ELA 2019 G7:M2:U3:L11

End of Unit 3 Assessment: Present Podcast Script

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Focus Standards: These are the standards the instruction addresses.

SL.7.4, SL.7.6, L.7.3, L.7.6

Supporting Standards: These are standards that are incidental—no direct instruction in this lesson, but practice of these standards occurs as a result of addressing the focus standards.

RI.7.10

Daily Learning Targets

I can present my findings in a focused and coherent manner, emphasizing salient points. (SL.7.4)
I can use adequate volume and clear pronunciation. (SL.7.4)
I can adapt my speech for a podcast, using formal English when appropriate. (SL.7.6)

Ongoing Assessment

Opening A: Entrance Ticket: Unit 3, Lesson 11
Work Time A: End of Unit 3 Assessment: Podcast Script presentations (SL.7.4, SL.7.6, L.7.3, L.7.6)

Agenda

Agenda	Teaching Notes
1. Opening A. Engage the Learner (5 minutes) 2. Work Time A. End of Unit 3 Assessment: Present Podcast Script (25 minutes) 3. Closing and Assessment A. Independent Research Reading Share - RI.7.10 (15 minutes) 4. Homework A. Podcast Plan, Exemplar, and Image: Students complete Homework: Podcast Plan, Exemplar, and Image to reflect on their recording today, and note how they will improve their recording in the following lesson. Also, students listen to an exemplar podcast and note the strengths of the podcast. Finally, students create an image for their podcast. Students may draw or find an online image to manipulate.	Alignment to Assessment Standards and Purpose of Lesson RI.7.10 – Closing and Assessment A: Students share their reading and comprehension of literary nonfiction in the Grades 6–8 text-complexity band proficiently. For the End of Unit 3 Assessment, students present their podcast script, focusing on presenting their findings in a coherent manner, emphasizing salient points, and using adequate volume and clear pronunciation. Students also adapt their speech for the podcast, using formal English when appropriate. (SL.7.4, SL.7.6, L.7.3, L.7.6) In this lesson, students focus on working to contribute to a better world by presenting their knowledge for the class. Opportunities to Extend Learning Release more responsibility more quickly to students as they comprehend the tasks or concepts. For example: Allow those students who are confident public speakers to coach students who are less confident with tips and strategies. Allow time before the presentations for these students to coach others. Ask these expert students to present first to model strong presentation skills. How It Builds on Previous Work In previous lessons, students have focused on revising their podcast script for content and improving their presentation skills. In this lesson, students synthesize their growth with content and presentation skills to create more than they thought possible. Support All Students The subject matter of the podcast script presentations may include descriptions of death and disease. Continue to monitor students to determine if there are issues surfacing as a result of the content of the podcast scripts needs to be discussed as a whole group, in smaller groups, or individually. Students may need additional support having the courage to present in front of their peers. Provide strategies such as calming breathing techniques, positive visualization techniques, and discussion of crew support. Consider alternatives such as presenting in small groups or one-on-one while other students are engaged in other activities. ▲ Assessment Guidance Assessment materials (student copy, answer key with sample student responses, Presentation rubric) are included in the Assessment download on this page. When assessing and providing feedback on this assessment, use the Presentation rubric. For large classes, consider dividing the class into smaller groups and giving each group a device for them to record the presentations for assessment purposes and for use in the performance task. Down the Road In the next lessons, students will create their final podcast by uploading their recording from today’s end of unit assessment, or by re-recording, and then sound editing with sound effects and music.

Teaching Notes

1. Opening

A. Engage the Learner (5 minutes)

2. Work Time

A. End of Unit 3 Assessment: Present Podcast Script (25 minutes)

3. Closing and Assessment

A. Independent Research Reading Share - RI.7.10 (15 minutes)

4. Homework

A. Podcast Plan, Exemplar, and Image: Students complete Homework: Podcast Plan, Exemplar, and Image to reflect on their recording today, and note how they will improve their recording in the following lesson. Also, students listen to an exemplar podcast and note the strengths of the podcast. Finally, students create an image for their podcast. Students may draw or find an online image to manipulate.

Alignment to Assessment Standards and Purpose of Lesson

RI.7.10 – Closing and Assessment A: Students share their reading and comprehension of literary nonfiction in the Grades 6–8 text-complexity band proficiently.
For the End of Unit 3 Assessment, students present their podcast script, focusing on presenting their findings in a coherent manner, emphasizing salient points, and using adequate volume and clear pronunciation. Students also adapt their speech for the podcast, using formal English when appropriate. (SL.7.4, SL.7.6, L.7.3, L.7.6)
In this lesson, students focus on working to contribute to a better world by presenting their knowledge for the class.

