A. Engage the Learner (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 12. These will be shared during the closing.

• 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.

• Focus students on the Performance Task anchor chart, and refresh their memories of what this work is all leading to. Remind students that in this lesson they will present to a live audience.

• 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.

• Invite students to take out their Performance Task presentations and End of Unit 3 Assessment narratives, and help set up the presentation area(s) and technology. 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.

A. Performance Task Presentations (30 minutes)

• If applicable, welcome audience members to the classroom.

• Explain the procedures and expectations for both presenters and listeners. Remind students to check the Work to Become Ethical People anchor chart before they share, focusing on the characteristics of respect, empathy, and compassion.

MEETING STUDENTS' NEEDS

During Work Time A, after the performance task presentations, encourage students to think of specific language or speech-related highlights of their presentations. Give examples if necessary. Examples may include

I spoke loudly and clearly.

I remembered to raise my voice at the end of questions.

I paused at appropriate times throughout my presentation.

• Invite students and audience members to move to the designated area(s) of the room for the presentations and begin the presentations. Given the limited time allotted, and if additional time cannot be added, it likely makes the most sense to have students present as if doing a poster-session as noted in Teaching Notes. That way each student gets to present his or her presentation and narrative to an audience.

• Support students with presentations as necessary. Provide options for physical action by removing barriers using assistive technology and offering support as students deliver their presentations (e.g., offer alternatives for interacting with the mouse, such as help from a peer assistant).

• After all presentations have been completed, invite audience members to join in a round of applause for all presenters, and say goodbye to the guests if applicable.

• Refocus whole group.

MEETING STUDENTS' NEEDS

During Work Time A, allow students to use flashcards to reduce the cognitive load imposed by memorizing their presentations.

• Ask and give students 1 minute to think before inviting volunteers to share with the whole group:

"What was a highlight of this presentation for you? Why?" (Responses will vary.)

• Display, repeat, and invite students to rephrase the question. If productive, cue students to expand the listen carefully to one another and seek to understand:

"Who can tell us what your classmate said in your own words?" (Responses will vary.)

• Give students specific, positive feedback on their presentations (e.g., "I heard a lot of you speaking at an appropriate pace and volume to be clearly understood").

A. Review Guiding Questions and Big Ideas - SL.6.1 (10 minutes)

• Refocus and direct students to the Module Guiding Questions anchor chart. Remind them that these are the questions that have guided the work over the three units.

• Invite the students to Think-Pair-Share about the following guiding question before inviting volunteers to share with the whole group:

"What is mythology? What is the value of studying mythology from other cultures?" (A collection of stories featuring traditional figures that explain natural phenomena and convey the values of the culture. Studying stories from other cultures introduces alternative perspectives and amplifies one's worldview.)

• If productive, encourage students to expand the conversation by giving an example:

"Can you give an example?" (Responses will vary.)

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

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

• Explain that this brings Module 1 to a close, and praise students' hard work, creativity, and perseverance during these three units.