Embedded Files
Lesson Synopsis
Lesson Synopsis
1. Opening
A. Engage the Learner - W.6.10 (5 minutes)
2. Work Time
A. End of Unit 3 Assessment Part I: Present and Delineate Argument: Picture Book Presentation (80 minutes)
3. Closing and Assessment
A. Reflection - SL.6.4 (5 minutes)
4. Homework
None for this lesson
Daily Learning Targets
Daily Learning Targets
I can present my crew's children's book pages and argument about why my focus figure's accomplishments were remarkable. (SL.6.4, SL.6.5)
I can delineate my peers' arguments about why their focus figure's accomplishments were remarkable. (SL.6.3)
Lesson Prep
Lesson Prep
Prepare the End of Unit 3 Assessment (see Assessment Overview and Resources).
The assessment can be arranged in different ways, depending on the schedule, location, and number of teachers available to complete the Assessment checklist. It is recommended that each crew presents to the entire class, allowing the teacher to fill in the first part of the Assessment checklist, focusing on just one crew at a time. Presentations could also be recorded and revisited to fill in the Assessment checklist later.
Students will be assessed both on their presentation and their ability to delineate an argument. Decide which students will delineate which crew's presentations. Each student only needs to complete one, but two note-catchers have been provided in case students would benefit from two attempts at delineating. List the order of presentations, and have students delineate the argument of whichever crew is presenting just before them.
Decide if students will also complete the optional peer assessment and for how many of their peers. This is provided as an option if students would benefit from having an additional task while listening to ensure accountability while also providing their peers with feedback on their presentation skills. If the peer assessment is being used, it is not recommended that students delineate and peer-assess at the same time; divide the tasks so a student is only doing one at a time for a presentation.
Create and post the presentation order and the listener responsibilities based on the decisions above.
Review the student tasks and example answers to get familiar with what students will be required to do in the lesson (see Materials list).
Prepare copies of handouts for students, including entrance ticket (see Materials list).
Post the learning targets and applicable anchor charts (see Materials list).
Lesson Plan
Lesson Plan
Opening
Opening
A. Engage the Learner - W.6.10 (5 minutes)
Repeated routine: Follow the same routine as in previous lessons to distribute and review Entrance Ticket: Unit 3, Lessons 15-16. Students will also need their Mid-Unit 3 Assessment with feedback.
Repeated routine: Follow the same routine as in 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.
Work Time
Work Time
A. End of Unit 3 Assessment Part I: Present and Delineate Argument: Picture Book Presentation (80 minutes)
Review the learning targets relevant to the work to be completed in this section of the lesson:
"I can present my crew's children's book pages and argument about why my focus figure's accomplishments were remarkable."
"I can delineate my peers' arguments about why their focus figure's accomplishments were remarkable."
Focus students on the Performance Task anchor chart, and remind them of where this work has all been leading. Explain that, in this lesson, they will present to a live audience.
MEETING STUDENTS' NEEDS
After reading the directions for Part I of the end of unit assessment, invite students who need lighter support to repeat in their own words what the expectations are for the assessment (i.e., who does what and when).
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 meet with their crew and take out their Performance Task: Picture Book directions and Performance Task Picture Books.
Distribute the End of Unit 3 Assessment Part I: Present and Delineate Argument: Picture Book Presentation. Review the directions. Remind students they completed similar tasks with their collaborative essays in Lesson 5 and the independent essays in Lesson 10. Clarify any questions students may have.
Post the argument delineation assignments so students know for whom they will complete this task. If applicable, distribute the optional Peer Assessment: Picture Book Presentation handouts and post the peer presentation assignments.
MEETING STUDENTS' NEEDS
After reading the directions for Part I of the end of unit assessment, invite students who need heavier support to produce some sort of visual, like a sketch or diagram, that shows the expectations for the assessment (i.e., who does what and when).
Explain the procedures and expectations both when the students are presenters and when they are audience members. Remind students to check the Work to Become Ethical People anchor chart before they listen to their peers' presentations, focusing on the characteristics of respect and empathy.
Begin the presentations. Use the End of Unit 3 Assessment Part I: Present and Delineate Argument: Picture Book Presentation Assessment checklist (for teacher reference) to assess the presenters argument presentation and speaking skills and to assess the listeners' argument delineation skills.
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.
Closing
Closing
A. Reflection - SL.6.4 (5 minutes)
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").
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