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 13. Students will also need to refer to their Entrance Ticket: Unit 3, Lesson 11.

• 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. Prepare Performance Task: Presentation Prompts – SL.6.1 (15 minutes)

• Invite students to retrieve the following materials:

  • Performance Task: Solution Symposium

  • Performance Task Flip-Down Visual

  • Design Solution: Research note-catcher

  • Problem-Solution Essay

  • Model Performance Task

  • Presentation checklist

• Direct students to the section labeled “Presentation Prompts” on the Performance Task: Solution Symposium, and invite a student to read it aloud.

• Explain that in today’s lesson students are going to develop their responses to the presentation prompts, questions that participants will ask them at the Solution Symposium. Remind them to use the model and the Performance Task anchor chart as they create their own responses. Also direct their attention to the Habits of Character anchor charts—Work to Become Ethical People, Work to Contribute to a Better World, Work to Become Effective Learners—to help them develop their responses.

• Direct students to the section labeled “During the Symposium” on the Performance Task: Solution Symposium, and invite a student to read each step aloud.

• Turn and Talk:

“When will the presentation prompts be incorporated in the presentation?” (After explaining the problem and solution and utilizing the flip-down visual).

“What is the purpose of the presentation prompts?” (To make the presentation interactive by giving guests an active role in the learning experience; to make connections to the Guiding Questions and Big Ideas of this module related to design thinking and habits of character.)

• Ensure that students understand the process. Instead of presenting one at a time to the class, many students will present at the same time but to different people. Students will also be giving the same presentation several times in a row to new guests. The guests who attend the symposium might be classmates, other students, friends or family members, or other people in the community.

• Incorporate reflection on and awareness of the following academic mindset: “This work has value to me.”

• Ask:

“How is this work valuable to you?” (Answers will vary. Responses may include that sharing the story of these modern innovators can inspire others to try to solve problems that will benefit their community.)

• Release students to begin working. Distribute index cards for students to write down their responses to the presentation prompts.

• 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.

MEETING STUDENTS' NEEDS 

To prepare students for the Solution Symposium in the following lesson, develop a mini lesson that invites students who need lighter support to practice varying their intonation in English. For example, distribute a list of questions that students will encounter during the Solution Symposium, and coach students through accurate intonation of those questions. Help them notice that yes/no questions (e.g., clarifying questions) have a rising intonation, while wh- questions (e.g., the questions on the presentation prompts cards) have a falling intonation. Invite students to practice with one another. For added practice, invite students to play a game in which they can only interact with one another using (appropriately intonated) questions. Some examples of questions to include in this mini lesson are listed below:

Could you please repeat that? (rising intonation)

How was design thinking used to solve this problem? (falling intonation)

How were habits of character used to solve this problem? (falling intonation)

Do you agree that this is a critical problem? (rising intonation)

Why or why not? (falling intonation)

To prepare students for the Solution Symposium of the following lesson, develop a mini lesson that invites students who need heavier support to practice general presentation strategies, such as making engaging eye contact with audience members and using body language, such as gestures and one's own posture, to help convey messages. This mini lesson will help increase students' confidence as well as challenge the idea that successful presentations entirely contingent upon language abilities.

B. Rehearse Performance Task - SL.6.4 (20 minutes)

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

• Direct students to pair up, present their flip-down visuals, and respond to the presentation prompts.

• 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 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 

To prepare students for the Solution Symposium in the following lesson, develop a mini lesson that invites students who need lighter support to practice varying their intonation in English. For example, distribute a list of questions that students will encounter during the Solution Symposium, and coach students through accurate intonation of those questions. Help them notice that yes/no questions (e.g., clarifying questions) have a rising intonation, while wh- questions (e.g., the questions on the presentation prompts cards) have a falling intonation. Invite students to practice with one another. For added practice, invite students to play a game in which they can only interact with one another using (appropriately intonated) questions. Some examples of questions to include in this mini lesson are listed below:

Could you please repeat that? (rising intonation)

How was design thinking used to solve this problem? (falling intonation)

How were habits of character used to solve this problem? (falling intonation)

Do you agree that this is a critical problem? (rising intonation)

Why or why not? (falling intonation)

To prepare students for the Solution Symposium of the following lesson, develop a mini lesson that invites students who need heavier support to practice general presentation strategies, such as making engaging eye contact with audience members and using body language, such as gestures and one's own posture, to help convey messages. This mini lesson will help increase students' confidence as well as challenge the idea that successful presentations entirely contingent upon language abilities.

A. Share Stars – SL.6.1 (5 minutes)

• Facilitate a quick round-robin sharing where each student shares something positive about their partner’s flip-down visual or rehearsal. For example, “Jamal’s drawing of his problem is so artistic and creative!” or “Abena was confident and clear when she answered the questions!”

• Conclude by celebrating the students’ perseverance and initiative as they worked on preparing their performance tasks for the Solution Symposium and expressing excitement for tomorrow’s event.

• 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. ▲