Reviewing Text Features to Support Presentation
Lesson 12 of 13
Objective: SWBAT select and create text features that support the information in their report.
Introduction and Modeling
Students have collected a lot of information, drafted and began publishing their report, and are not ready to prepare for a presentation to their peers.
Again, I use nonfiction mentor text to review text features and graphic features that authors use to support the information in the book. In previous lessons on reading nonfiction texts, students learned about and studied text and graphic features. In this lesson, I review those features and ask students to chose a few that will support the information in their reports.
To demonstrate, I think aloud about my topic and the information I might want to share with my audience. I identify the big concepts or topics and then brainstorm what is the best way to present that information. For location, a map would be really helpful, for plants and animals, a few labeled pictures of animals and plants would be helpful, for climate, a graph showing the change in rain or temperature throughout the year could be helpful.
Visual aids are really helpful in allowing the audience to learn and engage in the presentation.
After I've thought out loud about visuals that might support my draft, I ask students to pick one section from their report and share with a peer what would be a example of a graphic feature that could make the information clear.
Through students having to discuss with a peer, they get a chance to hear from the peer if the visual aid would actually be helpful. For example, I heard one student say that they were going to use a picture of a food but the peer said that just having a picture wouldn't help them know what the food is or what is in the food. The peer suggested that they label it or have a recipe next to the picture to make the information clearer.
After students get a chance to share one idea, they go off to plan for the rest of their report presentation.
After students have brainstormed and drafted what their visual will be, I ask a few students to share with the class by using the document camera to display their ideas.
Because I can only choose a few students to share due to time restraints, I also give students a chance to share their favorite idea with another peer or table mates.
Either on this day or another day, students will have time to actually create their visual. Some students might need to work on it at home as well.