Extra! Extra! Learn All About Me! Establishing Norms for Speaking and Listening in Class
Lesson 3 of 3
Objective: SWBAT speak clearly and effectively to their peers about themselves, their interests, and ideas and topics that are important to them.
In the previous day's lesson, I used the items I had to create a model poster that I will use in modeling how to give a presentation. But before I go into the presentation I bring their attention to a story we read in an earlier lesson called Officer Buckle and Gloria. We go back to the part of the story where Officer Buckle is giving speeches at the school about school safety. Officer Buckle's speeches are boring according to the kids until he starts bringing Gloria the police dog along. We compare his speeches before Gloria and then after Gloria. Gloria does tricks during the speech while Officer Buckle gives the speeches, although Officer Buckle can't see her, he still gives his speeches with lots of expression because of the audiences reaction. So we discuss how Gloria's actions and Officer Buckle's expressions make the speech interesting and lively. I ask the students to explain to me how they should present their posters to the class. Students give suggestions.
After students have discussed the story, I give them a copy of the rubric I will use for their presentations. We talk about what I am looking for in the presentation. I then read the section from Officer Buckle again where he is giving the speech without Gloria. I have the students use the rubric to grade Officer Buckle's speech. We talk about the speech and I ask students to share their rubrics. Then I read the section where he is giving the speech with Gloria. I have students use their rubrics to grade this speech. Then we discuss the differences.
Now, I present my poster, modeling how students should present their posters. I instruct students to use the rubric to grade my presentation. I am sure to include some common mistakes students might make when presenting like not talking loud or enough, not making enough eye contact, and reading from the poster, to encourage discussion of what not to do. We have a discussion about how students rated my presentation, making notes of things I could improve.
Practice With Presenting
Students have had the opportunity to grade several speeches and presentations with the rubric that will be used to grade them. Now students will have an opportunity to practice presenting before their actual presentations, hopefully using the information they've learned throughout the lesson so far. My classroom is set up in pods because I enjoy using the collaborative learning model. Students are seated in groups of five. Making use of the model, I have each student present to their pod while their table mates grade their presentation. Students are instructed to only present one section of their poster because they will present the entire poster during the next lesson. Students were asked to bring in notes from one section of their poster as a homework assignment the previous night. During the practice presentations, students are instructed to give positive and constructive feedback to one another just as we did during our class discussions of my presentation and the Officer Buckle speeches.
Review with students what makes a good presentation. Instruct students that they will need to use the rubrics they completed in class on the three presentations, to practice for their presentations of their "All About Me Posters" the next school day. The next day or so will be spent with students presenting their posters to the class.