Final Performance Task: Presentation of Photograph and Song Selections | EL Education Curriculum

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ELA 2012 G8:M3B:U3:L8

Final Performance Task: Presentation of Photograph and Song Selections

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Long Term Learning Targets

  • I can present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound reasoning, and well-chosen details; use appropriate eye contacts, adequate volume, and clear pronunciation. (SL.8.4)
  • I can demonstrate command of the conventions of standard English grammar and usage when writing or speaking. (L.8.1)

Supporting Targets

  • I can describe the photographs and civil rights song I have chosen using evidence from A Mighty Long Way.
  • I can present an argument for why the three photographs I have chosen are key events to drive the plot of a film about the experiences of The Little Rock Nine, citing evidence from A Mighty Long Way.
  • I can present an argument for why the song I have chosen is the best for a film soundtrack, citing evidence from A Mighty Long Way.
  • I can present my ideas to an audience clearly.

Ongoing Assessment

  • Self-assessment of Performance Task

Agenda

AgendaTeaching Notes

1. Opening

     A. Reviewing the Learning Targets (3 minutes)

2. Work Time

     A. Prepare for Presentations (10 minutes)

     B. Performance Task Presentations (25 minutes)

3. Closing and Assessment

     A. Self-Assessment of Performance Task (7 minutes)

4. Homework

     None

  • This is the final lesson in the module. Students present the photographs and civil rights song they have chosen as key events for a film about the experiences of The Little Rock Nine as they went to Central High School.
  • Consider videotaping students’ final presentations, so you can refer to the videotapes later for grading and share the videos with an outside audience.
  • Depending on the number of students in your class, this may take more than one lesson. If you have a large group, consider splitting it into two lessons for student enjoyment and engagement.
  • At the end of this lesson, students complete a self-assessment on their Film Presentation Rubric. Read and consider students’ comments as you grade their final performance tasks. If a student’s self-assessment does not align with your assessment of his or her progress, consider scheduling a time to talk one-on-one to help the student understand how to improve.
  • In advance:

–   Determine an order for presentations and create a Presentation Schedule to post in the classroom.

-   Post: Learning target, Presentation Schedule.

Materials

  • Presentation Schedule (see Teaching Notes)
  • Film Presentation Rubric (distributed to students in Lesson 7, and one new copy per student for teacher assessment)
  • Little Rock Girl 1957 (book; one per student)

Opening

Opening

A. Reviewing the Learning Targets (3 minutes)

  • Direct students’ attention to the posted learning targets and read them aloud:

*   “I can describe the photographs and civil rights song I have chosen using evidence from A Mighty Long Way.”

*   “I can present an argument for why the three photographs I have chosen are key events to drive the plot of a film about the experiences of The Little Rock Nine, citing evidence from A Mighty Long Way.”

*   “I can present an argument for why the song I have chosen is the best for a film soundtrack, citing evidence from A Mighty Long Way.”

*   “I can present my ideas to an audience clearly.”

  • Remind students that in this lesson they will deliver their presentations about their photograph and song choices for a film about the experiences of The Little Rock Nine as they went to Central High School.

Work Time

Work TimeMeeting Students' Needs

A. Preparation for Presentations (10 minutes)

  • Invite students to refer to the Presentation Schedule to know when they will be presenting.
  • Focus students on the Film Presentation Rubric. Remind them of what you will be looking for as you assess their presentations.
  • Give students 10 minutes to practice and prepare for their presentations.
  • Consider working with students whom you have seen struggling during the preparation lessons, in order to coach them as they work to improve their presentations.

B. Performance Task Presentations (25 minutes)

  • Ask students to take out Little Rock Girl 1957, as they will need it to refer to the photographs students call out in their presentations.
  • Follow the Presentation Schedule to run the presentations. Remind students to be respectful and to listen attentively as their classmates present.
  • Set a 4-minute timer for each student to ensure students keep within the time frame and the schedule runs on time.
  • Use a Film Presentation Rubric for each student to assess students as they present.

Closing & Assessments

Closing

A. Self-Assessment of Performance Task (7 minutes)

  • Distribute a fresh copy of the Film Presentation Rubric to each student.
  • Tell students that they are going to self-assess their presentations. Encourage them to use the notes column to write about what they think they did well, and what they could improve on.
  • Collect the rubrics and use them in conjunction with the rubrics you completed for each student as you grade presentations.

Homework

Homework

None

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