Author:
Melody Casey
Subject:
English Language Arts
Material Type:
Lesson Plan
Level:
Upper Primary
Grade:
4
Tags:
  • GEDB
  • Global Education
    License:
    Creative Commons Attribution Non-Commercial
    Language:
    English

    Education Standards

    GEDB Immigration "I am . . .": Presentation (Lesson 9 of 10)

    GEDB Immigration "I am . . .": Presentation (Lesson 9 of 10)

    Overview

    In this culmination activity, students will plan, practice and present their immigration autobiography. Their presentations will include: background, causes, effects, challenges, emotions and hopes about their personal or family's immigration story. This lesson's presentation can be showcased in a variety of ways from low tech, by giving a class presentation with pictures, to high tech by making a video using a green screen and movie making software. It is suggested and helpful to utilize the Technology Specialist at the school or district level to support the high tech option. This lesson was developed by Tsianina Tovar as part of their completion of the North Carolina Global Educator Digital Badge program. This lesson plan has been vetted at the local and state level for standards alignment, Global Education focus, and content accuracy.

    Lesson Plan

    Description

    In this culmination activity, students will plan, practice and present their immigration autobiography. Their presentations will include: background, causes, effects, challenges, emotions and hopes about their personal or family's immigration story. This lesson's presentation can be showcased in a variety of ways from low tech, by giving a class presentation with pictures, to high tech by making a video using a green screen and movie making software. It is suggested and helpful to utilize the Technology Specialist at the school or district level to support the high tech option.

     

    Content

    Student Engagement/Motivation

    Fluency Folders will not be used in lesson 9 of this unit.

    Day 1-

    Teacher will...

    -ask students the following essential question:

    "What speaking skills does one use to communicate ideas clearly to an audience?" Or "How does a speaker engage the audience?"

    -note responses on chart paper or whiteboard.

    -add additional characteristics of an effective presentation (eye contact, speak clearly and slowly, stand up/sit up straight, etc.)

     

    Learning Targets and Criteria for Success

     

    Standard:

    Day 1-4

         

    Learning Targets                   

     

    SL. 4.4

    SL. 4.5

    W.4.4

    NCES.4.TT.

     

     

     

     

      

     

          SL.4.4 Students will tell a story, or recount an experience in an organized manner, using         appropriate facts and relevant, descriptive details to support main ideas or themes; speak       clearly at an understandable pace. 

     

          SL.4.5 Students will add audio recordings and visual displays to presentations when               appropriate to enhance the development of main ideas or themes.

     

    W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

     

    High tech option:

    NCES. 4. TT. Students will use technology as a tools and skills to reinforce classroom concepts and activities.

     

     Criteria for Success

    The Language of Social And Instructional Language-

    Speaking 

     Summative Framework

     

    I can write an organized script for my video using a graphic organizer.

    I can express myself clearly during a presentation using my notecards.

     

    WIDA Standards

    Range Levels:

    1(low)-6(high)

    1-Entering

    2-Beginning

    3-Developing

    4-Expanding

    5-Bridging

    6-Reaching

     

    1-Produce words in response to WH- questions about self from picture prompts and models.

    2-Produce phrases or short sentences in response to personal, open-ended questions from picture prompts.

    3-Use sentences to provide information about self or opinions in response to picture prompts.

    4-Express connected ideas to relate personal information or opinions using picture prompts.

    5-Provide extended discourse with justification in regard to personal information or opinions.

    SWBAT...

     

     

    • apply learned writing strategies to script for oral presentation.
    • apply learned speaking strategies to script for oral presentation.
    • use a variety of sentences  types (simple, compound, complex) in script.
    • organize information clearly.

     

    Supplies/Resources

    Low tech: Oral presentation or a software/application type presentation in front of the class.

    -Pencils

    -Large index cards 6 x 8 (7 cards per student)

    -Internet access

    -Computers (if using presentation software/application)

    -Pictures from home or the Internet to show with presentation

    -Immigration Autobiography Classification Graphic Organizer-(See attachment.)

