To learn more about this lesson, read the Lesson Narrative found under the Additional Materials tab.
Daily Learning Targets
- I can speak in complete sentences when using my notecards to present to an audience.
- I can show empathy when I give feedback to my peers.
Ongoing Assessment
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During Work Time B, circulate and observe as students practice presenting and giving empathic feedback to peers. Consider using the Speaking and Listening Checklist to document progress (see Assessment Overview and Resources).
Purpose of Lesson
- This is the second lesson in a series of three during which students practice their presentations regarding a specific criterion on the Criteria for High-Quality Oral Presentations Anchor Chart: using complete sentences. Students then practice showing empathy while giving and receiving feedback.
In Advance
- Predistribute Materials for Work Time B at students’ predetermined workspaces.
- Post: Learning targets and applicable anchor charts.
Vocabulary
- Lesson-specific: empathy, feedback, audience
Materials
- Complete or Incomplete Sentence Strips (one to display)
- Criteria for High-Quality Oral Presentations Anchor Chart (begun in Lesson 6)
- Oral Presentation Notecards: Bee Model (from Lesson 2; one to display)
- What Does Peer Feedback Look and Sound Like? Anchor Chart (begun in Lesson 4)
- Peer Feedback Protocol Anchor Chart (begun in Lesson 4)
- Oral Presentation Notecards (from Lesson 2; one set per student)
- Specific, Positive Feedback Sentence Starters (from Lesson 6; one per pair and one to display)
- Speaking and Listening Checklist (for teacher reference)
- Sandwich bag (from Lesson 2; one per student)
- Pinky Partners Protocol Anchor Chart (begun in Module 1)
Adapted from EL Education under CC BY license. All adaptations copyright 2019 LearnZillion.