L6+Sprague,+Karina

** COLLEGE OF EDUCATION, HEALTH AND REHABILITATION **
 * ** UNIVERSITY OF MAINE AT FARMINGTON **

** LESSON PLAN FORMAT **


 * __Teacher’s Name __****: ** Karina Sprague **__Lesson #:__** 6 **__Facet:__** Self-Knowledge
 * __Grade Level __****: **8th Grade **__Numbers of Days:__** 5
 * __Topic: __**Oral Presentation


 * __PART I: __**

Students will understand that they must clearly present the main ideas of their research and apply appropriate presentation skills, such as; eye contact, correct posture, appropriate volume, and clear pronunciation. Students will also understand that they must research and show that they understand their research topic.
 * __Objectives __**

Students will know how to apply good presentation skills, how to outline presentations, what order to present information in, and the meaning of speaking, posture, voice, engage/engaging, and pronunciation.

Students will be able to demonstrate their knowledge of their chosen topic while applying appropriate oral presentation skills.


 * Product: **Oral Presentation

Common Core Standards
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Learning Results (MLR) or Common Core State Standards (CCSS) Alignment __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Content Area: Speaking and Listening

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Grade Level: 8th Grade

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Domain: Speaking

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Standard: Presentation of Knowledge and Ideas

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Cluster(s): 4 and 5

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Rationale:** The students will give an oral presentation that shows their understanding of their research topic. They will also show their understanding of oral presentations by applying appropriate and professional presentation skills. The students will also supplement their oral presentation with an iMovie.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will check for understanding throughout the lesson by using a simplified rubric to assess the students work throughout the process. The students will also use a simplified rubric to assess themselves throughout the lesson.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Assessments __**
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Formative (Assessment for Learning) __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I – checking for understanding during instruction **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher and peers will assess the oral presentation using a rubric. The students will self-assess their oral presentation using the same rubric that was used during the peer and teacher assessments. The students will have an opportunity to revise their speech throughout the process.
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – timely feedback for products (self, peer, teacher) **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will assess the oral presentation, which will include every skill and all the information that the students have learned and gathered throughout the unit.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Summative (Assessment of Learning): __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Integration __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Technology: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will supplement their oral presentations with an iMovie newscast (lesson 5).


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Areas: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Social Studies: Students are presenting research they have done about a current event topic.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will use a flow chart to plan their oral presentation. They will split into partners to give feedback throughout the process and to offer each other help and support throughout the process.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Groupings __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section I - Graphic Organizer & Cooperative Learning used during instruction **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will be partnered with someone they have not worked with before. If they have worked with everyone in the class, they must choose someone that they have worked with the least, or worked with at the beginning of the unit (not recently).
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Section II – Groups and Roles for Product **


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Differentiated Instruction __**


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies __**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Logical **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Students will use a flow chart to plan and organize their oral presentation.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal**: Students will give an oral presentation. For the linguistic learners, they may also write their script down to use as a reference.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual**: Students will be able to see the steps/main ideas by using the flow chart. They will also watch the iMovies that supplement the oral presentations.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal**: Students will create and present their own oral presentation.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal**: Students will practice their oral presentation with partners, give their presentation to a group, and give peer feedback.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic**: Students will be up in front of the class giving an oral presentation.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Modifications/Accommodations __**
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">From IEP’s ( Individual Education Plan), 504’s, ELLIDEP (English Language Learning Instructional Delivery Education Plan) //**//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">I will review student’s IEP, 504 or ELLIDEP and make appropriate modifications and accommodations. //


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Plan for accommodating absent students: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will have homework buddies that will record notes from class and e-mail them to their absent partners. The notes will include directions and suggestions for filling out the graphic organizers, as well as idea's that were shared during class discussions. If both partners are absent, the teacher will send these notes. Any worksheets or assignments will be left in an absent folder. Students will have extra time to make up missed assignments.


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Extensions __**


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II technology: **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will create an iMovie to supplement their oral presentation (lesson 5).


 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted Students: ** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Gifted students may choose to take a position on the argument that is not their true belief. Gifted students may also wish to use more difficult words during their presentation.

