times the number, or more, that are listed in the Doman encyclopedic knowledge book, or that are represented on BrillKids at present.

Hope this helps somebody.

Desperately needs sound files.  A bonus would be pictures of some "typical speakers" of the language, and a map of where the language is spoken.

Here is a quick "script" for a presentation that would be similar to my other presentations.  I'm posting this in the hopes that someone else will find excellent pictures online to go with the words.  But bear in mind that as you finish this presentation, you might need to edit the words.  That's OK with me, this was written quickly and I'm sure it will need at least a little editing, and maybe a lot.

Money (U.S. currency)
<You might want to divide this into two or three presentations, Money 1 and Money 2 etc.>
<I make two different kinds of presentations, some with words above the pictures, and (when the pictures are very important) some with the pictures filling up the screen and the words on separate slides.  I think for this one it's fine to have the words above the pictures, but I leave that to you.>
Do you want something at a store? <picture of some toys, maybe with a kid drooling over them>
We can't just take things out of stores without buying them.  That's called stealing!  <picture of someone stealing>
If you steal, the police will arrest you.  It is against the law. <picture of police making an arrest>
You have to buy something, and then it is yours and you can take it. <picture of kid with a recent purchase; maybe, just a picture of a happy kid with a new toy>
How do we buy things?  We use special plastic cards, <picture of credit, check, or debit cards>
but we can also use money.  <picture of someone paying money at a cash register>
There are two kinds of money, or cash: coins <picture of various kinds of coins>
and bills.  <picture of various kinds of bills>
Coins are made of metal, <picture of nickel/whatever ingot>
while bills are made of paper. <picture of paper money on a printing press?>
In the United States, <U.S. map>
our coins are pennies, nickels, dimes, quarters, half-dollars, and dollars. <picture including all of these>
<In the following make sure the pictures are big, but properly relative in size to the other pictures, so the dime is smallest of all.  Also, make sure the pictures are clear, not fuzzy, and include both obverse and reverse on the same slide.  Finally, please make sure the pictures are of the latest versions of currency, the stuff you see every day--not of old coins and bills no longer in circulation.>
The front side of a coin is called the obverse <obverse of a penny>
while the back side is called the reverse. <reverse of a penny>
A penny is worth one cent (1<cent sign>). <obverse and reverse of a penny; label them>
President Abraham Lincoln is on the penny. <portrait of Lincoln, together with a penny>
A nickle is worth five cents (5<cent sign>). <obverse and reverse of a nickel>
President Thomas Jefferson is on the nickel. <portrait + coin>
A dime is worth ten cents (10<cent sign>). <etc.>
President Franklin Delano Roosevelt is on the dime. <etc.>
A quarter...
President George Washington...
A half-dollar...
President John F. Kennedy...
A dollar... <use dollar sign here>
<if you think it's necessary, add slides saying, "Here are a bunch of dollar coins you might see">
Many different people are on our dollar coins. <portraits of them...make into a series of slides if you want, or just one complex slide>
This sign <cent sign, big> means cents, or number of pennies. <picture of a bunch of pennies>
This sign $ <big> means dollars. <picture of a bunch of dollar coins similar to the ones shown earlier>
The front side of a bill, like this dollar bill, is called the obverse. <obverse of $1>
The back side of a bill is called the reverse. <reverse of $1>
A dollar bill is worth one hundred cents. <obverse and reverse, arranged top and bottom, labelled>
There is also the five dollar bill, <obverse & reverse>
the ten dollar bill, <obverse & reverse>
the twenty dollar bill, <obverse & reverse>
the fifty dollar bill, <obverse & reverse>
and the 100 dollar bill. <obverse & reverse>
<In the following, use coins and bills a little like Doman math dots.
A nickel is the same as five pennies. <picture of a nickle, then an equals sign, then five pennies; alternatively, use separate slides; I would put them on the same slide though>
A dime is worth ten pennies, <dime = ten pennies>
or two nickles. <dime = two nickels>
A quarter is worth 25 pennies, <etc.>
or two dimes and one nickel.
A half-dollar is worth 50 pennies,
or two quarters.
A dollar is worth 100 pennies,
or two half-dollars.
A five dollar bill is the same as five dollar bills, of course! <one five-dollar bill, equal sign, five one-dollar bills>
A ten dollar bill is the same as two five dollar bills. <etc.>
A twenty dollar bill is the same as two ten dollar bills.
A fifty dollar bill is the same as five ten dollar bills,
or two twenty dollar bills and one ten dollar bill.
A one hundred dollar bill is the same as two fifty dollar bills.
<I didn't bother adding that each of the bigger bills is the same as the same quantity in one-dollar bills, because it sounds weird: "A fifty dollar bill is the same as fifty one dollar bills."  And, it's obvious enough I guess...>
All those coins and dollars is called cash. <a picture of bills and coins>
In other countries, they have different money.
In the U.K., <map>
they use pounds. <a one pound note>
In much of Europe, <map>
they use Euros. <a euro coin>
In Japan, <map>
they use yen. <one yen>
But today, many people do not use cash.  They go to the bank, <picture of a bank>
and they put their money in the bank. <picture of a bank exchange preferably with a person handing a teller some money>
Then the bank gives them a plastic "check card," <picture of a check card>
and then we can use the card to buy things. <picture of an exchange using a card>
Someone with little money is poor. <cartoon of poor people>
Someone with a lot of money is rich. <cartoon of rich people>
The End

How about a board, or something, where people can upload scripts for new books that other people can create, if they want?

Sorry, Sapna, I didn't mean to criticize.  I just wanted to point out that there is another perspective on this that people might want to consider.  We might want to try out Beethoven's Wig etc. ourselves, just to see...

But if you limit yourself to books in one specific format, you're really cutting yourself off from most of the best kid's books.

What Titzer himself recommends may help: as you read, run your finger under the text.  I am convinced this helped my boy to read at an early age.  I can see him looking at the words above my finger, and then at the pictures, then back at the words.

If you add words, you're changing the music.  Isn't that a small problem?

Call me a purist, but I find that these presentations, which use the original pieces, hold my little boy's attention pretty well.  He's listened all the way through, completely fascinated, to Pachelbel's Canon, Ravel's Bolero, and a number of others.  To make things a little more interesting, we look at YouTube videos of the musicians playing these pieces (I've added YouTube links only starting around #4 though).  He has said he wants to be a conductor (he's very impressed by conductors).

Your mileage may vary, obviously...  

I would rather have my presentations rated 5 stars than karma.   

*Raises hand*

I work at home and this gives me time to help with my little boy's education.

I am glad you like the presentations!

I have a bunch of ideas for new presentations, so if you want some ideas and want to make new presentations like these, let me know.