- I can present my findings in a focused and coherent manner, emphasizing salient points. (SL.7.4)
- I can use relevant descriptions, facts, details, and examples to help the listener understand my epidemic. (SL.7.4)
- I can offer kind, specific, and helpful feedback to my peers. (W.7.5)
- I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy. (L.7.3a)
Focus Standards: These are the standards the instruction addresses.
- W.7.5, SL.7.4, SL.7.6, L.7.3a
Supporting Standards: These are the standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.
- W.7.3, W.7.4, L.7.6
Daily Learning Targets
Ongoing Assessment
- Opening A: Entrance Ticket: Unit 3, Lesson 9 (SL.7.4)
- Work Time A: Podcast script (SL.7.4, L.7.3a)
- Work Time B: Tuning protocol feedback (W.7.5, SL.7.4)
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Engage the Learner - SL.7.4 (5 minutes) 2. Work Time A. Combine and Revise Podcast Script - SL.7.4 (15 minutes) B. Tuning Protocol: Content - SL.7.4 (20 minutes) 3. Closing and Assessment A. Plan Revisions - W.7.5 (5 minutes) 4. Homework A. Research and Revise: Students conduct any additional research necessary for completing their section of their podcast script. Then they revise and edit their section of the podcast script for clarity and style in preparation for the next lesson, in which they present their full scripts to another triad in a second Tuning protocol focused on presentation skills. B. Practice Presentation: Students practice presenting their part of the script, reading it aloud slowly, clearly, and with enunciation and emphasis. |
Alignment to Assessment Standards and Purpose of Lesson
Opportunities to Extend Learning
How It Builds on Previous Work
Support All Students
Assessment Guidance
Down the Road
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In Advance
- Ensure there is a copy of Entrance Ticket: Unit 3, Lesson 9 at each student's workspace.
- Post the learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout previous modules to create anchor charts to share with families; to record students as they participate in discussions and protocols to review with students later and to share with families; and for students to listen to and annotate text, record ideas on note-catchers, and word-process writing.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.B.5, 7.I.C.10, 7.I.C.12, 7.II.B.5, 7.II.C.6, and 7.II.C.7.
Important Points in the Lesson Itself
- To support ELLs, this lesson provides students with the opportunity to collaborate on combining, revising, tuning, and planning for more revisions on the podcast script. This extensive collaboration in each activity ensures comprehension of and success on the tasks throughout the lesson.
- ELLs may find it challenging to offer feedback to their peers in a Tuning protocol. They may not be accustomed to giving feedback on another's work. As necessary, assure students that they will give both positive and helpful feedback, which is not the same as passing judgment on the person. Also, explain that peer critique is beneficial to both the reviewer and reviewee to evaluate when something is well done or needs more work.
Vocabulary
- coherent, emphasize, findings, salient (A)
Key
(A): Academic Vocabulary
(DS): Domain-Specific Vocabulary
Materials from Previous Lessons
Teacher
Student
- Close Readers Do These Things anchor chart (one for display; from Module 1, Unit 1, Lesson 4, Opening A)
- Academic word wall (one for display; from Module 1, Unit 1, Lesson 1, Opening A)
- Work to Contribute to a Better World anchor chart (one for display; from Module 1, Unit 3, Lesson 5, Work Time A)
- Peer Critique anchor chart (one for display; from Module 1, Unit 2, Lesson 14, Work Time B)
- Vocabulary log (one per student; from Module 1 Unit 1, Lesson 2, Opening A)
- Narrative lead and section of the podcast script (student-generated; from Module 2, Unit 3, Lessons 7 and 8)
- Epidemic Research note-catcher (one per student; from Module 2, Unit 3, Lesson 2, Work Time C)
- Directions for Tuning Protocol (one per student and one for display; from Module 2, Unit 2, Lesson 15, Work Time B)
New Materials
Teacher
Student
- Entrance Ticket: Unit 3, Lesson 9 (answers for teacher reference)
- Presentation checklist (for teacher reference)
- Entrance Ticket: Unit 3, Lesson 9 (one per student)
- Entrance Ticket: Unit 3, Lesson 9 ▲
- Presentation checklist (one per student and one for display)
- Sticky notes (several per student)
Assessment
Each unit in the 6-8 Language Arts Curriculum has two standards-based assessments built in, one mid-unit assessment and one end of unit assessment. The module concludes with a performance task at the end of Unit 3 to synthesize students' understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Levels of Support |
---|---|
A. Engage the Learner – SL.7.4 (5 minutes)
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For Lighter Support
For Heavier Support
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Work Time
Work Time | Levels of Support |
---|---|
A. Combine and Revise Podcast Script – SL.7.4 (15 minutes)
“I can present my findings in a focused and coherent manner, emphasizing salient “I can use include relevant descriptions, facts, details, and examples to help the listener understand my epidemic.”
“What are some of the ways we might revise a piece of writing if we intend for people to listen to it, instead of reading it?” (Responses will vary, but may include: We should think about how people only get to listen to things once, usually, so we should focus on making sentences simple and clear. We can also think of ways to revise our writing to emphasize different words or sentences when we speak.)
“How will the first three criteria on the Presentation checklist help you make decisions about the content and language of your presentation?” (The Presentation checklist focuses on “emphasizing salient points” and presenting findings in a “focused and coherent” way, which helps remind us to really focus on emphasizing what is most important in a spoken presentation.)
“What are the key findings you want to include about the epidemic?” (For students who need more support, ask, “What did you learn about the epidemic? Where did you include that information in your script?” ▲) “Do you present your findings in a focused and coherent manner?” (For students who need more support, ask, “Do you tell the events of the epidemic in order? Do you use transition words between paragraphs and sections?” ▲) “Do you emphasize salient points?” (For students who need more support, ask, “Do you have an exciting hook or opening? Do you end with a message and reflection on the epidemic?” ▲) “Do you use descriptions, facts, details, and examples to help the reader understand your epidemic?” (For students who need more support, ask, “Do you include dialogue and description to make some events seem exciting?” ▲)
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For Lighter Support
For Heavier Support
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B. Tuning Protocol: Content - SL.7.4 (20 minutes)
"I can offer kind, specific and helpful feedback to my peers."
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For Lighter Support
For Heavier Support
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Closing & Assessments
Closing |
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A. Plan Revisions - W.7.5 (5 minutes)
"I can choose language that expresses ideas precisely and concisely, recognizing and eliminating wordiness and redundancy."
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Homework
Homework | Levels of Support |
---|---|
A. Research and Revise
B. Practice Presentation
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For Lighter Support
For Heavier Support
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