A. Engage the Learner (5 minutes)

• 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.

• Focus students on the Performance Task anchor chart and remind them of where this work has all been leading. Remind students that in this lesson they will present to a live audience.

• Focus students on the Presentation checklist. Invite students to Turn and Talk to an elbow partner and share one criterion they want to focus on during their presentation today and why.

• Invite students to take out their Performance Task materials. Direct students to their assigned presentation station. Instruct students to set up their visuals.

A. Performance Task: Present Solution Symposium - SL.6.4 (30 minutes)

• Distribute the Solution Symposium note-catcher. Read the directions aloud to the students. Provide an explanation for each section of the note-catcher. Clarify any questions students may have.

• Post the rotation schedule so students are aware of when they may visit others' presentations.

• Welcome audience members to the classroom. Explain the procedures and expectations for both presenters and audience members. Remind students to check the Work to Become Ethical People anchor chart before they visit their peers' presentations, focusing on the characteristics of respect and empathy.

• Distribute Solution Symposium: Presentation Prompt Cards, sticky notes, and clipboards to audience members and students.

• Invite students and audience members to move to the designated area(s) of the room for the presentations and begin the presentations.

• Circulate around the room. Support students with presentations as necessary.

• After the allotted time for presentations has expired, invite audience members to join in a show of appreciation for all presenters. Invite students to join in a gesture of appreciation for all the audience members. Say goodbye to the guests.

• Refocus whole group. Focus students on the Presentation checklist. Invite students to turn and talk to an elbow partner and share if they were successful at the one criterion they wanted to focus on during their presentation today. Remind students to report at least one piece of evidence that supports their success.

• 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").

MEETING STUDENTS' NEEDS 

During the Solution Symposium of Work Time A, encourage students who need lighter support to tiptoe away from repetitive language across the multiple iterations of their presentations and try instead to vary the way that they present information. If productive, create "challenge strips" for students to keep in their pocket during their presentations. Invite students to pull out one strip for each time they present and try to complete the "challenge" during their presentation. Some challenges are suggested below:

Begin your presentation with a rhetorical question.

Incorporate the sentence frame: "By learning more about ____ [my innovator], I _____."

Ask the audience a wh- question using appropriate intonation.

A. Prepare for End of Unit 3 Assessment - SL.6.1 (10 minutes)

• 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?"

• Remind students that the information they shared and received during the Solution Symposium will inform the discussion they will have for the End of Unit 3 Assessment in the next lesson. Read the prompt aloud and encourage students to begin thinking about their response so they will be better prepared for the assessment:

"How do habits of character help people solve critical problems?"

• Direct students to continue work on their Solution Symposium note-catcher, adding any information they were unable to record during the presentation. Allow students to revisit the visual representations of the presentations. Encourage students to ask their peers clarifying questions about the presentations.

MEETING STUDENTS' NEEDS 

To help students connect their learning from the Solution Symposium to their work on the end of the unit assessment in the next lesson, create time for students to consolidate their thinking around the relationship between habits of character and the ability to solve critical problems. In small groups, invite them to discuss the information captured on their note-catchers during the Solution Symposium. Focus them around the question, "What habits of character did presenters say were used to solve their critical problems? Why were these habits of character important?" Strategically use Goal 4 Conversation Cues to support students' metacognition: "How does this discussion add to your understanding of habits of character and how they can be used to solve critical problems?"

To help students connect their learning from the Solution Symposium to their work on the end of the unit assessment in the next lesson, create a chart or some other large visual with key habits of character written in large letters inside bubbles (e.g., INITIATIVE; PERSEVERANCE; COMPASSION). Invite students who need heavier support to collaboratively generate a mental map around these habits of character, connecting the words to other bubbles that contain brief descriptions of critical problems and design solutions that they learned about during the Solution Symposium. This exercise will help students consolidate their learning and better visualize the relationship between habits of character and problem solving.