Page 340 - EL_Grade 6_Module 1_TG
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Greek Mythology
Work Time
A. Review Performance Task – SL.6.4 (15 minutes)
Focus students on the Performance Task anchor chart, and remind them of what this
work has been leading to. Continue to remind students of the goal for the work they are doing with their presentations. Returning to the learning goals lifts up their value and relevance to students.
Distribute and display the Presentation checklist. Review the criteria and then explain that students are going to view a model presentation of the model performance task slideshow they’ve analyzed earlier in this unit.
Clarify what is meant by “clear pronunciation.” Make sure ELLs, and the partners with whom they work in class, understand that unaccented speech is not the goal. Remind all students that the goal is understandable speech, and that this may look and sound di erent for di erent students.
Instruct them to put a check mark next to any of the criteria as they listen to the model presentation. Let students know they should be prepared to share these observations after the presentation.
Model the performance task multimedia presentation, using the Model Performance Task Slideshow Presentation and Model Narrative, or with another sample.
After the model presentation, ask and give students 1 minute to think before inviting volunteers to share with the whole group:
“What characteristics did you notice during the presentation? What specifically can you point to from the presentation that meets that criteria?” (appropriate eye contact, adequate volume, and clear pronunciation)
Field any outstanding questions about the specifics of the presentation if needed. Work Time
B. Prepare Presentations – SL.6.5 (60 minutes)
Display the Performance Task anchor chart, and read through the directions aloud.
Invite students to take out their narratives, their Greek God Research note-catcher, and the Model Performance Task PowerPoint printout and begin creating their presentations, using the resources available. If students do not have their own copies of their narratives, please return the ones they submitted for assessment during Lesson 9, and then re-collect them after the presentations. Remind students they will only have an hour in class to work on the presentations, so they should plan accordingly.
Focus students on the Work to Become E ective Learners anchor chart. Draw their attention to the habit of character initiative. Remind students of what this means and what it looks like (I see what needs to be done and take the lead on making responsible decisions; doing things without being asked).
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Unit 3: Lessons 10–11