// Laptops //
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Materials, Resources and Technology __**

// Podium //

// Projection Screen //

// Handouts //

// Presentation skills resources (see URL's below) //

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Presentation skills posters created in lesson 4

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Note cards/Index Cards

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- [] Online stopwatch used to time the presentations
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Source for Lesson Plan and Research __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> - [] Presentation Skills

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> - [] Bad Presentation Skills Movie <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">- [] Flow Chart Printout


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">PART II: __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Desk will be arranged in pairs for a simple transition into partner work.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Teaching and Learning Sequence __****<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> (Describe the teaching and learning process using all of the information from part I of the lesson plan) **

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 1 (80 minutes):

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The teacher will show the students a compilation video of oral presentations in real life (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will discuss the importance of oral presentations in real life (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The teacher will pass out and explain the rubric that will be used for the oral presentation (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will determine who their partners will be throughout this lesson (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The teacher will review good oral presentation skills by using the posters made in lesson 4 (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will have a chance to take out any research, resources, and worksheets that will help them during the lesson (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Once the students have gathered everything, the teacher will introduce the flow charts that will be used to plan the presentation (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students and the teacher will go over what needs to be in the presentation and record a list on the board (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will create the first draft of their flow chart (20 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will fill out the day 1 column of the class time rubric (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 2 (80 minutes):

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Students will sit with their partners and assess each other’s first drafts by giving an oral review or taking notes on the flow chart (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Once the students receive the peer feedback, they will have time to revise their flow charts (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*After the students make revisions, the teacher will pass out another flow chart and the students will create the final draft (20 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will share their final drafts with their partner again, the partners will assess the flow charts using oral feedback (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The teacher will introduce the idea of note cards to help during the speeches (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*After the students assess their peers flow charts, the students will begin creating their note cards for the speech (20 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will fill out the day 2 column on the class time rubric (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 3 (80 minutes):

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The teacher will introduce the online stopwatch to make sure students meet the time requirements (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will have more time to work on the note cards for their presentation (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*After the students finish their note cards, they may being practicing their speech by themselves (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will meet with their partners, the partner whose first name comes first in the alphabet will present the "draft" of their oral presentation first while the other partner assess it using the rubric (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The partners will talk and the assessing partner will give the presenter feedback (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The partners will switch roles, and the assessor will now present the "draft" of their presentation (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The partners will talk and the assessing partner will give the presenter feedback (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">* The students will have time to revise their note cards and practice their revised speech by themselves(20 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">* The students will fill out the day 3 column of the class time rubric (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Day 4 (80 minutes):

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*Students will have time to collect all the things they need for their presentation (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will present their oral presentations, with movies while their peers and the teachers assess the presentations using a rubric (60 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will self-assess their presentations using the same rubric (10 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">*The students will gather all the rubrics, flow charts, and any feedback to pass in (5 minutes)

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //*If any student did not get a chance to present on day 4, they may present during the allotted presentation day at the end of the unit*//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will present their current event topic in an oral presentation. They will supplement the oral presentation with an iMovie newscast (lesson 5) and apply the appropriate and professional presentation skills they have learned throughout the unit, specifically lesson 4. Students must include an introduction to their current event topic including background information, key people, and important facts and information. They must also include at least two arguments surrounding each topic, supported with details, and make their position clear. They must have a clear and smooth conclusion, leading into the presentation of the iMovie newscast. Students will acquire professional oral presentation skills that will help them in many situations in their everyday lives. The teacher will hook the students by showing a compilation video (made by the teacher) to show the different situations that the students would commonly encounter that would require oral presentation skills. The students will discuss other situations that might require oral presentation skills. This exploration will help the students think about how important and useful this skill is.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Where, Why, What, Hook, Tailors**: Verbal, Visual, Kinesthetic, Interpersonal

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Students will be given a chance to collect all the research and presentation resources that might help them throughout the oral presentation planning process. They will create two flow charts to plan their oral presentation. The first flow chart will be a rough draft. It should include main ideas, the arguments, their position, and other important information that should be included in the presentation. The students will share their flow charts with their partners and get feedback on them. This feedback will be used to revise the flow chart.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Equip, Explore, Rethink, Tailors**: Verbal/Linguistic, Visual, Logical, Interpersonal, Intrapersonal

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> After the students revise their flow charts, they will create note cards that will be used to help them during their oral presentation. Once the students create their note cards, they will have time to practice their speech alone. After they have some practice time, the students will present the "draft" of their presentation to their partner. They should present their information just as they would in front of the class. The partners will assess each other’s' "draft" speeches using a rubric. After each partner has a chance to share and assess, they will have some time to share feedback. After this process, the students will revise and finalize their speeches.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Explore, Experience, Rethink, Revise, Refine, Tailors**: Kinesthetic, Verbal, Logical, Visual, Interpersonal, Intrapersonal

