Unlike other group presentations that have been designed to be a different way to develop class discussion and used for class-wide learning, these presentations will be assessed based on the rhetorical analysis rubric (absent the tone standard, since that is more difficult to assess orally). Therefore, while there will be a question and answer/discussion period, it will not be used in the same way as in the past (and I will make sure the students understand this). Further, students in the audience will score the presentations, too, with rubrics I hand out to them. While I will ultimately give the scores, this acts as a formative assessment for me regarding how well the students understand the standards and what they look like in a final product.
So, today I will start off (after a quick overview of the next couple weeks--we are getting back from the holiday break today, so I need to reset everyone) by reviewing the standards on the rubric with them, particularly the “key ideas,” “evidence,” and “organization” standards, by putting them on the SmartBoard and as a class noting the differences between “exemplary” and “proficient” and what the language of the rubric might look like in an actual product. While we’ve done this before, I think it is important to review once in a while, mostly to prime them going into the assignment to focus more closely on the standards (just talking about the expectations tends to increase focus a little!).
After this, the students will work in their groups to develop their presentations, and I will circulate to offer assistance. One important aspect I will note prior to the presentations is that the students must refer directly to evidence, using the Smartboard (I will have the digital copy of the essay on the board). So, they will be able to highlight the quotes they use. Additionally, all group members must have a relatively equal part in the process (the “understanding” standard on the rubric will be scored individually, based on each students’ part in the presentation).