Opportunities to Extend Learning

Release more responsibility more quickly to students as they comprehend the tasks or concepts. For example:

Allow those students who are confident public speakers to coach students who are less confident with tips and strategies. Allow time before the presentations for these students to coach others. Ask these expert students to present first to model strong presentation skills.

How It Builds on Previous Work

In previous lessons, students have focused on revising their podcast script for content and improving their presentation skills. In this lesson, students synthesize their growth with content and presentation skills to create more than they thought possible.

Support All Students

The subject matter of the podcast script presentations may include descriptions of death and disease. Continue to monitor students to determine if there are issues surfacing as a result of the content of the podcast scripts needs to be discussed as a whole group, in smaller groups, or individually.
Students may need additional support having the courage to present in front of their peers. Provide strategies such as calming breathing techniques, positive visualization techniques, and discussion of crew support. Consider alternatives such as presenting in small groups or one-on-one while other students are engaged in other activities. ▲

Assessment Guidance

Assessment materials (student copy, answer key with sample student responses, Presentation rubric) are included in the Assessment download on this page. When assessing and providing feedback on this assessment, use the Presentation rubric.
For large classes, consider dividing the class into smaller groups and giving each group a device for them to record the presentations for assessment purposes and for use in the performance task.

Down the Road

In the next lessons, students will create their final podcast by uploading their recording from today’s end of unit assessment, or by re-recording, and then sound editing with sound effects and music.

In Advance

Ensure there is a copy of Entrance Ticket: Unit 3, Lesson 11 at each student's workspace.
Prepare

Recording devices

Post the learning targets and applicable anchor charts (see Materials list).

Tech and Multimedia

Work Time A: Recording devices to record the presentation of the podcast scripts

Supporting English Language Learners

Supports guided in part by CA ELD Standards 7.I.A.1, 7.I.B.5, and 7.I.C.10.

Important Points in the Lesson Itself

To support ELLs, this lesson consists of tasks students have practiced throughout the second half of the unit. This gradual release supports students in independent achievement on this assessment.
ELLs may find it challenging to give a presentation for an assessment. Assure students that skills like volume, pacing, clarity, and emphasis are not contingent on language acquisition abilities. In other words, students can succeed at these skills even if they are newcomers or beginners.

Vocabulary

Materials from Previous Lessons

Teacher

Student

Presentation checklist (one for display; from Module 2, Unit 3, Lesson 9, Work Time A)
Work to Become Effective Learners anchor chart (one for display; from Module 1, Unit 1, Lesson 5, Work Time A)
Work to Contribute to a Better World anchor chart (one for display; from Module 1, Unit 3, Lesson 5, Work Time A)
One or more device(s) for recording presentations (see Technology and Multimedia)
Independent Reading Sample Plans (for teacher reference) (see the Tools page)

Mid-Unit 3 Assessment: Research to Answer a Question with feedback (one per student; from Module 2, Unit 3, Lessons 5-6)
Presentation checklist (one per student; from Module 2, Unit 3, Lesson 9, Work Time A)
Podcast script (student-generated; from Module 2, Unit 3, Lessons 7 and 8)

New Materials

Teacher

Student

End of Unit 3 Assessment: Podcast Script Presentations (for teacher reference) (see Assessment download)
Presentation rubric (for teacher reference) (see Assessment download)
Homework: Podcast Plan, Exemplar, and Image (answers for teacher reference)

Entrance Ticket: Unit 3, Lesson 11 (one per student)
End of Unit 3 Assessment: Podcast Script Presentations (one per student) (see Assessment download)
Homework: Podcast Plan, Exemplar, and Image (one per student; see Homework Resources)

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.

Download this Lesson’s Assessment

Opening

Opening
A. Engage the Learner (5 minutes) Return students' Mid-Unit 3 Assessments with feedback, and allow students time to review feedback and write their name on the board if they require support. Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lesson 11. Students may or may not choose to share their goals for this assessment with a partner. Repeated routine: follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

A. Engage the Learner (5 minutes)

Return students' Mid-Unit 3 Assessments with feedback, and allow students time to review feedback and write their name on the board if they require support.
Repeated routine: Students respond to questions on Entrance Ticket: Unit 3, Lesson 11. Students may or may not choose to share their goals for this assessment with a partner.
Repeated routine: follow the same routine as with the previous lessons to review learning targets and the purpose of the lesson, reminding students of any learning targets that are similar or the same as in previous lessons.