    -Immigration-Presentation Task Support-(See attachment.)

     

    High tech: Filmed Video

    -Pencils

    -Large index cards 6 x 8 (7 cards per student)

    -Green screen

    -Use green screen app/software to record students and...

    -Movie making app/software to insert photos and make it into a video

    -Desktop, laptops, and/or iPads or video recorder

    -Internet access to find photos online for video background

    -Technology Specialist (on-site or district support)

    -Immigration Autobiography Classification Graphic Organizer-(See attachment.)

    -Immigration-Presentation Task Support-(See attachment.)

     

    Learning Tasks and Practice

    Lesson 9: At-A-Glance 

     

    Day 1

    Day 2

    Day 3

    Day 4

     

    Objective

    -I can write an organized, detailed script for my autobiographical presentation using my classification map.

    -I can write, read, edit, revise and practice my script with a peer.

    High Tech: I can locate pictures (at home or on the Internet) that best describe my story (video) and save, file, and organize them in a shared file.

    Low Tech: I can find pictures at home or on the Internet to share during my presentation.

    High tech: I can present, produce and review my video using a green screen and Movie Maker or iMovie (free app).

    Low tech: I can express myself clearly during a presentation.

     

    Essential Questions 

     What speaking skills does one use to communicate ideas clearly to an audience?

    Presentation Criteria 

       Presentation should include 1-2 sentences for each of the following:

    Background (Country, Language, Foods, Traditions, Etc.)

    Causes

    Effects

    Challenges

    Feelings

    Hopes

    Was it worth coming to the United States?

           

    Day 1-Presentation planning: (55 minutes)

    Teacher will: 

    -give students the Immigration Autobiography Classification Graphic Organizer.

    Students will:

    -complete the graphic organizer with their personal information.

     

    Day 2-Presentation writing: (55 minutes)

    Teacher will: 

    -give students the Immigration Presentation Task Support.

    Students will:

    -complete each of the questions with 4-5 complete sentences.

     

    Day 3-Script writing and practice: (55 minutes)

    Teacher will:

    -give students notecards to be used as scripts (can be used by student during presentation).

    High tech:

    -help students find 7 images from the Internet for their presentation.

    -save photos in a file to insert video later using a green screen app/software.

    Low tech:

    -help students find 7 images from the Internet for their presentation or ask them to bring photos from home if possible.

     

    Students will...

    -make scripts with their notecards using the information from the Immigration Presentation Task Support. Students will make 7 cards total: background, causes, effects, challenges, emotions and hopes. 

    -practice their scripts independently and with a peer.

    -continue writing, editing, re-reading their scripts which can be used during the presentation.

    -practice reading through their scripts with a peer.

     

    Day 4-Presentation: (55 minutes)

    Teacher/Technology Specialist will...

    High tech:

    -video record the students in front of a green screen as the students respond to the questions from the Immigration Presentation Task Support. The response to each question will be filmed separately. This will create 7 separate video segments. 

    -import the green screen video segments into a green screen app/software and insert the 7 pictures into the appropriate video segment.

    -use a movie making app/software to add transitions, headings, subtitles, etc.

    Students will...

    -use their scripts during the video

    -assist with producing their video.

    Low tech:

    -present to the class using their scripts.

     

    Technological Engagement

    High tech-

    -Find pictures for their videos online.

    -Save pictures in a file.

    -Video recording using a greenscreen app/software.

    -Use a movie making app/software to insert photos and edit.

    Low tech-

    -Find pictures online.

    -Use a presentation software/application.

     

    Collecting and Documenting Evidence of Learning

    Summative Assessment:

    • Develop, organize and produce an autobiographical video presentation.

     

    Feedback/Instructional Adjustments

    Lesson 9 is preparation for the written essay in lesson 10. Students' will respond with 1-2 sentence(s) per question during their presentations. These simple sentences will be the foundation for writing the 5-6 paragraph essay found in lesson 10.