- I can effectively deliver my presentation. (SL.5.4, SL.5.5, SL.5.6)
These are the CCS Standards addressed in this lesson:
- SL.5.4: Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
- SL.5.5: Include multimedia components (e.g., graphics, sound) and visual displays in presentations when appropriate to enhance the development of main ideas or themes.
- SL.5.6: Adapt speech to a variety of contexts and tasks, using formal English when appropriate to task and situation.
Daily Learning Targets
Ongoing Assessment
- Student presentations (SL.5.4, SL.5.5, SL.5.6)
Agenda
Agenda | Teaching Notes |
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1. Opening A. Reviewing Performance Task Anchor Chart and Learning Target (10 minutes) 2. Work Time A. Delivering Presentations (45 minutes) 3. Closing and Assessment A. Reflecting on Learning (5 minutes) 4. Homework A. N/A |
Purpose of lesson and alignment to standards:
How this lesson builds on previous work:
Assessment guidance:
Areas in which students may need additional support:
Down the road:
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In Advance
- Determine an order or system for student presentations.
- Prepare:
- Copies of emergency preparedness leaflets (completed in Lessons 8-9) to be distributed during student presentations. Each student should distribute his or her own leaflets.
- Emergency preparedness kit(s), depending on how students will present (e.g., whole group, small groups, etc.).
- Technology necessary to play students' PSAs during their presentations in Work Time A.
- Post: Learning targets and applicable anchor charts (see materials list).
Tech and Multimedia
- Continue to use the technology tools recommended throughout Modules 1-3 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.
- Work Time A: Video-record students presenting to post on a teacher webpage or on a portfolio app such as Seesaw for students to watch at home with their families. Most devices (e.g., 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 5.I.A.4, 5.I.C.9, 5.I.C.11, 5.I.C.12, 5.II.A.1
Important points in the lesson itself
- The basic design of this lesson supports ELLs by allowing students to celebrate the work they have completed and take risks using English as they deliver their presentations in a supportive environment. Commend them for their perseverance in preparing and practicing their presentations and give positive feedback to each student.
- ELLs may find it challenging to present in class, despite the days of preparation and practice. Consider having students practice their presentations one last time before visitors arrive. Encourage them to enjoy the experience, do the best they can, and joyfully celebrate the progress they've made across Module 4 and throughout the year. Express excitement for their presentations and confidence in the students and their work.
Levels of support
For lighter support:
- Prior to this lesson, challenge students to prepare a short script to welcome the audience members and introduce the presentations. Students can then use the script to welcome guests and orient them at the beginning of Work Time A.
For heavier support:
- During the presentations, consider inviting a kind and confident student to stand next to classmates who are particularly nervous or tentative and support them as necessary.
Universal Design for Learning
- Multiple Means of Representation (MMR): Continue to provide visual display of questions and student responses on chart paper or the board during discussions.
- Multiple Means of Action and Expression (MMAE): During the Closing, students reflect on their presentations. Support self-monitoring and reflection by thinking aloud as you model this reflection on learning.
- Multiple Means of Engagement (MME): Build engagement by celebrating students' hard work and effort throughout the unit. Provide feedback that focuses on growth and development
Vocabulary
Key: Lesson-Specific Vocabulary (L); Text-Specific Vocabulary (T); Vocabulary Used in Writing (W)
- N/A
Materials
- Performance Task anchor chart (begun in Unit 1, Lesson 1)
- Criteria for an Effective Presentation anchor chart (begun in Lesson 10)
- Presentation prompt cards (completed in Lesson 11; one set per student)
- Emergency preparedness kit(s) (one or more to display; see Teaching Notes)
- Personal items (two per student)
- Emergency preparedness leaflets (completed in Lessons 8-9; at least 10 copies per student)
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.
Opening
Opening | Meeting Students' Needs |
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A. Reviewing Performance Task Anchor Chart and Learning Target (10 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Delivering Presentations (45 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Reflecting on Learning (5 minutes)
"What was a highlight of this presentation for you? Why?" (Responses will vary.)
"Can you give an example?" (Responses will vary.)
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Homework
Homework |
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A. N/A There are no new supporting materials for this lesson. |
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