Beacon Lesson Plan Library
Orange County Schools
In this activity, students work in groups to present a genre to the class. Each group is given the distinguishing features of a genre. The group is to plan a presentation and find one example of their genre in the room.
The student uses details, illustrations, analogies, and visual aids to make oral presentations that inform, persuade, or entertain.
The student applies oral communication skills to interviews, group presentations, formal presentations, and impromptu situations.
The student understands information presented orally in a variety of forms (for example, informational speeches, humor, persuasive messages, directions).
The student uses language that is clear, audible, and suitable.
The student understands the distinguishing features of literary texts (for example, fiction, drama, poetry, folktales, myths, poems, historical fiction, autobiographies).
The student understands the distinguishing features of nonfiction texts (for example, textbooks, letters, scientific studies, magazines).
-White paper, 5 sheets per student
-Description of each genre (See Associated File)
-Rubric for Genre Presentation (See Associated File)
-Books of various genres
-Poster paper or poster board
-Overhead projector pens
-Markers, crayons, or pencils
1. Gather materials to make visuals.
2. Gather books of various genres for the room.
3. Run copies of the rubric (one for each group).
4. Make one copy of the genre descriptions (See Associated File), and cut apart into 7 strips.
1. Write “genre” on the board and explain that genre means a type or a kind of something. It can be used to describe things such as books or movies. A book that tells the story of Paul Bunyan would be categorized in the genre of folktales because a folktale is the type or kind of that book.
2. Give each student five sheets of white paper. Holding them together, fold the paper as to make a booklet. Students write “Genre Book” and their names on the front. They will use this booklet to record information from the presentations.
3. Divide the class into seven groups.
4. Brainstorm with students about what makes a good presentation by making a chart on the board or on chart paper. Use voice level, posture, and movements as labels on the chart. Have students give examples and nonexamples of each.
5. Model for students appropriate voice level and inappropriate voice level. Do the same for posture and movements.
6. Explain that each group will receive information about one genre. (See Associated File) They are to read, discuss, and create a presentation about the genre. They may use poster paper or an overhead for a visual.
7. Give groups a copy of the rubric (See Associated File) to be used to assess the presentation.
8. Distribute materials, including the information about the genres, presentation materials, and assessment rubric.
9. Tell students that they have thirty minutes to plan a two-minute presentation, find a literary example in the room, and create visuals they might need.
10. Have each group give their two-minute presentations.
11. During each presentation, instruct students to record the distinguishing features of each genre in their Genre Book. These will be kept throughout the year as a reference and tool.
The Rubric for Genre Presentation (See Associated File) assesses the groups' presentations and visual elements. Genre books are assessed based on whether or not the students filled in the book as each group presented. The books will be periodically checked as the class learns new genres.
1. Students use their booklets as a reference tool when writing in various genres. For example, when writing historical fiction, they refer back to the Genre Books for distinguishing features and examples.
2. When doing book reports, students may use booklets to come up with an appropriate book from a certain genre.
3. Teachers may adapt this lesson as necessary to include audio, video, and/or PowerPoint presentations.