Performance Task: Preparation and Practice | EL Education Curriculum

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ELA G4:M1:U3:L10

Performance Task: Preparation and Practice

In this Lesson

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These are the CCS Standards addressed in this lesson:

  • SL.4.4: Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
  • SL.4.5: Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
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Daily Learning Targets

  • I can clearly and confidently present my poem and explain what inspired me to write it. (SL.4.4, SL.4.5)

Ongoing Assessment

  • Peer Critique form (SL.4.4, SL.4.5)

Agenda

AgendaTeaching Notes

1. Opening

A. Returning Mid-Unit 3 Assessment (5 minutes)

B. Reviewing Learning Target (5 minutes)

2. Work Time

A. Practicing Poetry Presentations, Part I (20 minutes)

B. Peer Critique: Poetry Presentations (20 minutes)

3. Closing and Assessment

A. Practicing Poetry Presentations, Part II (10 minutes)

4. Homework

A. Practice your poetry presentation for the next lesson. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal

B. Accountable Research Reading. Select a prompt and respond in the front of your inde-pendent reading journal.

Purpose of lesson and alignment to standards:

  • In this lesson, students practice their poetry presentations, which involves reading their poem aloud and reading their presentations with the visuals (SL.4.4, SL.4.5). This practice involves a triad peer critique, which students use to inform their presentations and to make revisions.
  • For students who require an extension, consider inviting them to learn their presentation to try and present it without reading it aloud. They could also create prompt cards to help them present, or a slideshow presentation with their images and some key points they want the audience to see.
  • In this lesson, the habits of character focus is on working to become an effective learner and working to become an ethical person. The characteristics that students are reminded of specifically are perseverance as they practice their presentations multiple times, and respect as they participate in a peer critique.
  • The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and creative writing. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.

How it builds on previous work:

  • Throughout this unit, students have written poems and poetry presentations in preparation for the performance task. They have also practiced reading aloud poems for fluency. In this lesson, they practice presenting those products.
  • Continue to use Goal 1 and 2 Conversation Cues to promote productive and equitable conversation.

Areas in which students may need additional support:

  • Students may need additional support with reading aloud their presentations and showing visuals. Group students in triads strategically to support one another with this process.

Assessment guidance:

  • Circulate to see how students are progressing with their presentations. Work with students who may need additional help to be ready for the final performance presentations.
  • Consider using the Speaking and Listening Informal Assessment: Collaborative Discussion Checklist when students practice their presentations in Work Time A and Closing and Assessment A, and during the peer critique in Work Time B.

Down the road:

  • In the next lesson, the final lesson of the unit, students will present their poems and presentations to an audience. Consider inviting an audience to the poetry presentations--for example, families, teachers, other classes, and community members.

In Advance

  • Provide feedback on students' Mid-Unit 3 Assessments in preparation for returning them in Opening A.
  • Practice presenting the model poetry presentation with images to students in preparation to do it as a model in Work Time A of the lesson (see supporting materials). Another option is to record another adult presenting the same presentation and to play students the video. In this situation, ensure the presenter follows the guidelines on the Effective Presentations anchor chart (example, for teacher reference) in the supporting materials.
  • Prepare the technology students will use to show visuals as they present (see Technology and Multimedia).
  • Strategically group students in triads for the Peer Critique in Work Time B.
  • Review the Thumb-O-Meter protocol. See Classroom Protocols.
  • Post: Learning targets, Performance Task anchor chart, Working to Become Effective Learners anchor chart, and Working to Become Ethical People anchor chart.

Tech and Multimedia

  • Work Time A: Prepare technology for students to show visuals during their presentations--for example, a projector, or an interactive whiteboard. If you have only one available, model for the group how to use it, and be prepared to be on hand to support students with the technology in the actual presentation. Students could also show enlarged copies of images or distribute copies of their images for audience reference. Choose the level of technology that is appropriate for your situation and guide students accordingly. If students are using technology for their presentations, ensure that hard copies of images have been scanned before this lesson.
  • Work Time B: Video record students presenting and providing one another with feedback to watch with students to evaluate strengths and areas for improvement. Post it on a teacher webpage or on a portfolio app such as Seesaw for students to watch at home with families. Most devices (cell phones, tablets, laptop computers) come equipped with free video and audio recording apps or software.

