EDU234 Lesson Plan Template Explicit Model 2013-2014 Name: Jillian Brown Date: 4-14-14 Grade Level: 2nd

grade Class Period: Day 6 Subject: Language Arts Lesson # & Title: Dos and Donts When Presenting Big Idea/Lesson Focus: How to give an effective presentation. Essential Question: What key points make an effective presentation? Context for Learning: 20 students -2 IEP -3 Gifted & Talented -5 ELL Function of the Lesson (check all that apply): Introduce New Skill or Content Practice

Review Remediation/Re-teaching

Content Standards: CCSS.ELA-Literacy.SL.2.4 Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences. Learning Objectives: After the students have completed the lesson, they will be able to demonstrate how to give an effective presentation by displaying 4/5 key presentation points with 80% accuracy. Academic Language (Academic Language Demands and/or Academic Language Objectives): -effective: successful in producing a desired or intended result -ineffective: not producing any significant or desired effect Instructional Materials and Support: A construction workers hard hat and tool belt, a police officers hat and badge, a doctors white coat and stethoscope, a Smart board, slips of paper with presentation topics on them, a hat for drawing the slips of paper out of, 20 pencils, and 20 exit slips. Prior Knowledge: The teacher will be building onto the students prior speaking, where they are constantly speaking in class and to their friends and family. Now, the teacher will be aiming for the students to be able to speak to a larger audience and maintain the audiences attention by giving an effective presentation. Assessment Plan:

Pre-Assessment for the unit: A few days before introducing the career unit to the class, the teacher will
have the students each give a small presentation to the class where they will each be asked to state The Pledge of Allegiance. The teacher will be observing the students ability to present information to others. practice giving presentations to each other, and he/she will stop and give presentation pointers to the students as needed.

Assessment(s) during the lesson: The teacher will walk around the classroom listening to the students Assessment(s) at the end of the lesson: At the end of the day, the teacher will give each student an exit slip
their researched career to their parents and students from other grade levels. The teacher will be using an that they must complete and then hand to the teacher on their way out of the classroom. The exit slip will ask each student to name 4/5 of the key points for giving an effective presentation.

Post-Assessment for the unit: On the final day of the unit, the students will be giving an oral presentation on

oral presentation rubric to assess whether the students all demonstrate the 5 key presentation points when giving their presentations and to what degree the students incorporate the 5 key presentation points. Strategies & Learning Tasks Introduction/Opening: 1. The teacher will tell the class that they will be starting the days lesson by guessing what career the teacher is dressing up as. The teacher will put on various pieces of clothing, such as a construction workers hard hat and tool belt; a police officers hat and badge; a doctors white coat and stethoscope; and etc., and the class will guess what each of the different careers are. As the students guess correctly, the teacher will add each career title to the list he/she is writing on the Smart board. After the teacher has finished the process of dressing up as the various career people and has the list of career titles written on the Smart board, he/she will ask the class, What do all of these careers have in common? The teacher will write the ideas that the class brainstorms on the Smart board for what they think the careers have in common. The teacher will then lead the class to the conclusion he/she specifically wanted by saying, Its true that all of these careers have these things in common, but these careers also all involve people talking to other people. The teacher will explain to the class that in any future career, the job will involve people talking to other people, so being able to present information to others is an extremely important skill to master. In order to prepare for the researched career presentation that everyone in the class will be giving at the end of the unit, the teacher will tell the class that todays lesson objective will be for them to learn what makes an effective presentation and how to give one.

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Presentation/Explicit Instruction: 1. Next, the teacher will tell the class that he/she will be acting out some scenarios that are sometimes seen when someone gives a presentation and that the topic for these presentations will be whats for lunch? The teacher will then demonstrate the following scenarios: 1. The teacher will talk extremely fast while presenting, 2. The teacher will mumble while presenting, 3. The teacher will talk too softly while presenting, 4. The teacher will be way off topic while presenting, and 5. The teacher will be looking anywhere but at the audience while presenting. After the teacher has finished acting out the first scenario, he/she will ask the class to brainstorm the problems with the presentation and how the problems can be fixed. The teacher will write the classs ideas on the Smart board. The teacher will continue to do this in between each of the five scenarios he/she acts out. Once finished acting out all five scenarios and the class has analyzed all the scenarios, the teacher will explain that the five key presentation points are the following: 1. Talk at a moderate pace, 2. Speak clearly, 3. Talk loud enough for everyone to hear you, 4. State information only on the topic you are presenting about, and 5. Make eye contact with the audience. The teacher will have these five key presentations points listed up on the Smart board for the entire class to see.

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Structured Practice/Exploration: 1. The teacher will then explain to the class that students, who volunteer, will be acting out short, example presentations for the topic they randomly choose by drawing out of a hat. Once the teacher has selected a volunteer, the student will get to secretly decide if he or she wants to demonstrate how to give an effective presentation or an ineffective presentation. After a student gives his or her presentation to the class, the teacher will ask the class to show with either a thumbs-up or a thumbs-down of whether they all thought the presentation was supposed to show an effective presentation (thumbs-up) or an ineffective presentation (thumbs-down). The teacher will ask the class to show either a thumbs-up or thumbs-down hand signal following every volunteer students example presentation.

