Tess Trawick

EDCI 554
Summative Assessment: Oral Presentations

Objective: Students will be able to explain the difference between wants and needs, the
relationship between goods and services, the role of consumers and producers, reasons for saving
money, and choices they made when shopping for a newly adopted pet.

History SOL 1.7 The student will explain the difference between goods and services and describe
how people are consumers and producers of goods and services.
History SOL 1.8 The student will explain that people make choices because they cannot have
everything they want.
History SOL 1.9 The student will recognize that people save money for the future to purchase
goods and services.
History SOL 1.10 The student will apply the traits of a good citizen by a) focusing on fair play,
exhibiting good sportsmanship, helping others, and treating others with respect; b)
recognizing the purpose of rules and practicing self-control;
English SOL 1.1 The student will continue to demonstrate growth in the use of oral language. e)
Express ideas orally in complete sentences.
English SOL 1.2 The student will expand understanding and use of word meanings. d) Use
vocabulary from other content areas.

Materials
Rubric
Sentence stems

Procedures
1. Gather students on the carpet and remind them that they will be presenting (sharing)
about the choices they made at the class pet store. Each student should have their
shopping bag with their pet and purchases inside. (verbal-linguistic)
2. Remind students that they need to use vocabulary we have been practicing: consumer (or
buyer), producer (or seller), good, service, want, need.
3. Remind students how an audience should sit on the carpet. They should be sitting flat with
their legs crossed, their voice off, and their eyes on the speaker. Explain that the speaker
will get to call on two people at the end of his/her presentation, so all questions need to
wait until the end.
4. Remind students how a presenter should speak. Their voice should be loud and clear, and
they need to stay on topic.
5. Randomly select students one at a time to present to the class. Each student will share for
about two minutes.

Assessment
The teacher will use a rubric to assess the oral presentation (see attached).

Differentiation
Various levels of questioning were used to engage students of all abilities. Advanced students
were challenged with higher level thinking questions.
Sentence stems were provided for ESOL students and students who needed the scaffolding.