A. Engage the Learner - SL.7.4 (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 

Encourage students to first grapple to independently respond to the prompts on the entrance ticket. Then they can share their ideas with a partner. Grappling first will increase students' confidence and success on future independent writing tasks.

Encourage students to work with a partner to discuss and respond to the prompts on the entrance ticket. Collaboration ensures comprehension and success on the task as well as an opportunity to practice speaking and listening skills.

A. Model Documentary Clip Pitch - SL.7.4 (10 minutes)

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

"I can present my documentary pitch 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 storyboard to clarify and emphasize points."

• 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 that the documentary clip pitch should include the following elements:

  • An overview of the clip and an explanation of why you are making it

  • A description of some of the key scenes, using the storyboard as reference

  • A closing statement reiterating the importance of making the documentary clip

• Each partner will be responsible for one of the sections and must meet all the criteria for an effective presentation in their section, including presenting claims and findings, emphasizing points and including descriptions, facts, details, and examples.

• Display the Model Documentary Script and Storyboard and explain that they will now see a model documentary pitch. Distribute the Documentary Pitch note-catcher, and explain that in Section 1 of the note-catcher, students will take notes on what they notice about the model pitch. In Section 2 of the note-catcher, students will take notes to plan their own documentary pitch. In Section 3 of the note-catcher, students will take notes on another triad's documentary pitch during the Tuning protocol.

• Present the Model Documentary Clip Pitch, pausing after each part to ensure students are taking notes. After presenting, use equity sticks to review students' notes. Ensure students understand the nature of a pitch and what makes a pitch effective. For sample notes, see the Documentary Pitch note-catcher (example for reference).

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

MEETING STUDENTS' NEEDS 

In Work Time A, ensure students understand each part of the pitch by speaking slowly and pausing frequently. Also, consider whether students would benefit from prereading and following along with the Documentary Pitch note-catcher (example for teacher reference) and provide copies to those students who need this visual content support.

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

B. Practice Documentary Clip Pitch – SL.7.4 (15 minutes)

• Explain to students that now they will practice presenting their documentary clip pitch with another triad, coaching one another 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 storyboards to clarify and emphasize points.

• Ask students to form triads and work for several minutes using their Documentary Pitch note-catcher to plan their documentary pitch, including who will present each part, what they will say, and how they will use the storyboard to emphasize their points.

• Circulate to ensure students are taking notes and planning their pitch. Remind students that they do not need to write out every word they will say, but should use notes to help them remember the important parts of their talk to get their classmates excited about their documentary clip. For sample notes, see the Documentary Pitch note-catcher (example for reference). If necessary, display the sample notes for students who may benefit from reading and using example sentences as frames for their own thinking and writing. ▲

• After several minutes, transition triads from planning their pitch to practicing it. Circulate to support students in taking turns to present different parts of the pitch, and ensuring that they divide the work evenly.

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

MEETING STUDENTS' NEEDS 

In Work Time B, challenge students to model giving their portion of their pitch with the appropriate volume, pace, clarity, and emphasis. Direct them to coach their classmates who need heavier support on their presentation skills.

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

In Work Time B and Closing and Assessment A, 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 . .

A. Tuning Protocol: Presentation Skills - SL.7.4 (15 minutes)

• Explain to students that they will now present their documentary clip pitch to another triad to get feedback on their presentation skills.

• Move students into partnerships with another triad group, and invite them to label their triads A and B.

• Provide students with the opportunity to make notes to help them with their presentations, using the blank spaces in the model note-catchers, and discuss them with their triads. Remind students that they should divide the work of the presentation evenly. Although not each member of the triad needs to present each part of the pitch, they should take turns to make the work as equal as possible.

• 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 partners with kind, specific, and helpful feedback against the criteria.

• 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. Invite students to share issues, solutions, and best practices for Tuning a protocol.

• Ask students to retrieve their documentary storyboard and script, 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.

• 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 

At the end of the Turning protocol, allow several minutes for students to self-assess whether they are prepared to give their pitch on an assessment in the following lesson. If not, consider providing an additional day of practice.

Circulate during the Tuning protocol to ensure that students are prepared to give their pitch on an assessment in the following lesson. If not, consider providing an additional day of practice.

In Work Time B and Closing and Assessment A, 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 .