Supporting English Language Learners

Supports guided in part by CA ELD Standards 4.I.C.9, 4.I.C.11, 4.I.C.12, 4.II.A.1, 4.II.A.2, and 4.II.C.6

Important points in the lesson itself

  • The basic design of this lesson supports ELLs with opportunities to discuss good presentation technique; practice presenting; present, receive, and give presentation feedback; then practice presenting again. This cycle can help build students' confidence and skills.
  • ELLs may find it challenging to present in class. In addition to any personal aversion to public speaking, they may find the concept unusual, and they may be self-conscious about their language use. See the Meeting Students' Needs column for supports.
  • As you provide feedback on the Mid-Unit 3 Assessment, you may notice that ELLs' responses contain many language errors. Focus only on one or two pervasive errors to avoid overwhelming yourself and the student. For example, address overall issues that interfere with meaning: (1) understanding the assessment directions, (2) the poetry revision concepts (word choice, punctuation), and (3) sentence-level issues (language issues such as word choice, syntax, or subject-predicate structure). Leave minor errors for last (e.g., spelling) unless they interfere with the gist of the student's response.

Levels of support

For lighter support:

  • Consider inviting students to create an outline or index card notes of key phrases in their presentation and then to deliver the presentation without reading line by line.
  • Invite students to monitor and correct their own errors during practice and after the presentation, using strategies such as asking themselves: "Is what I'm saying making sense? If not, can I rephrase something to be clearer?" Presenters can "read" the audience for facial expressions that convey understanding or confusion, and back up to repeat or rephrase what they have just said. Presenters can also pinpoint a grammatical structure that they have struggled with in the past and how they have corrected their usage. Then, during the presentation, presenters can listen to whether or not they use the structure correctly and make any necessary corrections.

For heavier support:

  • Show videos of former students presenting, inviting students to recognize strengths and areas for improvement. Videotape the students practicing their presentations, then allow the students to watch their presentations, self-assess, and try again.
  • Consider standing with the student as he or she delivers the presentation, offering moral support but also cueing if the student falters.
  • Help the student highlight specific words for stress and mark rising or falling intonation in places that are particularly challenging or important in communicating meaning.

Universal Design for Learning

  • Multiple Means of Representation (MMR): Some students may need additional support with nonverbal presentation skills. They may require explicit instruction through multiple mediums. Consider providing a video of a poetry presentation and then discuss and list the moves that the poet uses to convey the message of the poem. Consider adding these to the Effective Presentations anchor chart so students can reference them as they prepare their presentation.
  • Multiple Means of Action and Expression (MMAE): During the triad peer critique, some students may need additional support engaging with their partners in positive and respectful ways. Provide tools to help them overcome barriers to expressive communication (e.g., sentence strips with respectful feedback examples). Consider how to help students facilitate group organization with phrases such as "Would you like to share first?" etc. in order to organize their group.
  • Multiple Means of Engagement (MME): During the Closing and Assessment, students practice their presentation for a second time, after receiving peer feedback. Some students may feel anxious about or distracted by practicing in a full classroom. Consider space when thinking about how to minimize risk for students. If possible, offer choice to some students about where they can practice (e.g., the hallway, the resource room, or an empty classroom).

