Beacon Lesson Plan Library
Training for the Big Show
Liberty County Schools
Using PowerPoint as a visual aid, students orally present information from research to the class. This is the third and final lesson plan in the unit.
The student incorporates audiovisual aids in presentations.
The student identifies the occasion, audience, and purpose for speaking.
The student uses appropriate grammar, word choice, and pacing.
The student uses language which is clear, audible, and suitable.
-Overhead marking pen and transparency
-Transparency of Speech Rubric
-Copies of Speech Rubric for each student (See unit plan's attached file)
-Computer to TV or large screen presentation system
-Printed copies of student PowerPoint slides
1. Students should have completed a PowerPoint slide show on a chosen or assigned topic prior to this lesson.
2. Create a sample PowerPoint slide show and prepare oral comments in order to model the Speech Rubric. Utilize both positive and negative speaking behaviors so students can see the difference on their speaking rubric.
3. Generate a student presentation schedule.
4. Establish the computer-tv connection prior to this lesson.
5. Prior to the presentation days, verify student slide shows are accessible by the computer connected to the large screen device.
6. Make copies of the Speech Rubric for each student.
7. Prepare a transparancy of the Speech Rubric.
8. Organize practice groups for the first day's activity.
1. Congratulate students on their completion of their PowerPoint slides. (completed in the previous lesson plan.) Provide feedback on slides. Explain that such good work should be shared with the whole group and that today they will learn some strategies for presenting their projects to the class and will have practice time.
2. Display the Speech Rubric on the overhead and explain each component. Provide students with individual copies also.
3. Model a presentation by using a prepared/sample PowerPoint presentation generated as a teacher preparation item.(
4. Assign students to small group stations to practice the oral parts of their presentations to peers in small groups. This is a helpful strategy to allow students to work in small groups prior to the student presenting to a whole class by himself/herself.
5. Circulate among groups and provide feedback as needed according to the Speech Rubric
6. With 5 minutes remaining, direct students to their seats and announce the presentation schedule. Encourage students to review the rubric for homework and to be prepared at their assigned presentation times.
Note: At some point during the two days, students should be allowed time to practice their speeches and presentations using the computer and tv display.
Presentation Days (Days 10-11)
1. Welcome students to class and try to set a relaxing tone. Students are generally very nervous about presenting to their peers. Review the Speech Rubric criteria
2. With the student's Speech Rubric in hand, score and review each presentation as given. Provide only positive feedback orally. Any other feedback should be noted on the rubric sheet.
3. Record all student scores and return feedback as promptly as possible.
Note: Following these presentations, students will take the unit summative assessment. See Extensions for a link to the Unit Plan which contains Assessment Instructions.
Satisfactory assessment is the completing of an oral presentation using the PowerPoint slide show as a visual aid assessed by the criteria shown in the Speech Rubric. (See extensions for a link to the assessment file.)
Formative assessment of the lesson will be conducted as well to show satisfactory completion of noted standards so students may have feedback prior to the final project submission.
a. 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=2963. 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).
Students may use the presentation information as an outline whereby they may extend into a five-paragraph essay. The topic may vary depending upon the curriculum. The use of dog breeds was featured as it was a culminating activity at the close of a class study of the novel SHILOH.