Alignment to Assessment Standards and Purpose of Lesson

• L.6.3a - Opening A: Students complete an entrance ticket, which invites them to practice varying the length of their sentences.
• SL.6.5 - Work Time B: Students prepare their multimedia presentations.
• SL.6.4 - Closing and Assessment A: In pairs, students give one another feedback on their presentation skills in order to improve eye contact, volume, and clarity of pronunciation.
• In this lesson, students review the specifications of the performance task, for which they will create and deliver a multimedia presentation explaining their narrative choices: choice of Greek god (or a character from another traditional story), new character choices, choice of scene from The Lightning Thief to revise, and how and why they revised that scene. Students present to a live audience, including reading their revised scene aloud.

Opportunities to Extend Learning

• Challenge students to learn new presentation programs, such as PowToons, or try their hand at the more advanced features of slideshow software of which they are already familiar.
• Demonstrate the relevance of narrative writing with insight from a professional storyteller. Have students view an excerpt (1:19-2:53) of Pixar filmmaker Andrew Stanton's TED Talk, "The Clues to a Great Story" (http://eled.org/0157)

How It Builds on Previous Work

• In the second half of this unit, students have been reimagining a scene from The Lightning Thief and rewriting it to incorporate a new character. In the previous lesson, students used their research, planning, and narrative writing checklist to write their original narrative scene. Students will now prepare to showcase their learning in a multimedia presentation as a culmination to this unit and this module.

Support All Students

• Remember that students who were uncomfortable with the original premise of the rewritten narrative (with themselves as a child of a Greek god or goddess) may also be uncomfortable hearing their peers' presentations on this topic. Be prepared with an alternative option for students in this situation, allowing them to work in a different location on a different, but related, task.
• Encourage students to incorporate many visual components into their slideshow presentations. This will provide a more manageable workload for some ELLs, for whom writing is especially challenging. ^ Point students toward free resources that provide high-quality images, such as Unsplash or Pixabay, for students who are not inclined toward original illustrations. Remind students that it is the thinking and presentation skills that are being practiced; students are not being assessed on their artistic talents.

Assessment Guidance

• The performance tasks at the end of every module are neither formative nor summative assessments. They are not formative since they come at the end of the module, concluding students' learning about the module topic and the literacy skills they have built over eight or nine weeks. However, they are also not summative because they are heavily scaffolded to help students create high-quality work, and so are not a strong measure of what students can do independently. For these reasons, we do not recommend analyzing performance tasks with the same lens used to analyze assessments. Look at students' performance tasks through the lens of the attributes of high-quality student work (authenticity, complexity, craftsmanship).
• In this lesson students are introduced to some characteristics of effective presentation. Use the Presentation Checklist (see supporting materials) to informally assess their presentations, using only the relevant categories which are reflected in the student checklist that students work with during this lesson.

Down the Road

• Students will present their performance tasks in Lesson 12 to conclude Unit 3 and Module 1.