Preparing Final Presentations

Unit Working Title: Respect: How do we do it?

Unit Big Idea (Concept/Theme): Respect

Unit Primary Skill focus: Personal Writing

Week __3____ of 3; Plan #____8____ of 9; [90 mins.]

Plan type: ____Full-Detail __X__Summary

Content Requirement Satisfied:

(Note: Refer to the list in the document called Concept Unit Lesson Plans)

Unit Learning Objectives (numbered) [from my Backwards Design Unit Document],

followed by Specific lesson objectives (lettered) being taught in this lesson:

SWBAT:
Cognitive (know/understand):
1. Respecting themselves includes respecting the work that they do.

a. Revising their work demonstrates respect for their work.

B. Creating attainable personal goals will help create ownership of the work

c. Progress monitoring creates ownership of material.

2. Real respect is a continuous/everyday action.

a. Reviewing another peers work requires respect for the other person.

Affective (feel/value) and/or Non-Cognitive:

5. _Students will value being a part of a respectful classroom community.

a. _Students will feel comfortable sharing their ideas with their classmates.

b. _Students will value their own work and that of others.

c. Respecting others helps to create a positive learning community.

Performance (do):
6. __Students will be able to demonstrate respect.

a. Students will be able to respectfully critique the work and ideas of others.

b. Students will be able to respectfully critique the work and ideas of themselves.

8.__ Students will be able to communicate their ideas about respect and what it means.
 a. Students will be able to communicate through writing.

b. Students will be able to express their ideas orally.

SOLs: [List with numbers portrayed in the SOL document]

_8.2 The student will develop and deliver oral presentations in groups and individually

f) Critique oral presentations.

_8.8 The student will edit writing for correct grammar, capitalization, punctuation,

spelling, sentence structure, and paragraphing.

f) Use quotation marks with dialogue and direct quotations.

CCSs: [List with numbers portrayed in the CCS document]

CCSS.ELA-LITERACY.W.8.5

With some guidance and support from peers and adults, develop and strengthen
writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed. (Editing for
conventions should demonstrate command of Language standards 1-3 up to and
including grade 8 here.)
Methods of Assessment:
[How will you know if the intended learning occurred?] List all methods of assessment used in
this lesson or which are related to this lesson and come in a future lesson. After each assessment,
indicate in brackets the number(s) and letter(s) of the unit objective and the related lesson
objectives that the assessment is evaluating.

Diagnostic Formative Summative

After modeling, students
debrief what they noticed. In
this debrief, I will know how
much I need to review
presentation necessities.
[5abc, 8b]
Compliment Sheets: Students Students submit final personal
will create compliment sheets reflection. [1bc]
for each other. I will also add
compliments and check over Students present projects.
the sheet to make sure other [5abc, 8ab].
comments are respectful to the
peers. [2a, 5abc]
Students practice presenting to
a partner. I will observe
students to see if they are
understanding the presentation
process and to monitor
questions that arise. [5abc, 8b]

Students work on their

personal reflections. I will
 check in with students to make
sure that they are
understanding the process and
able to explain their progress.
[1bc].

Procedures/Instructional Strategies
[Note: Any words that represent what I would say directly to students appear in italics.]

Beginning Room Arrangement:

[Changes in this arrangement that become necessary later will be noted in the plan]
Chairs arranged in a circle.
1. [10 mins.] Bridge/Hook/Opening to lesson:
a. Compliment Sheet: Since the first unit has been a whirlwind of writing and
reading, this do-now will be more relaxing for students. Each student will write
their name at the top of a piece of paper. For the first 10 minutes of class, the
papers will be passed around in a circle. Each person will write one compliment
for a peer in the class. After going all the way around, students take a few minutes
to read their compliments. This project will work to foster a community of respect
as well.
2. [10 mins.]: Lesson for Presentation
a. Teacher Models 5-minute oral presentation of personal writing assignment:
Using the work that I completed as models, I will model a presentation to
students. I will introduce my piece. Discuss what genre I used and why. I will
explain how this incident represents a time I learned respect. Then, I will share
some of my writing that I am proud of.
b. Debrief the presentation: In their pods, students will discuss what the
presentation contained. They will discuss what they might add. As a whole class,
students will share what their noticed. Then, as a class, we will revisit the
expectations from the summative assessment.
c. Teacher gives out presentation rubric: Students and teacher talk through the
rubric and what is expected of students.

3. [25 mins.] Practice Presenting

a. Students draft an outline on their own: Students take 10 minutes to think
through what they might say to present their piece to another person. They will
use an organizer to jot down their ideas to help them.
b. Students present in partners: Students practice presenting their personal writing
piece to a partner. As one presents, the other partner times the presentation. Then,
the partner says what went well, and addresses if anything was missing from the
 presentation. The partner can provide one suggestion for the student to work on
before presenting.
c. Students write down notes: After having time to present together, students have
a few minutes to write down what they want to remember from their conversation
with their partners so that they can work on it before the next class.

4. [30-40 mins] Personal Growth Reflection

a. Hand-out reflection prompt: Teacher goes over the reflection prompt with
students. Teacher also hands back student personal goal that they turned in and
their updates that they turned in. Students are asked to describe how much
progress they have made towards their personal goal, and if there is anything left
to do. Students will also address what new writing goals might be for themselves.
b. Students work on reflection: Students work independently to write their
reflections. They are expected to have them completed by the next class.
5. Extra time?
a. With any extra time after the reflection, students can work to revise and edit their
final projects. They can tune up their presentations. They can talk with me about
questions that they have before the presentation day.
6. [5 mins] Closure:
a. Remind students of the project sheet. If students need another, supply it for them.
Remind students that presentations and personal pieces are due. Make sure
students write assignments down.

Differentiated Instruction to accommodate one or more of my profiled students:

(This is where you identify specific aspects of this lesson which have been differentiated in order
to address the needs of one or more of your profiled studentsidentify them by name)
I will partner students for the paired presentations in order to differentiate instruction. LaQuan
will be partnered will someone who will push him to actually practice the presentation. Jamie
will be partnered with her classmate who is very patient and provides honest, but polite
feedback.
I will listen to Roberto give part of his practiced presentation and also check-in with him at the
end of the class to see how prepared he is for the next day.
Materials Needed (list):

Slideshow
Reflection Prompt
Summative Assessment Sheets
Rubrics