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HOUSATONIC RIVER RESTORATION |
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Focusing Question(s):
How can we change our presentations that we gave to our peers in order
to give elementary students an appreciation of the
Standards:
2.4 Integrate
relevant information gathered from group discussions and interviews for reports.
3.11
Use appropriate techniques for oral persuasion.
3.12
Give oral presentations to different audiences for various purposes, showing
appropriate changes in delivery (gestures, vocabulary, pace, visuals) and using
language for dramatic effect.
3.13
Create a scoring rubric based on categories supplied by the teacher (content,
presentation style) to prepare and assess their presentations.
20.4
Select and use appropriate rhetorical techniques for a variety of purposes,
such as to convince or entertain the reader.
Length of Time
Needed to Complete: One class period to present oral presentation rubric and
let students help develop a scoring rubric.
Two class periods for students to work in groups to sufficiently prepare
for these presentations.
Resources/Materials: Assignment
pages, notebooks, notes from unit, materials from first presentation.
Procedure:
After
processing the
In
order to give their second presentation, students will be forced to alter their
original presentations. The second
presentation requires students to teach elementary students an appreciation for
the river. Each member of the group will
be responsible for one aspect of the presentation. One member will give an introduction of the
presentation. Included will be a
discussion of the purpose of the presentation, the purpose of the unit, and an
explanation of the visual displays the students did for their projects. The second member will discuss the historical
background of the river, focusing especially on the Native American use of the
river (since Native American history is a topic the elementary school
teaches). The third member will discuss
the preservation of the river and offer these young students ways to help save
the river. The last member will give a
conclusion that includes a question and answer period.
Once
the teacher has explained the roles of each group member, the teacher will
explain how the students need to tailor their presentations for the class they
will present in front of. These classes
range in grade from kindergarten to sixth grade. The groups will have to use language and
material that is accessible to the individual grade levels. Students will also have to key on specific
areas related to the river that individual elementary teachers have asked them
to focus on.
Once
the outline of the presentation is complete and the students clearly understand
their expectations, the teacher will assign the groups a teacher and a grade
level. Then, teacher will allow the
students to provide input for the grading rubric that will be used to grade
their presentations. Students will help
decide on a point values for areas such as content, presentation style,
organization, and overall knowledge.
Students
will use the remaining time to meet with their groups and decide who will be
responsible for each area of the presentation.
Students will receive additional class time to work with their groups to
fine-tune their presentations.
Assignment:
Students
will be required to compose their presentations in class and at home. Every student will be required to write up
two index cards worth of notes and submit these. These cards are intended for use during the
presentations, but some students will choose to memorize their material rather
than use the cards. Students are also
expected to practice their presentation form and style with their other group
members.
Assessment: