What we now know about Afghanistan: Students Present Their Research (Day 1 of 2)

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SWBAT present and deepen their knowledge on topics about Afghanistan by offering insightful presentations and follow-up questions.

Big Idea

I am looking for transfer of knowledge: now the STUDENTS should tell ME about Afghanistan's history. I will hold myself to offering connecting comments, leaving the content to them!

Talking About Assessment: Rubric for Presentations

10 minutes

Bringing the Pieces Together.  This lesson culminates days of library and classroom research in which students were to research their question and refine it (W.9-10.7) integrate several sources (RI.9-10.7), working with a partner.  They are to select an image to convey the material.  They are to properly document their sources.  In all, a very challenging task for them (SL.9-10.2) but one that I will insist be done correctly, so revisions will likely be necessary. 

Rubric. I will introduce the rubric (research presentation on Aghanistanand get the students' feedback on how well they think we can do as a class with the speaking and listening parts, which amount to taking notes during the presentations and asking thoughtful follow-up questions (SL.9-10.1).  Due to our previous work with these Speaking/Listening standards (see my unit on Absolutely True Diary of a Part-Time Indian), I am expecting active questioning by the students in the audience, but I will ask the class to go for a balance, that is, to incorporate questions from all of the students listening.  In the context of a two-day presentation format, I do think that it is reasonable that all of the students will ask a follow-up question.

I will ask:

What aspects of this rubric do you think will be most challenging for you?  For our class?

What parts do you feel most solid about mastering?

Student Presentations and Notes

35 minutes

 I will show the following clip to the students as a way of offering an exemplar of a strong set of presentation slides (SL.9-10.2) for a presentation like this.  Following this, I will ask for student volunteers to present, and am I sure that there will be many, as this class is very energetic and wants to show what they know. 

Following each presentation, I will ask the students if they have follow-up questions, and I may offer some connecting questions of my own, hoping to firm up in the students' minds the basic schema of A F G: Attacked by USSR (1979); Taliban and Freedom (1990-2001) and Going Forward (2001-2014).  However, rather than simply offering this info, I will be listening very intently to hear if the students offer evidence of these understandings and will aim to offer connecting comments of my own rather than supplying a lot of content.  Above all, I am looking for a thoughtful and reflective response from the students in the audience (SL.9-10.1d).

I am also looking to ascertain how well the students have selected source material and integrated it into their slides, avoiding plagiarism and citing sources along the way (W.9-10.8).

Wrap Up

5 minutes

Since this is a two-day set of presentations, I will ask the students if they have the right resources of time and information to execute their slides and to do a good job of presenting (SL.9-10.2).   

I will ask:

1.) What do you need to know and do in order to nail your works cited slide?

2.) What do you need to change (for those who are presenting tomorrow) to make sure that your slides and presentation are fully engaging?

3.) How well did we do at asking follow-up questions?