A. Engage the Learner - W.7.5 (5 minutes)

• Repeated routine: students respond to questions on Entrance Ticket: Unit 3, Lesson 10.

• Once students have completed their entrance tickets, invite them to review their responses in their podcast triads. Ensure that revisions are related to the Presentation checklists, as opposed to minor conventions edits.

• Repeated routine: follow the same routine as with 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. Practice Podcast Presentation - SL.7.4 (15 minutes)

• Review the appropriate learning targets relevant to the work to be completed in this section of the lesson:

"I can use adequate volume and clear pronunciation."

"I can adapt my speech for a podcast, using formal English when appropriate."

• Ask students to retrieve their Presentation checklists, and focus on the following criteria:

  • SL.7.4: I use adequate volume. I use clear pronunciation.

  • SL.7.6: I adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.

  • L.7.3: I can use knowledge of language and its conventions when speaking.

MEETING STUDENTS' NEEDS 

In Work Time A, challenge students to model reading their portion of their podcast script with appropriate volume, pace, clarity, and emphasis. Then they can coach their classmates who need heavier support on their presentation skills.

• Invite students to mark or highlight these criteria, as they will be the focus of the Tuning protocol. Then have students Turn and Talk to say the criteria in their own words, recording these paraphrases in the third column of their Presentation checklists. As necessary, model doing so with one of the criteria, recording paraphrases on the board for students to reference. Consult the Presentation checklist (for teacher reference) for sample responses.

• Ask students to retrieve their podcast scripts. Explain that they will practice presenting their podcast with their triads, coaching one another on adequate volume, clear pronunciation, and formal English. Remind students that they will each read the section of the script they wrote and that one or more of the members of the triad should read the narrative lead. (See Teaching Notes for suggestions on dividing the narrative lead.)

MEETING STUDENTS' NEEDS 

In Work Time A, students may be overwhelmed by the many presentation skills (volume, pacing, clarity, emphasis). Encourage students to work on only one or two skills each time they practice their presentation.

• Repeated routine: invite students to reflect on their progress toward the relevant learning targets.

B. Tuning Protocol: Presentation Skills - SL.7.4 (20 minutes)

• Explain that they will now present their podcast to another triad to get feedback on their presentation skills.

• Move students into groups with their own podcast triad and another podcast triad, and invite them to label their groups A and B.

• Distribute sticky notes.

• Focus students on the Work to Contribute to a Better World anchor chart, specifically: "I use my strengths to help others grow." Remind students that as they work to critique the other triad's work, they will need to use their strengths.

MEETING STUDENTS' NEEDS 

In Work Time B, provide sentence frames for students to use in giving feedback. For example:

Your volume/pacing/clarity/emphasis was good because I could . . .

Next time you present, can you try . . . because . . .

• Tell students they are going to provide the other triad with kind, specific, and helpful feedback against the criterion.

• Direct students' attention to the Peer Critique anchor chart, and remind them of what peer critique looks and sounds like.

• Display and distribute Directions for Tuning Protocol, and review them as necessary. Remind students that they have participated in a Tuning protocol in the previous lesson. Invite students to share issues, solutions, and best practices for Tuning protocols.

• Ask students to retrieve their podcast scripts and Presentation checklists and encourage them to provide feedback to their classmates based on the Presentation checklist. Remind students to consider their peers' use of language. Are they using formal English when appropriate and informal English when appropriate? Are they using conventions so that everyone can understand what they mean?

• Circulate to support students as they work to give feedback to one another. Emphasize that students are not to make revisions yet, as they will be doing this later in the lesson.

• Repeated routine: Invite students to reflect on their progress toward the relevant learning target.

A. Debrief Tuning Protocol - SL.7.4 (5 minutes)

• Invite students to debrief the Tuning Protocol. Ask the following questions:

"What did you enjoy about the Tuning Protocol?"

"What are you taking away from this process related to presentation skills?"

"How will you improve your presentation tomorrow based on the Tuning Protocol?"

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