Each day, I begin my ELA class with Reading Time. This is a time for students to access a range of texts. I use this time to conference with students, collect data on class patterns and trends with independent reading and to provide individualized support.
As the last step of their research project, students will present their work at an event called Recapture. This is a time for the school, and family and friends, to gather to see the work my eighth graders have done throughout the process of writing this research paper. It's really a great time because students are able to show off their work and feel that sense of accomplishment. Part of the writing process has been focused on writing for an audience so this gives the students a chance to present their work to an audience and gives them a real-world application of doing that.
To begin the lesson, I pull up the Recapture Rubric on the Smartboard. This document explains what Recapture is and what the requirements will be. Students will present their work to the entire school. Students will be sitting together on the day of Recapture based on topic (athletes, entertainers, politicians, inventors, etc.). During this time, people will be able to ask them questions and my students can present their work. Students will be required to bring in the following:
I explain to them what each part means and the specific details for each. I also show them what the rubric is like and how they will be graded. It's the kind of rubric that is more of a check-list. It's hard to give specifics for points as many students will have different aspects of what they will be bringing in so I make it general to apply to all students.
Throughout this process, I entertain questions as there are usually a lot. Here is a list of some of those questions to anticipate: Questions To Anticipate Regarding Recapture Presentation.
For the rest of class, students will be able to work on preparing for this presentation. So much of the work is straight-forward that they will be doing, I only give them this class time. It's helpful to allow students to prepare for a presentation because it helps with their nerves, and it also helps me to answer any individual/personal questions that may come up.
I tell students that they can spend the rest of the class working on preparing for this presentation. Many students will start looking online for costume ideas (if they are able to buy one) and others start listing ideas for the artifacts they would like to bring in. Most students work on creating their 25 questions, probably the most challenging aspect of the presentation. It's tough for them to think of that many, but that's purposely why I make it so high. They have spent many months working on this project and I want students to be able to come up with 25 questions so people who come so their work have a variety of questions to ask.
I remind students of the work they did for their thesis proposals. When they did this work, they started with 10 questions. They can definitely use these questions and it really helps them to get started, which can be tough for some of them.