A. Engage the Learner – L.6.3a (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 10.

• Invite a few students to share their combined sentences. Encourage them to use these sentence combining strategies as they work on their presentations.

• Repeated routine: Follow the same routine as 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 previous lessons.

• With students, use the vocabulary strategies on the Close Readers Do These Things anchor chart to deconstruct the term multimedia presentation (a speech that also uses a combination of words, graphics, images, video, music, sound). Record on the domain-specific word wall with translations in home languages, where appropriate, ▲ and invite students to record in their vocabulary logs.

• Clarify what is meant by slideshow software as it is appropriate and relevant to the classroom resources and student knowledge (e.g., PowerPoint, Google Slides, Prezi, Canva). ▲

• Turn and Talk:

“What do you think you will be doing in this lesson based on this learning target?” (We’re going to be creating a multimedia presentation to share our research and narratives with the class.)

“Why are we doing this? How is it meaningful to you? How will it help you to be successful?” (Since we have all researched different Greek gods/goddesses, by sharing our research we can learn from one another more about our topic, and we get to hear the other narratives our classmates created. Additionally, practicing and getting comfortable giving presentations is a skill we will use in many aspects of our lives.)

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 different for different 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.

MEETING STUDENTS' NEEDS

During Work Time A, work with individual students to develop personal pronunciation goals. More reachable goals may target intonation (e.g., pausing at commas, letting the voice sink at periods) instead of sound-specific pronunciation (e.g., the sound of r versus l).

• Model the performance task multimedia presentation, using the Model Performance Task Slideshow printout and Model Narrative: “Greek God: Hypnos”, 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)

MEETING STUDENTS' NEEDS

Some students may be less accustomed to presentation norms. During Work Time A, provide students with a short list of stock phrases or sentence frames that they can reference to introduce and/or conclude their presentations, or to transition from slide to slide (e.g., "To begin, _____,"; "As you can see, ______,").

• Field any outstanding questions about the specifics of the presentation if needed.

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 Slideshow 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 Effective 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).

• As students work, circulate to answer questions, push their thinking, and provide support as needed. Remind them to review the model and the anchor chart to help them make decisions and to also use one another as thought-partners.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning targets.

A. Partner Share – SL.6.4 (10 minutes)

• Focus students on the Work to Become Ethical People anchor chart before they share. Draw their attention to the habits of character respect, empathy, and compassion, and remind them to keep these in mind as they work with their partners.

• Direct students to pair up and present just their slide(s) about the parent god/goddess to each other for feedback.

• As each one listens to the other, they should track their partner using the Presentation checklist. Then each partner gives one star and one step to help improve the presentation.

• Once pairs are done sharing, field any new questions about the specifics of the presentation and clarify the logistics of the next lesson, when they will present.

• Invite students to reflect on the habits of character focus in this lesson, discussing what went well and what could be improved next time.

• If students seem especially nervous about their slide presentations, encourage them to practice their presentations aloud at home, if possible. They may wish to record themselves to locate areas in need of further practice. ▲