Work Time

Work Time	Levels of Support
A. End-of-Unit 3 Assessment: Present Podcast Script (25 minutes) Review the appropriate learning targets relevant to the work to be completed in this section of the lesson: "I can present findings in a focused and coherent manner, emphasizing salient points." "I can use appropriate eye contact, adequate volume, and clear pronunciation." "I can adapt my speech for a podcast, using formal English when appropriate." Inform students that over the course of this lesson, they will complete an end of unit assessment by presenting their podcast script. Remind students of their work throughout lessons 7-10, improving their narrative writing and presentation skills. Ask students to retrieve their copies of the Presentation checklist. Distribute the End of Unit 3 Assessment: Podcast Script Presentations. Read aloud the assessment while students follow along. Answer clarifying questions. Before students begin to present, incorporate reflection on and awareness of the following academic mindsets: "This work has value for me." "I can succeed at this." and "My ability and competence grow with my effort." Ask: "What value does the task of a presentation have for you beyond this class? Why?" (Responses will vary, but may include: this task has a lot of value for me because I will continue to make presentations in most of my high school and college classes, and in my work life as well.) "What will help you succeed on this assessment?" (Responses will vary, but may include: Improving my performance based on the feedback and revisions gained from the Tuning protocols in Lessons 8 and 9 will help me do well on this assessment. Taking a deep breath and calming myself down before I begin speaking will also help.) "How has your ability and competence grown with your effort?" (Responses will vary, but may include: As my group revised and responded to feedback, our podcast script and our presentation improved. We worked really hard to make it better, and it shows.) Focus students on the Work to Become Effective Learners and the Work to Contribute to a Better World anchor charts. Review perseverance and collaboration. Remind students that because they will be challenging themselves with a presentation and working to perform as a group, they will need these skills. Review "I apply my learning to help our school, the community, and the environment." Remind students that because they will turn this recording into a podcast, they will share it with a wider audience than this classroom, which will contribute to a better world. Invite students to retrieve their podcast scripts and begin the assessment. Record each presentation. Use the recording to assess presentation skills on the Presentation rubric. For large classes, consider dividing the class into smaller groups and giving each a device to record the presentations for assessment purposes and for use in the performance task. Remind students who are not presenting to remain silent so that the recordings will be as clean as possible for use in the performance task. Repeated routine: invite students to reflect on their progress toward the relevant learning targets.	For Lighter Support Before the end of unit assessment in Work Time A, encourage students to quietly practice their presentations in their triads to ensure they are ready to present them to a larger group. For Heavier Support Before the end of unit assessment in Work Time A, encourage students to quietly practice their presentations in their triads to ensure they are ready to present them to a larger group.

Levels of Support

A. End-of-Unit 3 Assessment: Present Podcast Script (25 minutes)

Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

"I can present findings in a focused and coherent manner, emphasizing salient points."

"I can use appropriate eye contact, adequate volume, and clear pronunciation."

"I can adapt my speech for a podcast, using formal English when appropriate."

Inform students that over the course of this lesson, they will complete an end of unit assessment by presenting their podcast script. Remind students of their work throughout lessons 7-10, improving their narrative writing and presentation skills.
Ask students to retrieve their copies of the Presentation checklist. Distribute the End of Unit 3 Assessment: Podcast Script Presentations.
Read aloud the assessment while students follow along. Answer clarifying questions.
Before students begin to present, incorporate reflection on and awareness of the following academic mindsets: "This work has value for me." "I can succeed at this." and "My ability and competence grow with my effort."
Ask:

"What value does the task of a presentation have for you beyond this class? Why?" (Responses will vary, but may include: this task has a lot of value for me because I will continue to make presentations in most of my high school and college classes, and in my work life as well.)

"What will help you succeed on this assessment?" (Responses will vary, but may include: Improving my performance based on the feedback and revisions gained from the Tuning protocols in Lessons 8 and 9 will help me do well on this assessment. Taking a deep breath and calming myself down before I begin speaking will also help.)

"How has your ability and competence grown with your effort?" (Responses will vary, but may include: As my group revised and responded to feedback, our podcast script and our presentation improved. We worked really hard to make it better, and it shows.)

