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

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

• Once students have completed their entrance tickets, use a total participation technique to review sample responses.

• 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.

MEETING STUDENTS' NEEDS 

To promote independence on the entrance ticket, challenge students to record their responses first and then as necessary share them with a partner. Grappling first will increase students' confidence and success on independent tasks such as assessments.

To promote independence on the entrance ticket, challenge students to use the words in the questions to form sentence frames to answer the questions. They can answer them independently. As necessary, students can share their frames and responses with a partner. Grappling first will increase students' confidence and success on independent tasks such as assessments.

A. Practice Exhibit Presentation - SL.7.4, SL.7.5, SL.7.6 (15 minutes)

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

"I can present my curator's statement in a formal, focused, and clear way, emphasizing important points."

"I can use appropriate eye contact, adequate volume, and clear pronunciation to present."

"I can use visual displays in my presentation and exhibit to clarify and emphasize points."

• Display and ask students to retrieve their Presentation checklists and focus on the following criteria:

  • SL.7.4: I use adequate volume. I use appropriate eye contact. I use clear pronunciation.

  • SL.7.5: I include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.

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

• Invite students to text code, mark, highlight, or annotate these criteria, as they will be the focus of the Tuning protocol. 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 (example for teacher reference) for sample responses.

• Explain to students that in this lesson they will practice presenting their exhibit for a partner, coaching each other on clarity, emphasis of important points, eye contact, adequate volume, clear pronunciation, and formal English. Additionally, they will support one another with their use of visual displays to clarify and emphasize points. Their visual display is the visual or multimedia piece from their exhibit. Display Palmer Hayden's Isle de Bonaventure and the Model Curator's Statement and Label to model presenting. Read the label aloud:

"Stop and experience the painting Isle de Bonaventure, by Palmer Hayden, and discover the rows of birds flocking over a turbulent ocean."

• Gesture toward the birds. Continue reading:

"The clouds hang overhead."

• Gesture toward the clouds. Continue reading:

"And the painting is full of light and life that only a true artist can bring to the world."

• Gesture toward the light. Continue reading:

"The painting reminds us of the complex swirl all around us, if we only look."

• Gesture toward the complex swirl. Ask students to Turn and Talk to discuss how the visual is used to clarify and emphasize points.

"How could students who chose or created a song or dance for their visual share it effectively with museum-goers?" (Responses will vary, but may include: Students can play a recording of the song or dance and pause it at a few points to explain the piece and its connection to other works. If students are singing or dancing live as part of their exhibit, they can explain their piece and its connections before they begin, perform it, and then add additional explanations.)

• Encourage students to also share with their partner how they will use their own visuals to clarify and emphasize points.

• 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 to students that they will now present their exhibit to a partner to get feedback on their presentation skills.

• Move students into partnerships, and invite them to label themselves 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 their partner's work, they will need to use their strengths.

• Tell students they are going to provide their partner 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 a 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 curator's statement and label, accompanying exhibit piece, and Presentation checklists. 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? 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.

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

MEETING STUDENTS' NEEDS 

Before students begin the Tuning protocol in Work Time B, ensure that they understand the purpose of the activity, which is to not only practice their presentation skills for the end of unit assessment but to prepare them to give the presentation to visitors at their Harlem Renaissance Museum. Also, these presentation skills are important for future school and career success. Knowing the authentic purpose of a task increases students' engagement and effort.

During Work Time B, circulate to listen and formatively assess students' presentations to ensure that they are ready for the end of unit assessment in the following lesson. If not, consider spending another lesson on presentation skills practice and Tuning protocols.

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.

MEETING STUDENTS' NEEDS 

In addition to or instead of the debriefing activity in Closing and Assessment A, encourage students to take a few moments to reflect on their learning. Use the following questions to prompt reflection: 

What have you learned about the curator's statements and labels? Why do people write them? What do they tell museum visitors? What have you learned about presentations?

 What are some important things to remember when giving a presentation?

What new vocabulary or language structures did you learn in this lesson? 

Encourage students to share the most important or exciting thing they learned in this lesson. Reflecting on learning allows students to more firmly grasp abstract concepts and gives them confidence and ownership over their own learning.

In addition to or instead of the debriefing activity in Closing and Assessment A, encourage students to take a few moments to reflect on their learning. Use the following questions to prompt reflection: 

What have you learned about the curator's statements and labels? Why do people write them? What do they tell museum visitors? What have you learned about presentations? What are some important things to remember when giving a presentation?

What new vocabulary or language structures did you learn in this lesson? 

Encourage students to share the most important or exciting thing they learned in this lesson. Reflecting on learning allows students to more firmly grasp abstract concepts and gives them confidence and ownership over their own learning.