Beacon Lesson Plan Library
Independent - To Be or Not Top Be - Day 9, Lesson G: Say It Again, Uncle Sam
Bay District Schools
Students revise their oral presentation content drafts, presentation skills, and visual aids using Press Conference feedback and Content Assessment feedback.
The student reads and organizes information from multiple sources for a variety of purposes (for example, supporting opinions, predictions, and conclusions; writing a research report; conducting interviews; taking a test; performing tasks).
The student extends the expectations of the fourth grade with increasingly complex reading selections, assignments and tasks (for example, differences between fact, fiction, opinion).
The student prepares for and gives presentations for specific occasions, audiences, and purposes (including but not limited to informational or imaginative presentations, research reports, extemporaneous talks).
The student understands reasons Americans and those who led them went to war to win independence from England.
The student knows significant events between 1756 and 1776 that led to the outbreak of the American Revolution (for example, the French and Indian War, the Stamp Act, the Boston Tea Party).
-Scored and recorded content assessment for each student (Filed in studentsí Independent notebooks)
-Numbers written on pieces of paper for students to draw to determine order of performances
1. Scored and recorded summative content assessments. (In studentsí Independentí notebooks.)
2. Numbers written on pieces of paper.
3. Uncle Sam hat (or envelope) for tossing of the numbers and drawing.
1. Direct students to have their scored summative assessment and peer feedback given at the Press Conference. These provide guidance for revision to content, presentation skill, and visual aid.
2. Allow students to work independently on the revision process. Point out that the revision process is one of the criteria elements on the rubric, and they are responsible for turning in a revised product.
3. As students work independently, formative assessment occurs as you confer with individuals on questions, content confusion, and feedback misunderstandings they may have.
4. If something on the feedback form from the Press Conference is unclear, allow students to ask questions of the student(s) who gave the feedback.
5. Allow students to work on their visual aids and any aspect of their performances. If some students are working together on a performance, allow them to work together somewhere where they will not disturb others.
6. Students may not complete all revisions within this allotted time. (See Extensions.)
7. At the close of the time period, students draw a number out of a hat to determine the order in which the presentations will be given on Days 11 and 12.
Conference with individual students, formatively assessing the implementation of revisions based on content assessment feedback and performance assessment feedback.
1. Literacy Link Component Ė Students may not have enough class time to complete all revisions, complete their visual aids, and complete practicing of their performances. The home link is for students to work on these three aspects of their presentations. Stress the importance of orally practicing their presentations at home in front of a parent, mirror, or an empty room until they are comfortable and confident with what they say, how they say it, and how they utilize their visual aids.
2. Liberty and Justice for All is an interactive Student Web Lesson. The lesson addresses this standard: the student understands reasons Americans and those who led them went to war to win independence from England. (See link to unit plan at the top of this page.)
3. United We Stand is an interactive Student Web Lesson. The lesson addresses this standard: the student knows significant events between 1756 and 1776 that led to the outbreak of the American Revolution. (See link to unit plan at the top of this page.)
4. Lessons may reflect modifications of, but are designed in conjunction with, the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom. It is suggested that you have a historical fiction or a non-fiction book selected for use with the Shared Reading Component. Also, for the Self-Selected Reading Component, you will need to have appropriate period books available for which students to choose.
5. The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: http://www.beaconlearningcenter.com/search/details.asp?item=2956. Once you select the unitís link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files, if any.
This site offers guidelines and links to help you utilize visual aids to create an effective speech. Virtual Presentation Assistant
There are numerous good pointers. Click on any item, Using Visual Aids, Making Transparencies, Making the Most of an Oral Presentation, and more. Table of Contents
This site offers easy speech writing for those who just canít get started. Not recommended that students use this fill in the blank format, but it may help someone who is experiencing a writerís block in getting started. The Internet Library of Speeches
Oral Presentations, A Printable Checklist is a guide to help students in their preparations. Scroll to the bottom and click Create Printable Checklist.PBL
Offers speaking strategies and presentation tips.Peak Performance