A. Engage the Learner - W.6.10 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 11. Students may need to reference the Performance Task: Solution Symposium.

• Save these entrance tickets for students to reference again in Lesson 13.

• 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 in previous lessons.

A. Analyze Model Performance Task – SL.6.2 (15 minutes)

• Distribute and display the Presentation checklist. Remind students they used this checklist during their presentations in Module 1. Review the characteristics as needed.

• Instruct students to listen to the model presentation and put a checkmark next to any of the criteria they notice in the presentation. They should be prepared to share these observations after the presentation.

• Model the performance task materials and presentation using the Model Performance Task or with another sample from a previous class. Do not distribute a copy to students yet, to maintain focus on the model presentation.

• Think-Pair-Share:

“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.)

• Clarify what is meant by “clear pronunciation.” Remind all students that the goal is understandable speech, and that this may look and sound different for different students. ▲

• Distribute the Model Performance Task handout. Focus students on the Performance Task anchor chart.

• Instruct students to work with a partner to examine the printout of the Model Performance Task for the criteria listed on the Performance Task anchor chart. They should be prepared to share these observations after the presentation.

• Ask:

“What characteristics on the anchor chart do you see done well in the model? What evidence from the model supports your thinking?” (Responses will vary.)

“Based on what you see in the model, what kind of images and information will you need in order to be able to create a presentation like this?” (Something that represents the problem, something that represents the solution, and talking notes.)

• Field any outstanding questions about the specifics of the presentation if needed. Explain they are now going to start creating their flip-down visual.

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique. Scan student responses and make a note of students who might need support. Check in with them moving forward.

MEETING STUDENTS' NEEDS 

As students analyze the Model Performance Task during Work Time A, strategically use Goal 3 Conversation Cues to help students deepen their thinking surrounding the presentation of information in the model: "Can you figure out why information is presented in this way? I'll give you time to think and discuss with a partner."

During Work Time A, students who need heavier support may feel overwhelmed by the amount of information presented on the model presentation prompts. Remind them that this model is meant to provide multiple examples of the kinds of answers presenters can give and that they are not expected to answer questions in this much detail during their own presentations. Invite small groups of students who need heavier support to isolate and focus on one or two bullets and then share their learning with other groups.

B. Prepare Performance Task Visual - SL.6.5 (15 minutes)

• Invite students to retrieve the following materials:

  • Performance Task: Solution Symposium

  • Design Solution: Research note-catcher

  • Problem-Solution essay

  • Model Performance Task

  • Presentation checklist

• Read-aloud or ask a student to read-aloud the sections labeled "Before the Symposium" and "Flip-Down Visual" of Performance Task: Solution Symposium.

• Explain that in today's lesson they are going to start designing the visual representing the problem and/or solution described in their essays. Remind them to use the model and the Performance Task anchor chart as they create their own.

• 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).

• Encourage students to think creatively when designing their visuals. They may choose to draw their problem and its solution, or they may be more comfortable using a computer program to create a diagram or making a collage of images found online. Students may even wish to have something physical (like a model) that guests can touch or hold. The visuals are meant to help guests better understand the problems and solutions described, but how they are done is up to students.

• Provide students with art supplies they may need to create their visuals, such as blank paper, construction paper, colored pencils or markers, scissors, and/or computers or tablets.

• Direct students to websites where they can access free, high-quality stock photos and clip art, such as http://eled.org/0181 or http://eled.org/0147.

• 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.

A. Independent Research Reading Share - RI.6.10 (10 minutes)

• Refer to the Independent Reading Sample Plans to guide students through a research reading share, or use another routine.

• Remind students that the purpose of research reading is to build their content knowledge, domain-specific vocabulary, and achievement on reading complex texts. As necessary, use the Work to Become Ethical People anchor chart to review integrity.

• After 7 minutes, direct students to complete QuickWrite: Reading and Research Connections. Invite them to review the Work to Contribute to a Better World anchor chart as needed.

• Repeated 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.