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Guided Practice/Specific Feedback: 1. Next, the teacher will explain to the students that they will all choose a partner and practice giving a presentation to each other covering the topic of describing their favorite hobby/activity. The teacher will also tell the students that they each should be looking for the five key presentations points, which they can refer to the Smart board if they need a reminder of what they are, as their partner presents to them, and they should give their partners feedback when they are done presenting. Then, the students will pick their partners and begin giving their presentations to each other. The teacher will walk around the classroom listening to the students practice giving presentations to each other, and he/she will stop and give presentation pointers to the students as needed. (Assessment during the lesson)

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Independent Practice/Application: 1. At the end of the day, the teacher will give each student an exit slip that they must complete and then hand to the teacher on their way out of the classroom. The exit slip will ask each student to name 4/5 of the key points for giving an effective presentation. (Assessment at the end of the lesson)

Closure: 1. The teacher will ask the class to return to their proper seats, if the students got up and moved when working with their partners, and he/she will ask the class a few questions to wrap up the days lesson. The teacher will explain that after he/she asks a question, the students will go through the process of ThinkPair-Sharing, which is when each student will think of their answer to the question first, then pair with a partner and tell each other their ideas, and last, the teacher will ask for volunteers to share their thoughts with the class. The first question the teacher will ask the class to Think-Pair-Share is What is something you liked about todays lesson? The teacher will ask the students to think of their answer silently to themselves first. Next, the teacher will tell the students to pair with a partner and share their ideas with each other. Then, the teacher will ask for volunteers, and the students will share their idea with the class.

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The second question the teacher will ask the class to Think-Pair-Share is What are the five key points for giving an effective presentation? (The teacher will no longer have the five key points for giving an effective presentation listed on the Smart board.) The teacher will ask the students to think of their answer silently to themselves first. Next, the teacher will tell the students to pair with a partner and share their ideas with each other.

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10. Then, the teacher will ask for volunteers, and the students will share one of the five key points with the class. 11. The teacher will re-write all five of the key points for giving an effective presentation up on the Smart board as the class states them to him/her, and he/she will clear up any confusion as needed. 12. The third and final question the teacher will ask the class to Think-Pair-Share is Tell me one way you will put the skills we learned today into effect in your life. 13. The teacher will ask the students to think of their answer silently to themselves first. 14. Next, the teacher will tell the students to pair with a partner and share their ideas with each other. 15. Then, the teacher will ask for volunteers, and the students will share their idea with the class. 16. Once finished with the Think-Pair-Share questions, the teacher will pass out an exit slip that all the students will need to complete before leaving the classroom. The exit slip will ask each student to name 4/5 of the key points for giving an effective presentation, and the students will hand the exit slip to the teacher on their way out of the classroom. (Assessment at the end of the lesson) Differentiation, Individualized Instruction, and Assessment: Differentiation- For the students on IEPs, the teacher can expect them to name 2/5 or 3/5 of the key points for giving an effective presentation on the exit slips. For the Gifted and Talented students, the teacher can expect them to name all 5 of the key points for giving an effective presentation on the exit slips. For the ELL students, the teacher can ask them to name 4/5 of the key points for giving an effective presentation orally if it is too challenging for them to read the question and write their answer on the exit slip. Also, the teacher can expect the ELL students to be demonstrating as many of the 5 key points for giving an effective presentation as they can remember to, but the teacher will not expect all of their grammar to be correct as they give their presentations. Individualized Instruction- As the students work in partners and practice giving presentations to each other, the teacher can pull aside any students who are struggling with how to give an effective presentation. By working with these students in a smaller group, the teacher will be able to devote more time to each student and their individual problems when it comes to giving a presentation. Assessment- Throughout the lesson, the teacher will use the data from the various assessments mentioned above to monitor the students progress in understanding the material. If the teacher discovers students who are unclear about some of the lesson concepts, he/she will take the group of students aside and reteach the concept to them. Research and Theory: Vygotsky: I took Vygotskys Social Learning Theory into consideration when making this lesson plan because his theory talks about how it is important for students to socialize and communicate with their peers while they are learning. I enabled the students to have plenty of peer interaction by having the students work together in partners while practicing giving a presentation and having their partners give them feedback as they practice. Bandura: I also took Bandura into consideration when making this lesson plan and how he thought it was important to model how to do something when teaching students a new concept. I did this in the lesson by having the teacher act

out the different scenarios of what not to do while giving a presentation and having the students then figure out the ways the teacher could correct the mistakes he/she made while presenting. The teacher also has the students model both effective and ineffective presentations to the class, so the class is able to tell the difference between the two.