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Grade 6: Module 1: Unit 3: Lessons 10–11
In this lesson students are introduced to some characteristics of e ective presentation. Use the Speaking and Listening Informal Assessment: Presentation of Knowledge and Ideas checklist to informally assess their presentations, using only the relevant categories which are reflected in the student checklist that students work with during this lesson.
Down the Road
StudentswillpresenttheirperformancetasksinLesson12toconcludeUnit3andModule1.
In Advance
Prepare:
– Necessary technology for student presentations (see Technology and Multimedia).
– An order or system for presentations, depending on how students will present.
Students will need to have access to their narratives since they will present them as part of their presentation. If students wrote those with help of technology, they could just print an additional copy after submitting theirs for assessment in Lesson 9. If not, return their submitted copies and collect again to assess them at a later time. Review the Model Performance Task Presentation, and rehearse the model presentation to represent the expectations for student presentations in Lesson 12.
Consider how to engage and sustain e ort and persistence throughout the lesson, as students will not be formally assessed on their performance task presentations. Remind students of the many “real-world” applications of e ective public speaking skills. Focus students on the joy of learning for learning’s sake.
Review the student tasks and example answers to understand what students will be required to do in the lesson (see Materials list).
Prepare copies of handouts for students, including entrance ticket (see Materials list).
Post the learning targets and applicable anchor charts (see Materials list).
Technology & Multimedia
Work Time A: Prepare technology to show model presentations—for example, a projector or an interactive board.
Work Time B: Prepare technology for students to create their presentations. Choose the level of technology that is appropriate for the students and school resources, and guide students accordingly.
Work Time B: Introduce students to a number of alternative slideshow tools to PowerPoint, such as Sway, Prezi, Haiku Deck, or Google Slides.
Work Time B: Search for Powerpoint do’s and don’ts to model examples (and humorous non-examples) of how students should design their presentations.
EL Education Curriculum 321
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