Vocabulary

Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)

  • visuals (L)

Materials

  • Mid-Unit 3 Assessments (from Lesson 3; one per student; returned with feedback during Opening A)
  • Performance Task anchor chart (begun in Unit 1, Lesson 1)
  • Model presentation with images (from Lessons 8 and 9; one per student)
  • Equity sticks (class set; one per student)
  • Effective Presentations anchor chart (new; co-created with students during Work Time A)
  • Effective Presentations anchor chart (example, for teacher reference)
  • Poetry presentations (begun in Lesson 4; one per student)
  • Visuals (images, videos, objects brought from home; from Lessons 8 and 9)
  • Copied/printed images (optional; see Technology and Multimedia)
  • Working to Become Effective Learners anchor chart (begun in Unit 1, Lesson 2)
  • Peer Critique anchor chart (begun in Lesson 7)
  • Peer Critique forms (two per student and one to display)
  • Working to Become Ethical People anchor chart (begun in Unit 2, Lesson 1)

Materials from Previous Lessons

New Materials

Assessment

Each unit in the 3-5 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 their understanding of what they accomplished through supported, standards-based writing.

Download this Performance Task

Opening

OpeningMeeting Students' Needs

A. Returning Mid-Unit 3 Assessment (5 minutes)

  • Return students' Mid-Unit 3 Assessments with feedback.
  • Invite students to spend a few minutes reading through the feedback. If they require teacher support to understand the feedback, encourage them to write their names on the board so you can visit with them in this lesson.
  • For ELLs and students who may need additional support with reading comprehension: Reassure them that if they don't understand or cannot read the feedback, they will have an opportunity to review it during the lesson. (MME)
  • Build an accepting and supportive environment by reminding students that everyone is working toward individual goals and that learning is about continued growth and development. (MME)

B. Reviewing Learning Target (5 minutes)

  • Direct students' attention to the posted learning target and select a volunteer to read it aloud:

"I can clearly and confidently present my poem and explain what inspired me to write it."

  • Focus students on the Performance Task anchor chart and remind them of what this work is all leading to. Tell students that they will present to an audience in the next lesson.
  • For ELLs and students who may need additional support with expressive language: Invite them to demonstrate what it looks and sounds like to clearly and confidently present a poem. Show a video of a student presentation, and invite students to analyze how the student was clear and confident. (MMR)
  • For ELLs: To bring attention to -ly suffix usage, cue students:

"I wonder why there is an -ly suffix on the end of both clearly and confidently. What if we remove the -ly?" Tell students you will give them time to think and discuss with their partner. (-ly signals an adverb, in this case. Both adverbs describe the verb present.)

Work Time

Work TimeMeeting Students' Needs

A. Practicing Poetry Presentations, Part I (20 minutes)

  • Move students into pre-determined triads and invite them to label themselves A, B, and C.
  • Tell them that you are going to present as if you were the poet who wrote "Breathing Fire." Post and read the following question, and tell students that you want them to consider this question as you present:
    • "Why is this an effective presentation?"
  • Invite students to focus specifically on the presentation skills rather than the content.
  • Use the model presentation with images to present to students.
  • Allocate 30 seconds for student B, then C, then A to suggest an answer to the posted question to their triad.
  • Use equity sticks to select students to share with the whole group. As students share out, capture their responses on the Effective Presentations anchor chart. Refer to Effective Presentations anchor chart (example, for teacher reference) to ensure all of the important criteria are included and guide students if important criteria are missing.
  • Invite students to retrieve their poetry presentations and the visuals they brought from home in the previous lesson.
  • Show students technology, and distribute any copied/printed images for students or model for students how to access their images on the technology and how to present those images.
  • Tell students that they are going to have 15 minutes to independently practice their presentations before working in triads to provide feedback to one another.
  • Focus students on the Working to Become Effective Learners anchor chart and remind them specifically of perseverance. Remind them that because they will all be practicing their presentations independently, they will need to persevere. Remind students of the "What does it look like?" and "What does it sound like?" columns to guide their actions.
  • Invite students to begin practicing independently and remind them to refer to the Effective Presentations anchor chart.

