- I can effectively deliver my presentation. (SL.5.4, SL.5.5, SL.5.6)
- I can provide kind, helpful, and specific feedback. (SL.5.4, SL.5.6)
These are the CCS Standards addressed in this lesson:
- W.5.5: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
- 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)
- Stars and steps on sticky notes (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 Targets (10 minutes) 2. Work Time A. Practicing Presentations (35 minutes) 3. Closing and Assessment A. Peer Critique: Presentations (15 minutes) 4. Homework A. Use your prompt cards to practice your presentation. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
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
- Prepare emergency preparedness kits for the group to use as they practice their presentations. Ensure that all of the necessary items students described in their opinion essays completed in Lesson 5 are present in the kits. Depending on how the presentations will be organized for the actual event, this may be one kit for the entire class to use (although students will switch out personal items before their presentations) or multiple kits if multiple presentations are occurring at one time.
- Note: It is recommended that students support you in putting together the emergency preparedness kits, using the items listed in their research notes (see Preparation and Materials in the Unit 3 Overview). These kit(s) can then be distributed to individual students for their homes or distributed around the school to improve emergency preparedness.
- 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: Set up technology necessary for students to practice playing their PSAs during their presentation (e.g., a number of stations through which students can rotate to play their PSA using a device with speakers and practice unpacking the emergency preparedness kit[s]).
- Work Time A: Record volunteers practicing their presentations to share with the whole group for critique.
Supporting English Language Learners
Supports guided in part by CA ELD Standards 5.I.A.1, 5.I.A.4, 5.I.C.9
Important points in the lesson itself
- The basic design of this lesson supports ELLs with the opportunity to practice their presentations and give and receive kind and helpful feedback. This practice time, along with the opportunity to learn from their peers, builds ELLs' sense of competency with oral language and confidence indiscussing the content, setting them up for a successful presentation in Lesson 12.
- ELLs may find it challenging to practice their presentations in class. In addition to any personal aversion to public speaking, they may find the concept unusual and may be self-conscious about their language use (see levels of support and the Meeting Students' Needs column).
Levels of support
For lighter support:
- Invite students to monitor and correct their own errors when practicing their 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 then back up to repeat or rephrase what they have just said.
For heavier support:
- Consider taking time outside of this lesson to work closely with students who are feeling nervous or insecure about their presentations. Remind them that the more they practice, the more likely they will feel prepared and confident when delivering their presentation. If they are feeling overwhelmed, help them to focus on improving just one aspect of their presentation and provide them with plenty of reassurance.
- Consider making copies of the Criteria for an Effective Presentation anchor chart and inviting students to take it home and to refer to the criteria as they practice their presentations for homework.
Universal Design for Learning
- Multiple Means of Representation (MMR): Recall that some students may benefit from visual representation of the discussion questions. Consider providing these questions on display for student view during the discussion.
- Multiple Means of Action and Expression (MMAE): In this lesson, students practice their presentations. This practice not only strengthens their reading development, but also supports their presentation skills. Students may benefit from explicit modeling as they make progress in both skills. For these students, model delivering a presentation using prompt cards.
- Multiple Means of Engagement (MME): As students practice their presentations, some may need additional support with expectations and motivation in preparing and delivering their own presentation to an audience. Provide reassurance that they will be sufficiently prepared for this exciting learning activity
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)
- Working to Contribute to a Better World anchor chart (begun in Module 1)
- Emergency preparedness kit(s) (one or more to display; see Teaching Notes)
- Personal items (two per student)
- Presentation prompt cards (completed in Lesson 11; one set per student)
- Criteria for an Effective Presentation anchor chart (begun in Lesson 10)
- Working to Become Ethical People anchor chart (begun in Module 1)
- Sticky notes (two different colors; one of each per student)
- Peer Critique anchor chart (begun in Module 1)
- Directions for peer critique(one to display
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 Targets (10 minutes)
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Work Time
Work Time | Meeting Students' Needs |
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A. Practicing Presentations (35 minutes)
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Closing & Assessments
Closing | Meeting Students' Needs |
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A. Peer Critique: Presentations (15 minutes)
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Homework
Homework | Meeting Students' Needs |
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A. Use your prompt cards to practice your presentation. B. Accountable Research Reading. Select a prompt and respond in the front of your independent reading journal. |
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