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The students will present their final oral presentation to the class. During the presentation, each student in the class will get a rubric to assess the presenter. The teacher will also assess the presenter during the presentation. After the presentation, the students will self-assess themselves. The students will pass in all the rubrics, feedback, and flow charts that were used during the planning process. Only the oral presentation will be assessed. The other supporting products are only used to show growth and learning.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Evaluate, Tailors:** Logical, Visual, Interpersonal, Intrapersonal, Kinesthetic

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">At the beginning of the lessons, the teacher will show a video to hook the students. The video will be a compilation of different examples of when oral presentations will be useful. The movie clips will relate to the different students in the class, and each student should be able to relate to at least one example. After the movie, the class will have a discussion about the importance of oral presentations. They might also brainstorm times when oral presentation skills would be useful that weren't shown in the movie. This process should get students to think about and understand the importance and helpfulness of oral presentation skills. After the hook, the teacher will give a brief overview of the final project, the oral presentation. The teacher will pass out and read through the rubric for the final oral presentation. Students will have a chance to ask questions if they need clarification. The teacher and the students will also work together to create a checklist of things that need to be included in the oral presentation. The list should include, introduction, background information about the current event topic, at least two arguments, the presenters position on the argument, a conclusion, and a smooth transition into the iMovie. Once the students all get a rubric and understand what is required of them, they may begin working on their oral presentation.
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Notes __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> The students will use flow charts to plan their presentation. One the flow charts, they should include all the components that will be required in the oral presentation (from the list above). The flow chart can also include site notes for reminders, or other important information that the student wants to include in the presentation. The flow chart should not be a script, but more like an outline. The students will get into partners with someone they have not worked with before. If they have worked with everyone in the room, they should choose a partner that they worked with the least, or someone that they haven't worked with in a while. Once they have chosen their partners, the students will each take time to share their flow charts. The partner whose first initial comes first in the alphabet will present first. They will also present first for the rest of the partner exercises. The partners will give oral feedback for the flow charts. After the oral feedback, the students will revise their flow charts.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Once they have their final flow chart, they will share them again with their partners. During this second sharing process, the students should focus on what they changed and why. If they chose not to change something that their partner thought should be changed, they should also explain why they chose not to change it. Once they have their final flow charts done, the teacher will introduce the idea of note cards. The note cards will be index cards, one for each component of the presentation is suggested, but they can use as many or as little as they find necessary. The note cards can include anything that the students might find helpful. They can include exact words for tricky sentences, key words to remind the presenter of the information, pictures, and arrows to remind the presenter of the chronological order, specific names, or direct script. The students should be reminded that although they may use the note cards to help them throughout the presentation, they may not read directly from them, play with them during the presentation, or cause them to become a problem at all during the presentation.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Once the students finish their note cards, they will have time to practice their speeches. During this practice time, students should speak quietly, as other students are trying to rehearse as well. After the practice time, the students will take turns sharing their presentation with their partners. Since this is a dry run of the presentation, the partners will assess using the rubric, but the results of this assessment will not affect the final grade. However, students should maintain appropriate and professional presentation skills throughout the practice presentation. This exercise is meant to give students a chance to practice their presentation and fix the problems. It is also a good opportunity for the assessors to become comfortable with the rubric. After each partner has shared their presentation, they will have time to discuss the feedback. After they discuss the feedback, they can make adjustments on their note cards.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> After the students have a chance to revise their note cards, the class will begin presenting. The teacher will pass out a rubric to each student. During the presentation, every student in the class will peer assess the presentation. The teacher will use the same rubric to assess the presentation while the student is presenting. The students should be honest, unbiased, and fair when assessing the presentations. The students will present in alphabetical order. If the presentations are not finished during day 4 of the lesson, they may be finished on the allotted presentation day at the end of the unit. After the student finishes presenting, they will fill out a self-assessment, using the same rubric, while the next presenter gets ready.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Throughout the lesson, the students will fill out a class time rubric at the end of every class period. The rubric will check for understanding in progress by asking questions such as; how much did you get done today, how comfortable are you with the material, how well did you participate, and how well did your partner participate. The same rubric will be used throughout the lesson. There will be a different column for each day. The students will fill out the corresponding column at the end of every day. The students will pass in the class time rubric at the end of the lesson once they have finished presenting.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> After the students present, they should hand in their flow charts (2), any written feedback they received, all their note cards, the class time rubric, and the self-assessment rubric. The teacher will return the peer assessed rubrics, the teacher assessed rubric, and all the papers that the student handed in after the teacher finishes assessing the material.