Circulate to support students and to identify a student willing to model for the group before the peer critique in Work Time B.
  • For ELLs and students who may need additional support with comprehension: To ensure that the general purpose of giving a presentation is transparent, cue students:

"Can you figure out why it is valuable to give presentations in class?" Tell students you will give them time to think and discuss with their partner. This will also help make the presentation more relevant to students and increase engagement. (Responses will vary, but may include: to share information, to gain confidence, to practice speaking English, to learn from and enjoy others' ideas, to gain autonomy.) (MME)

  • For ELLs and students who may need additional support with expressive language: Consider inviting specific suggestions for appropriate body language and adding them to the Effective Presentations anchor chart, as students will find helpful similarities and differences across cultures. Some students may not pick up on physical cues automatically. This may require explicit instruction on how to use your body effectively during a presentation. (MMR)

B. Peer Critique: Poetry Presentations (20 minutes)

  • Refocus whole group and invite students to get back into their triads from Work Time A.
  • Direct students' attention to the Peer Critique anchor chart and focus them on what it looks like and what it sounds like.
  • Distribute and display Peer Critique forms. Explain that each student has two forms--one for each of the students in their triad.
  • Invite students to write one name at the top of each form (not their own name). Invite students to draw a star next to the "Stars" title in the first column, and to draw steps in the "Steps" column to help them remember.
  • Tell students that they will watch and listen to each person in their triad present. As they do so, they are going to use the criteria on the Effective Presentations anchor chart to watch and listen for stars (things the student did well) and steps (things the student could improve on).
  • Invite the student volunteer to come up and present for the whole group. While the student is presenting, model how to complete the displayed Peer Critique form, adding two stars and one step. Ensure you refer directly to the criteria on the Effective Presentations anchor chart.
  • Model giving the student feedback using the form.
  • Tell students they will each have 5 minutes to present and be given feedback.
  • Focus students on the Working to Become Ethical People anchor chart and remind them specifically of respect. Remind them to be respectful when giving feedback. Remind students of the "What does it look like?" and "What does it sound like?" columns to guide their actions.
  • Give students 30 seconds to decide in which order they will present in their triads.
  • Invite students to begin presenting.
  • Circulate to support students in presenting and giving and receiving feedback.
  • For ELLs and students who may need additional support with expressive language: To provide heavier support, offer sentence frames that students can use to give respectful feedback. Examples:
    • "One great thing you did was _____."
    • "I think you might want to _____." (MMAE)
  • For ELLs and students who may need additional support with social skills: Provide dialogue to help students decide who would like to share first. Example:
    • "Would you like to share first?"
    • "Yes, I would." or
    • "No thanks, I would prefer to go second." (MMAE)

Closing & Assessments

ClosingMeeting Students' Needs

A. Practicing Poetry Presentations, Part II (10 minutes)

  • Refocus students whole group. Tell them they will have 8 minutes to independently practice their presentations again. Invite them to give their Peer Critique forms to their triad members so they can refer to the feedback as they practice their presentations.
  • Invite students to begin practicing.
  • Circulate to support students as they work.
  • Refocus students whole group. Tell them they are now going to participate in the Thumb-O-Meter protocol to consider how close they feel they are to meeting the learning target. Remind students that they used this protocol earlier in the unit and review as necessary. Refer to the Classroom Protocols document for the full version of the protocol.
  • Focus students on the learning target and guide them through the protocol. Scan student responses and make a note of students who may need more support before the next lesson.
  • Repeat, inviting students to self-assess against how well they persevered and showed respect in this lesson.
  • For students who may feel anxious about practicing their presentation in a full classroom: Reduce the risk of the activity by offering choice about where they can practice (e.g., the hallway, a resource room, an empty classroom, etc.). (MME)

Homework

HomeworkMeeting Students' Needs

A. Practice your poetry presentation for the next lesson.

B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal.
  • For ELLs and students who may need additional support with reading: Read aloud and discuss the gist of the excerpt students choose. Encourage developing readers to focus more on the meaning of the fluency passage, spending time figuring out the meaning of unfamiliar words in context or using a translation dictionary to understand unfamiliar words. Consider providing students with a recording of the excerpt to practice with. (MMAE)

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