Beacon Lesson Plan Library
Independent - To Be or Not Top Be - Day 2, Lesson D: Intestinal Fortitude
Bay District Schools
Through expansion of their understanding of content components, students will begin preparation for their oral presentations.
The student extends the expectations of the fourth grade with increasingly complex reading selections, assignments and tasks (for example, differences between fact, fiction, opinion).
The student prepares for and gives presentations for specific occasions, audiences, and purposes (including but not limited to informational or imaginative presentations, research reports, extemporaneous talks).
-Big Word Organizer (Lesson B, To Arms!)
-New vocabulary words written on sentence strip (Self-reflect, Fact, Opinion, Emotional appeal)
-Copy and hole-punch for each student Vocabulary Mapping for Preparation Strategies (In Associated File)
-Transparency of Vocabulary Mapping for Preparation Strategies (In Associated File)
-Transparency of Mountains To Climb self-reflection page
-Overhead projector with viewing surface
-Copy and hole-punch for each student the Oral Presentation Rubric (See Extensions)
1. Make copies and hole-punch Vocabulary Mapping for Presentation Strategies for each student. (In Associated File)
2. Print a transparency of Vocabulary Mapping for Presentation Strategies (In Associated File)
3. Print a transparency of the Mountains To Climb self-reflection page. (In Associated File)
4. Copy and hole-punch Mountains To Climb page for each student.
5. Obtain vis-ŗ-vis markers for recording responses and modeling the activity for the class on the overhead projector.
6. Write new vocabulary words on sentence strips (self-reflect, fact, opinion, emotional appeal).
7. Obtain tokens.
NOTE: It is recommended that in classrooms where Reading Framework Components are used for the teaching, this lesson be used in the Writing block of your day. It is utilized as the Writing Component because the vocabulary clarifies the writing of the oral presentation and a self-reflective instrument is handed out to students. It is designed to utilize the basic structure and approach to learning words that is suggested by the use of a Big Word Board (P. Cunningham's [Classrooms That Work] pg. 158, 241).
REMEMBER TO BE LIBERAL WITH THE TOKENS THROUGHOUT THIS LESSON!
1. Instruct students to get the Big Word Organizer and the Oral Presentation Rubric from their notebooks.
2. Present new words (self-reflect, fact, opinion, and emotional appeal) by placing each in the pocket chart.
3. Students add these vocabulary words to their Big Word Organizers under Content/Preparation.
4. Hand out to students copies of Vocabulary Mapping for Preparation Strategies. Explain to students that they will be using the same vocabulary mapping technique as they used in Lesson C, Freedom of Speech.
5. Assist students in locating the Preparation section listed on the rubric. Follow the procedures described in Lesson C, Freedom of Speech for mapping the vocabulary listed for Preparation. (Example is given in Procedure steps 8-11 in Lesson C, Freedom of Speech.) Students will define each word listed, in addition to the four new words mentioned above in step 2.
6. Allow students to choose their styles of learning for this activity by working independently, in pairs, or small groups. This provides a different presentation model from the one used in Lesson C, Freedom of Speech, preventing students from becoming tired of the same activity. It is essential for students to work through this vocabulary so as they get into the Social Studies content work, they will know what is expected of them and what they need to be doing in preparation for their presentations. (See #3 in Extensions.)
7. For the term self-reflection: When students are asked, What is it like?, present on the overhead a sample of what self-reflection for this unit will look like by showing the Mountains to Climb personal reflection sheet. Explain that it will be used to record their personal thoughts on each event studied and that they will be recording their opinions about the facts of each event on the Mountains To Climb sheet.
8. Circulate throughout the classroom and monitor students as they work to formatively assess their understanding of the vocabulary of the presentation rubric, watching for gaps and misunderstandings. Make note of students who will need clarification of vocabulary, so they will successfully prepare an oral presentations.
9. Hand out to students one copy of the Mountains To Climb page. As the unit progresses, they will need one for each of the thirteen events studied.
10. Review with students where introduction, body, and conclusion are addressed on the rubric and point out where facts, opinion, and emotional appeal are to be included in the content of their work.
11. Students need to file all work in their notebooks. Check individual student work upon completion, giving positive and corrective feedback.
To formatively assess, observe students' participation and responses for meaning of the language of the rubric, hence the selected Standards, through oral discussion, complete and accurate written response of information, and the use of known information in the solving of problems, tasks, and accomplishing goals.
1. This is the sixth lesson of the Unit Plan: Independent Ė To Be or Not To Be, Day 2, Lesson D, and is the Writing component. Refer to the Daily Teaching Matrix located in the Unit Plan for a complete listing of daily lessons.
2. Liberty and Justice for All is an interactive Student Web Lesson. The lesson addresses this standard: the student understands reasons Americans and those who led them went to war to win independence from England. (See link to unit plan at the top of this page.)
3. United We Stand is an interactive Student Web Lesson. The lesson addresses this standard: the student knows significant events between 1756 and 1776 that led to the outbreak of the American Revolution. (See link to unit plan at the top of this page.)
4. Lessons may reflect modifications of, but are designed in conjunction with, the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom. It is suggested that you have a historical fiction or a non-fiction book selected for use with the Shared Reading Component. Also, for the Self-Selected Reading Component, you will need to have appropriate period books available for which students to choose.
5. 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=2956. 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.
Presentation alternatives. There are various ways to achieve this activity once it has been modeled for students as to what and how they are to complete the task. Students can:
6. Work independently.
7. Work in small groups.
8. Work with a partner.
9. Have definitions, examples, etc., written out on pieces of sentence strip. Students will work in small groups to arrange correctly around the correct vocabulary word. This can be done as a competitive activity, giving tokens to the team that arrives at the correct answer first. Then students record the answer on their mapping sheets.
10. Set the activity up as a Learning Center. Students can check their answers during small group Guided Reading Sessions.
11. No matter which presentation model you choose, allow time for self-checking.
Click on any item; Using Visual Aids, Making Transparencies, Making the Most of an Oral Presentation, and more. There are numerous good pointers at this site. Table of Contents
This site offers guidelines and links to help you utilize visual aids to create an effective speech. Virtual Presentation Assistant
This site offers speaking strategies and presentation tips. Peak Performance
This site offers easy speech writing for those who just canít get started. Not recommended that students use this fill in the blank format, but it may help someone who is experiencing a writerís block in getting started. The Internet Library of Speeches
This site offers Oral Presentations, A Printable Checklist to help guide students in their preparations. Scroll to the bottom and click Create Printable Checklist. PBL