- I can co-construct criteria for high-quality oral presentations based on a model. (SL.2.3)
- I can show empathy when I give feedback to my peers. (SL.2.6)
These are the CCS Standards addressed in this lesson:
- W.2.5: With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
- SL.2.3: Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.
- SL.2.6: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification.
Daily Learning Targets
Ongoing Assessment
- During Work Time B, circulate as students work on the Scientific Drawings and Captions Template and continue to notice if they use the resources available to inform their drawing and caption. (RI.2.1, RI.2.5, RI.2.7, W.2.7)
- During the Closing, circulate and use the Speaking and Listening Checklist to document progress toward SL.2.3 and SL.2.6 (see Assessment Overview and Resources)
Agenda
Agenda | Teaching Notes |
---|---|
1. Opening A. Reviewing Learning Targets (5 minutes) 2. Work Time A. Analyzing a Model: High-Quality Oral Presentations (20 minutes) B. Scientific Drawings: Realistic Use of Color (25 minutes) 3. Closing and Assessment A. Working to Become Ethical People: Showing Empathy When Giving Feedback (10 minutes) |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Areas in which students may need additional support:
Down the road:
|
In Advance
- Pre-determine a workspace for scientific drawing in Work Time B: Students will sit with their pollinator research group to share copies of the pollinator texts and photographs as they add realistic color to their Scientific Drawings and Captions Template.
- Preview the Criteria for High-Quality Oral Presentations anchor chart and TED Talk video to familiarize yourself with examples of the criteria in the video.
- Post: Learning targets and applicable anchor charts (see Materials list).
Tech and Multimedia
Consider using an interactive white board or document camera to display lesson Materials.
- Continue to use the technology tools recommended throughout Modules 1 and 2 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.
- Download the TED Talk video: "Thomas Suarez: A 12-Year-Old App Developer," and gather necessary equipment for audiovisual display.
- Students use drawing apps or software to draw their scientific drawings (for example, the Kids Doodle plug-in for Google or app for Apple products
Supporting English Language Learners
Supports guided in part by CA ELD Standard 2.I.C.9
Important points in the lesson itself
- The basic design of this lesson supports ELLs with opportunities to view and to analyze a concrete model of an oral presentation.
- ELLs may find it challenging to focus on several criteria as they watch the video in Work Time A and complete their What Makes a High-Quality Oral Presentation? recording form. Consider assigning students one criterion each on which to focus to make the task more manageable. Also, consider finding time for students to watch the video once before the lesson.
Levels of support
For lighter support:
- During Work Time A, display an enlarged copy of the What Makes a High-Quality Oral Presentation? recording form. As students share what they noticed and wondered, record student responses for the class on this copy.
For heavier support:
- During Work Time A, allow students to work in heterogeneous partnerships as they complete their What Makes a High-Quality Oral Presentation? recording form.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to support comprehension by activating prior knowledge and scaffold connections for students. Continue to provide visual display of questions and student responses on a chart or a board during discussions.
- Multiple Means of Action & Expression (MMAE): Continue to offer scaffolds for students learning to set appropriate personal goals. Recall that appropriate goal-setting supports development of executive skills and strategies.
- Multiple Means of Engagement (MME): Continue to support sustained engagement and effort for students who benefit from consistent reminders of learning goals and their value or
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
New
- app, application, co-construct, criteria (L)
Review
- empathy, feedback, high quality, efficient, empathy (L)
Materials
- What Researchers Do anchor chart (begun in Unit 1, Lesson 2)
- What Makes a High-Quality Oral Presentation? recording form (one per student and one to display)
- "Thomas Suarez: A 12-Year-Old App Developer" (video; play in entirety; see Technology and Multimedia)
- Criteria for High-Quality Oral Presentations anchor chart (new; co-constructed during Work Time A)
- Criteria for High-Quality Oral Presentations anchor chart (example, for teacher reference)
- Scientific Drawings and Captions Template: Bee Model (from Lesson 1; one to display)
- Scientific Drawings anchor chart (begun in Unit 2, Lesson 5; added to during Work Time B)
- Scientific Drawings anchor chart (example, for teacher reference; begun in Unit 2, Lesson 5)
- Scientific Drawings and Captions Template (from Lesson 1; one per student) ?Pollinator texts (from Lesson 1; one per student)
- "Forever Grateful, Flies and Wasps!" (from Lesson 1; one per student in this group)
- "Thanks a Bunch, Beetles!" (from Lesson 1; one per student in this group)
- "!Muchas Gracias, Butterflies and Moths!" (from Lesson 1; one per student in this group)
- Pollinator photographs (from Lesson 1; one per student)
- Butterflies and moths photographs #1-2 (from Lesson 1; one per student in the Butterflies and Moths group)
- Wasps and flies photographs #1-2 (from Lesson 1; one per student in the Wasps and Flies group)
- Beetles photographs #1-2 (from Lesson 1; one per student in the Beetles group)
- Peer Feedback anchor chart (begun in Lesson 4)
- Specific, Positive Feedback sentence starters (one to display)
Assessment
Each unit in the K-2 Language Arts Curriculum has one standards-based assessment built in. The module concludes with a performance task at the end of Unit 3 to synthesize their understanding of what they accomplished through supported, standards-based writing.
Opening
Opening | Meeting Students' Needs |
---|---|
A. Reviewing Learning Targets (5 minutes)
"I can co-construct criteria for high-quality oral presentations based on a model."
|
|
Work Time
Work Time | Meeting Students' Needs |
---|---|
A. Analyzing a Model: High-Quality Oral Presentations (20 minutes)
"What is an 'app'?"
"What does Thomas develop?" (apps)
"What made Thomas's oral presentation high quality? In other words, what did he do well?"
"What did the presenter do to make this a high-quality oral presentation?"
1.Use clear/audible words. 2.Speak in complete sentences. 3.Use script/notes as needed. 4.Refer to posters/visuals for effect.
"How did watching and talking about this video add to your understanding of what makes a high-quality oral presentation? I'll give you time to think and discuss with a partner." (Responses will vary, but may include: It helped me see what a high-quality oral presentation looks and sounds like.)
|
|
B. Scientific Drawings: Realistic Use of Color (25 minutes)
"If we just colored with black or just white, would it look realistic?" (No--bees are not just black and white.)
|
|
Closing & Assessments
Closing | Meeting Students' Needs |
---|---|
A. Working to Become Ethical People: Showing Empathy When Giving Feedback (10 minutes)
"I can show empathy when I give feedback to my peers."
"What is empathy?" (working to understand how others feel)
"What kind of feedback will leave the receiver feeling confident and proud? What will the feedback sound like?" (kind, specific, helpful, empathic) Formatted:EL P Learning Target 2
"How do the Specific, Positive Feedback sentence starters help you give effective feedback to others?" (helps me be kind, specific, and helpful)
|
|
Copyright © 2013-2024 by EL Education, New York, NY.