A. Engage the Learner – SL.6.5 (5 minutes)

• Repeated routine: Follow the same routine as previous lessons to distribute and review Entrance Ticket: Unit 3, Lesson 12 or optional Entrance Ticket: Unit 3, Lesson 12. ▲ Refer to the Entrance Ticket: Unit 3, Lesson 12 (example for teacher reference) as needed. Students will also need to reference the Model Performance Task.

• 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.

MEETING STUDENTS' NEEDS 

During Opening A, invite students who need heavier support to use the Entrance Ticket: Unit 3, Lesson 12 ▲. This resource features partially completed sentence frames to support students’ comprehension and reduce the amount of writing they are expected to complete.

A. Prepare Performance Task Visual - SL.6.5 (30 minutes)

• Explain that in today's lesson students will finish designing their visuals and prepare their explanatory notes about the problem and solution. Explain that the notes should help them to remember what they want to say about the problem and solution, including the information they want to point out in the visual they are creating and how it helps the viewer to understand the issue. Remind them to use the model and the Performance Task anchor chart as they create their own.

• Invite students to retrieve the following materials:

  • Performance Task: Solution Symposium

  • Design Solution: Research note-catcher

  • Problem-Solution Essay

  • Model Performance Task

  • Presentation checklist

• 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).

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

• Invite students to reflect on their progress toward the relevant learning target, using a checking for understanding technique--for example, showing thumbs-up or traffic light signal cards. Scan student responses and make a note of students who might need support. Check in with them moving forward.

MEETING STUDENTS' NEEDS 

To prepare students for the performance task, circulate around the classroom as students develop their flip-down visuals and invite them to practice annotating the visual aloud, describing and explaining it like they will during the Solution Symposium of Lesson 14. Encourage students who need lighter support to notice patterns in their description of the visual and transform this patterns into sentence frames, whose structures can be replicated by students who need heavier support during their own presentations.

Help students who need lighter support to infuse their presentations with some drama. Work with them to locate places where pauses, rhetorical questions, or changes in intonation could spark the audience's interest during the presentation of the flip-down visual.

To prepare students for the performance task, circulate around the classroom as students develop their flip-down visuals and invite them to practice annotating the visual aloud, describing and explaining it like they will during the Solution Symposium of Lesson 14. Provide sentence frames (either self-generated or created by students who need lighter support) that students can use to practice explaining their visual to an audience.

A. Peer Share: Performance Task Visual - SL.6.1c (10 minutes)

• Direct students to pair up and share their in-progress flip-down visuals and notes for feedback. Each partner will give one star and one step to help improve their visual or notes.

• Explain that feedback is often best presented in the form of a question that guides the presenter to elaborate on the topic and add more details.

• Post and read aloud the following sentence frames:

"Can you say more about . . . ?"

"Will you explain what you mean by . . . ?"

"I found myself wondering . . . ?"

• Direct students to use at least one of the sentence frames when giving feedback to their partner. Invite students to begin.

• Once pairs are done sharing, field any new questions about the specifics of the flip-down visual. Clarify that, in the next lesson, they will prepare their answers to the presentation prompts and then have an opportunity to rehearse their presentation with partners.

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