Focus students on the Work to Become Effective Learners and the Work to Contribute to a Better World anchor charts. Review perseverance and collaboration. Remind students that because they will be challenging themselves with a presentation and working to perform as a group, they will need these skills. Review "I apply my learning to help our school, the community, and the environment." Remind students that because they will turn this recording into a podcast, they will share it with a wider audience than this classroom, which will contribute to a better world.
Invite students to retrieve their podcast scripts and begin the assessment. Record each presentation. Use the recording to assess presentation skills on the Presentation rubric. For large classes, consider dividing the class into smaller groups and giving each a device to record the presentations for assessment purposes and for use in the performance task.
Remind students who are not presenting to remain silent so that the recordings will be as clean as possible for use in the performance task.
Repeated routine: invite students to reflect on their progress toward the relevant learning targets.

For Lighter Support

Before the end of unit assessment in Work Time A, encourage students to quietly practice their presentations in their triads to ensure they are ready to present them to a larger group.

For Heavier Support

Before the end of unit assessment in Work Time A, encourage students to quietly practice their presentations in their triads to ensure they are ready to present them to a larger group.

Closing & Assessments

Closing	Levels of Support
A. Independent Research Reading Share - RI.7.10 (15 minutes) Repeated routine: follow the same routine as with the previous lessons to guide students to share their independent research reading, reminding students that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts. Refer to the Independent Reading Sample Plans (see the Tools Page) to guide students through a research reading share, or use another routine. Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.	For Lighter Support During Closing and Assessment A, students share with a partner the independent research reading book they have been reading. Sharing about their book will ensure students are engaged with the book and give them an opportunity to find a different one if they are no longer interested in their choice. As necessary, review the purpose of independent research reading. Emphasize the benefits of reading multiple texts on the same topic (e.g., repeated exposure to relevant vocabulary). For Heavier Support During Closing and Assessment A, students share with a partner the independent research reading book they have been reading. Sharing about their book will ensure students are engaged with the book and give them an opportunity to find a different one if they are no longer interested in their choice. As necessary, review the purpose of independent research reading. Emphasize the benefits of reading multiple texts on the same topic (e.g., repeated exposure to relevant vocabulary).

Closing

Levels of Support

A. Independent Research Reading Share - RI.7.10 (15 minutes)

Repeated routine: follow the same routine as with the previous lessons to guide students to share their independent research reading, reminding students that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts.
Refer to the Independent Reading Sample Plans (see the Tools Page) to guide students through a research reading share, or use another routine.
Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.

For Lighter Support

During Closing and Assessment A, students share with a partner the independent research reading book they have been reading. Sharing about their book will ensure students are engaged with the book and give them an opportunity to find a different one if they are no longer interested in their choice. As necessary, review the purpose of independent research reading. Emphasize the benefits of reading multiple texts on the same topic (e.g., repeated exposure to relevant vocabulary).

For Heavier Support

During Closing and Assessment A, students share with a partner the independent research reading book they have been reading. Sharing about their book will ensure students are engaged with the book and give them an opportunity to find a different one if they are no longer interested in their choice. As necessary, review the purpose of independent research reading. Emphasize the benefits of reading multiple texts on the same topic (e.g., repeated exposure to relevant vocabulary).

Homework

Homework
A. Podcast Plan, Exemplar, and Image Students complete Homework: Podcast Plan, Exemplar, and Image to reflect on their recording today, and note how they will improve their recording in the following lesson. Also, students listen to an exemplar podcast and note the strengths of the podcast. Finally, students create an image for their podcast. Students may draw or find an online image to manipulate.

A. Podcast Plan, Exemplar, and Image

Students complete Homework: Podcast Plan, Exemplar, and Image to reflect on their recording today, and note how they will improve their recording in the following lesson. Also, students listen to an exemplar podcast and note the strengths of the podcast. Finally, students create an image for their podcast. Students may draw or find an online image to manipulate.

EL Education Curriculum

ELA 2019 G7:M2:U3:L11

End of Unit 3 Assessment: Present Podcast Script

In this Lesson

You are here:

Like what you see?

Help us improve!

Daily Learning Targets

Ongoing Assessment

Agenda

In Advance

Tech and Multimedia

Supporting English Language Learners

Vocabulary

Materials from Previous Lessons

Teacher

Student

New Materials

Teacher

Student

Assessment

Opening

Work Time

Closing & Assessments

Homework

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