Alignment to Assessment Standards and Purpose of Lesson

• SL.6.2 – Opening A: Students complete an entrance ticket in which they examine the visuals included in the model performance task and explain how they contribute to our understanding of the topic being presented.
• SL.6.5 – Opening A: Students complete an entrance ticket in which they examine the visuals included in the model performance task and explain why they were effective in clarifying important information in the presentation.
• SL.6.5 – Work Time A: Students continue to develop their visuals for the performance task to share their learning from their research into a different critical problem and design solution.
• SL.6.1c – Closing and Assessment A: Students practice posing and responding to specific questions with elaboration and detail as they give feedback during the Peer Share.

Opportunities to Extend Learning

• Incorporate more practice with L.6.5 by noting the use of alliteration in the title of the performance task, Solution Symposium, and in one of the components, Presentation Prompts. Invite students to think of other examples of alliteration, especially in company names, such as Bed, Bath, and Beyond or Dunkin Donuts. Facilitate a discussion around the purpose of alliteration and why it is so often used in titles or names.

How It Builds on Previous Work

• In the previous lesson, students critiqued a model presentation for the Solution Symposium and began creating the visuals needed for their own presentation. In this lesson, students continue preparing the flip-down visual, a core component of their performance task presentation.

Support All Students

• Note that there is a differentiated version of the entrance ticket used in Opening A in the supporting materials download. ▲
• Support students as they incorporate graphics into their flip-down visuals. This also provides 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 http://eled.org/0181 or http://eled.org/0147, 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.
• It may be challenging for some students to stay on task for an extended period of time. Help students break up the time by encouraging them to set a series of small goals to track their progress and maintain their pace. Consider grouping those who will find this challenging to work with support.
• ELLs may be especially concerned that the language of their performance task materials is used correctly. Help students locate and remedy language errors that affect overall clarity of ideas, while also reminding students that language errors are okay and that they will not be formally assessed on this assignment. ▲

Assessment Guidance

• The performance tasks at the end of every module are neither formative nor summative assessments. For these reasons, it is recommended that performance tasks be evaluated only through the lens of the attributes of high-quality student work (authenticity, complexity, and craftsmanship).
• Require students to use at least one of the sentence frames provided in Closing and Assessment A to assess SL.6.1c.

Down the Road

• In the next lesson, students will continue to prepare and practice their presentation for the Solution Symposium. The Solution Symposium occurs in Lesson 14.