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Activity 3.7 continued
Emerging: Are students able to plan and deliver brief oral presentations on a variety of topics and content areas?
Expanding: Are students able to plan and deliver longer oral presentations on a variety of topics and content areas, using details and evidence to support ideas?
Bridging: Are students able to plan and deliver longer oral presentations on
a variety of topics and content areas, using reasoning and evidence to support ideas, as well as growing understanding of register?
adapt
If students need additional help presenting their letters, set aside time before their presentations to provide personal one-on-one conferencing time to address any needs that arise on an individual basis.
DaY fOUr
Embedded assessment Step 7: feedback
1 Review the tips for presenting with students. When finished, explain to students that today, they will provide feedback to presenters that will help them improve their presentation skills.
2 When all presentations are done, provide students with individual feedback via conferencing with each student.
3 Collaborate:Dividestudentsin pairs. Have students take out the Active Listening graphic organizer that they completed yesterday. Remind students that yesterday each of them had a chance to share their argumentative letters expressing their view about
a topic. They presented reasons and evidence for their claim. Explain that today they will hear feedback about their presentations.
DIffErEnTIaTE Interactingin Meaningful Ways: Listening actively
4 Direct students’ attention to the “What Went Well/What Needs Improvement” chart. Assign each
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pair two students to provide feedback. Have them discuss, during time for conference, their notes on the student presentations they’ve been assigned and complete the chart. Then have them present their feedback to each student they’ve been assigned. Tell students that part of listening to a presentation actively is to ask questions of the presenter about things that were unclear. Encourage students to ask and answer questions about presentations.
5 As students provide feedback, use this opportunity to informally assess student work using the rubric. Assess student’s understanding of the presentation and the effectiveness of their feedback. After students complete their feedback, encourage presenters to express their opinion about the feedback.
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Argumentative Letter Argument Writing
EMbEddEd AssEssMENt
Here’s how the claim is worded: .
Where’s the evidence to support this reason? .
My Notes
The letter sounds formal except when you write .
One example of a precise noun is .
Study the Peer-Editing checklist that your partner completed. Use it to help you revise your draft. Revise and complete your draft on a classroom computer. You may need to find more evidence from the Internet to use in your final draft. Check your final letter against the Scoring Guide before you submit it to your teacher.
Step 6: Sharing
You will now read your letter aloud. Practice your presentation at home to a family member. Keep these points in mind as you are presenting your letter:
Tips for Presenting
• Practice your presentation before you give it. You can practice in front of classmates, friends, or family members.
• Speak loudly and clearly.
• Maintain eye contact with your audience.
• Listen respectfully to any questions from your audience, and respond thoughtfully to their questions.
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207a SpringBoard® English Language Development Grade 6
© 2017 College Board. All rights reserved.
© 2017 College Board. All rights reserved.