// Oral Presentation Rubrics //
 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Handouts __**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Class Time Rubrics//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Flow Charts//

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //Note Cards//


 * __<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Maine Standards for Initial Teacher Certification and Rationale __**

//** Clipboard **////** : **//// Learning is sequenced, graphic organizers for visuals and organization, freedom when choosing presentation topic and position //
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 3 – Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. //**
 * //__<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Learning Styles __//**

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Microscope**// ////** : **//// Students will participate in class discussions, they will have many chances to practice and revise their presentation //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Puppy**// ////** : **//// Safe atmosphere, partners with familiar people, helpful feedback //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Beach Ball**// ////** : **//// Students will have personal freedom when picking their topic and position, they will be able to practice their speech many times. //

//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Rationale**// ////** : **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The students will work within a familiar classroom environment to plan and present their oral presentation. The students will follow a sequential lesson plan and use specific rubrics and graphic organizers, but they will have personal freedom when choosing their current event topic and also when choosing their position on the topic. The students will also have familiar partners to help them through every step of the planning and presenting process.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Content Knowledge: //** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will know how to apply good presentation skills, how to outline presentations, what order to present information in, and the meaning of speaking, posture, voice, engage/engaging, and pronunciation.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Common Core Standards
 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MLR or CCSS: //**

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Content Area: Speaking and Listening

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Grade Level: 8th Grade

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Domain: Speaking

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Standard: Presentation of Knowledge and Ideas

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Cluster(s): 4 and 5


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Facet: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> Self-Knowledge


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will demonstrate their ability to apply appropriate and professional presentation skills by giving an oral presentation about their current event topic. The students will also demonstrate their understanding by self-assessing their presentation and by assessing their peers. During the planning process of the oral presentation, students will learn what order to present the information in, and the importance of good presentation skills.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. //**


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">MI Strategies: //**
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Logical **<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">: Students will use a flow chart to plan and organize their oral presentation.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Verbal**: Students will give an oral presentation. For the linguistic learners, they may also write their script down to use as a reference.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Visual**: Students will be able to see the steps/main ideas by using the flow chart. They will also watch the iMovies that supplement the oral presentations.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Intrapersonal**: Students will create and present their own oral presentation.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Interpersonal**: Students will practice their oral presentation with partners, give their presentation to a group, and give peer feedback.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> **Kinesthetic**: Students will be up in front of the class giving an oral presentation.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Type II Technology: //** <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Students will create an iMovie to supplement their oral presentation (lesson 5)


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Rationale: //**<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">During the oral presentation planning process, the logical students will find the graphic organizers very helpful. The visual students will find the note cards helpful because they will give them a visual aid during the presentation. The verbal/linguistic students will enjoy speaking about their topic. The interpersonal students will be able to present to partners and the entire class as well as assess their peers. The intrapersonal students will enjoy planning their presentation by themselves and self-assessing their presentations. The kinesthetic students will be able to get up in front of the class and present their information. The students will supplement their oral presentation with an iMovie, which will also include, and be assessed for, oral presentation skills. This movie will help the students that might have stage freight so they may lose points on their oral presentation because of their nervous behaviors. The iMovie will also show off the student’s ability to use technology, and it can be easily adapted and created to fit the learner style of every student.


 * //<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. //**

//** Formative: **//<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">The teacher will collect the class time rubrics, self-assessments, peer assessments, flow charts, note cards, and any other written feedback or resources. This information will help the teacher assess the oral presentation. However, while these products will help the teacher assess the final oral presentation, they will not be individually graded.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Summative:**// The teacher will assess the oral presentation. The teacher will make sure that the student applied good presentation skills, knew about their current event, and was able to portray their information in a non-biased way. The teacher will focus mainly on oral presentation skills and content. (The iMovie score will not affect the oral presentation score).

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;"> //**Rationale:**// //The teacher will assess the student’s growth and knowledge by checking for understanding throughout the lesson and by collecting all the work that the students completed throughout the lesson. By collecting all the completed work, the teacher will be able to see the students learning process which will help during the final assessment of the oral presentation. The oral presentation will be the only graded product since it includes the entire learning process. The presentation will include every component that has been learned throughout the unit; presentation skills and content knowledge.// || ||   || About · Blog · [|Pricing] · Privacy · Terms · [|**Support**] · [|**Upgrade**] Contributions to http://edu221spring11class.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License].
 * [[image:http://www.wikispaces.com/_/9x256kq1/i/bBL.gif width="8" height="8"]] |||| [[image:http://www.wikispaces.com/_/4k0z606x/i/c.gif width="1" height="1"]] || [[image:http://www.wikispaces.com/_/60jk45v8/i/bBR.gif width="8" height="8"]] ||

Portions not contributed by visitors are Copyright 2011 Tangient LLC.