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Erica Guillen, LIS 686, Lesson 4

Unit title: Meet the Romans


Lesson title: Presentation Brainstorming and Rubric Creation
Grade Level: 9
Primary Content Area: Social Studies
Time: 80 minutes (90 min. Block schedule – 80 mins figures in transition time from and back to class)
**Note: This lesson is being conducted with individual small groups who will be sent to the library by the
classroom teacher after the unit is introduced and the class has had their first session with the librarian. Group
size will be between 2-4 depending on class size and topic interest.
Standards:
AASL Standards:
I. Inquire: Build new knowledge by inquiring, thinking critically, identifying problems, and
developing strategies for solving problems. B. Create: 3. Generating products that illustrate learning.
V. Explore: Develop and innovate in a growth mindset developed through experience and reflection.
C. Share: 1. Expressing curiosity about a topic of personal interest or curricular relevance.
3. Collaboratively identifying innovative solutions to a challenge or problem.

Learning goal: To select a presentation topic and approach for the group presentation. To construct a rubric
that adequately assesses the group’s presentation.
Criteria to assess achievement of lesson goals: I can…
 Select a specific topic within my broader topic for the group presentation.
 Construct a rubric that adequately assesses the group’s unique presentation method.
Assessment instruments:
 Task 1: Students will be given a briefing form for their presentation. They will use this form to create a
presentation plan. They will submit this form to both the librarian and the classroom teacher via Google
docs in Google Classroom. Both the librarian and the teacher will provide feedback on the group’s plan.
**Note: The presentations will be based on a narrow topic within the group’s broader topic that the
group wished to explore further and share with their peers. Students have been given creative freedom as
to how they will deliver the information. Examples: Demonstration, Performance (drama, musical, etc.),
Video, Podcast, etc.)
 Task 2: Students will create a rubric that aligns with the type of presentation on which the group has
decided. Students will note criteria and performance descriptions. The librarian will provide a template
and a partial set of criteria that has been decided upon in collaboration with the classroom teacher. A
complete and OK’d rubric will be submitted to the classroom teacher prior to the day of the group’s
presentation via the Google Classroom.

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Erica Guillen, LIS 686, Lesson 4

Tech option:
For rubrics, librarian and students can use a site like Quick Rubric (https://www.quickrubric.com/) to create and
save their rubric online.
Or, use Doctopus and Goobric in Google Classroom – Video link:
https://www.youtube.com/watch?v=fpFyRRgVRCQ
Resources used:
Tech Resources:
Chromebooks, Tablets, or Computers
Monitor on cart with HDMI cable
Librarian laptop
Google Docs
Google Classroom

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Erica Guillen, LIS 686, Lesson 4

Instructional Resources:
Video: Good/Bad examples for presenting - https://www.youtube.com/watch?v=S5c1susCPAE
Video: Developing a rubric - https://www.youtube.com/watch?v=o-g2YfY8kkw
Presentation guidelines
Presentation briefing form, paper and e-version
Rubric template, paper and e-version
List of broad group topics:
The Arts
The Beginning of Rome
Daily Life
The End of the Empire
Geography and Peoples of the Roman Empire
Military/Army
Politics and Government
Religion/Mythology
Women and Children

Roles of librarian and professional colleague (History teacher):


Teacher: The teacher will ensure that students have formed groups and selected a narrow topic prior
their individual group session with the librarian.
Teacher and Librarian: The teacher and librarian will meet prior to the start of the unit to develop a set
of criteria that will be common for all presentations. (Students will add to this based on the style of their
group presentation.) Both the teacher and the librarian will give student groups feedback on their
briefing statements and rubric criteria and performance descriptions.
Librarian: The librarian will meet with individual student groups after the unit is introduced. The
librarian will create the presentation briefing form template and a template for the rubric. The librarian
will put a copy of each of these in Google Classroom. The librarian will give students guidance with
tasks as needed, as well as feedback as students work to develop a presentation plan and rubric.

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Erica Guillen, LIS 686, Lesson 4

Procedure for lesson:


Introduction
1. Welcome students to the library. Have Chromebooks on one of the circular tables. (Student groups will
between 2-4 students, depending on class size.)
2. Have the learning goals written on the whiteboard.
To select a presentation topic and approach for the group presentation.
To construct a rubric that adequately assesses the group’s presentation.
3. Remind the group the purpose of today’s visit: To brainstorm about their presentation, complete a briefing
form, and collaborate with the librarian to create a rubric that aligns with the type of presentation they have
decided to do.
Part I: Presentation Brainstorm and Briefing Form (40 mins)
Introduce
1. Verify that students have selected a narrow topic for their presentation. If they have not made a final
decision, facilitate a discussion about the topics they have been considering.
2. Questions to help you think about the problem: Spend a few minutes talking about the purpose of a
presentation.
a. What is the purpose of a presentation? (Share information, demonstrate a skill, entertain, performance,
etc.)
b. Think about “presentations” you’ve listened or watched. What made them engaging? If it wasn’t a
very good presentation, what went wrong?
3. Show video on the do’s and don’ts of presenting: - https://www.youtube.com/watch?v=S5c1susCPAE
4. Pass out packets. Ask students to turn to the presentation guidelines. (1 for each student)
Practice
5. Go over the presentation guidelines. Have students highlight or star the instruction that tells them that they
must fill this form out in Google Classroom and submit it. (1 form for each group)
6. Ask students to turn to the presentation briefing form. Go over the presentation briefing form with students.
Have the whiteboard nearby in case any of the sections require mapping, or list making for the group.
7. Work with students to fill out the form.
8. If any time remains, invite students to access the form in the Google Classroom and begin to fill it out from
their notes on the template.

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Erica Guillen, LIS 686, Lesson 4

Part II: Rubric Creation (40 mins)


Introduce
1. Ask students: Are you familiar with what a rubric is? Briefly describe what a rubric is and how teachers use
them.
2. Show video: First explain that while this video shows younger children, the idea is to give them an
introduction to making a rubric. https://www.youtube.com/watch?v=o-g2YfY8kkw

3. Questions to help you think about the problem:


a. Why do you think a rubric might be an effective way to evaluate a presentation that isn’t necessarily
in Power Point form?
b. Why is it important to specifically describe what students need to do to receive the points assigned to
each level of performance?
4. Ask students to turn to the rubric template in their packets. (1 for each student)
5. Remind students that they will need to use their notes from today’s meeting to fill out the rubric template in
Google Classroom and submit it. (1 for each group.)
Model and Practice
6. Using the whiteboard, help students brainstorm about what criteria would be useful for evaluating their form
of presentation.
7. Note the form of presentation that students have decided on. Then the criteria students think would make
sense to use for evaluation. (Students need to come up with three new criteria to add to those identified by the
teacher and librarian.)
8. Once students have reached a consensus of which new criteria to add, clear or flip the whiteboard. Write the
criteria on the board. Then ask students what each performance level looks like. (Proficient (8pts), Approaching
(5pts), Novice (3pts).
9. Give students feedback as they work through this process.
10. If time remains, invite students to access Google Classroom and begin filling out the rubric form for their
group.

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Erica Guillen, LIS 686, Lesson 4

Activity sheets, graphic organizers, etc. used in the lesson:

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Student Work Samples

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