In this lesson, students continue to prepare their presentations for the next lesson. You can assign what’s left to do for homework.
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- This is a great point to stop and take stock of where students are in the process.
- Quieter students need to learn to verbalize, and louder students need to listen.
- Just hearing a few students’ concerns may prompt other students to consider potential problems they haven’t thought of. And the group energy can help groups problem-solve.
- Review student responses. They can give you a pulse reading of the class; you can address issues then as you circulate while the groups work.
Complete a Quick Write.
- What are you most worried or confused about in terms of your group’s presentation?
Share your concerns with your classmates. This is really an important step to take regularly when you’re working on a big presentation as a group. It’s easy to get lost in your preparations and lose sight of the big picture. Also, not everyone’s ideas are always heard equally, and the whole group suffers as a result.
Group Presentation Creation
- You might spend more time at the start of the period with groups that are not doing as well. Helping them establish solid plans for project completion will help them here and also in future projects. You can touch base with them later in the period, as well to see if they’ve accomplished what they hoped for.
- As you walk around and talk with groups about where they are in the process, you’ll get a sense for which groups are not being as challenged as they could be. That’s where the differentiated enrichment questions can be useful.
- SWD: As they work in groups, monitor to be sure that all students are able to contribute and participate productively.
- The enrichment questions in the Targets of Satire Project description might be given to more adept readers, who can do a little research in addition to other assigned work to consider how cultural conditions can affect the way target groups are satirized.
- Struggling groups might focus mainly on video sources and contemporary writing.
- Satire may be a completely new genre to most students in class. As students take this big step toward presenting their work, it is important to remember that it is a complex genre with many interpretive angles and gray areas. When students interpret pieces differently, it is important to consider all views. Literary scholars often disagree on critical points. At the same time, it is still important to be a teacher and give proper guidance.
You’ll give your presentation to the class next lesson. What’s left to do?
- Determine what still needs to be done with your group. The presentation requirements are described in the Targets of Satire Project.
- Assign group, pair, and individual work, and then continue working on your presentation.
- Make sure group members know what they need to do before the next lesson.
Consider how far along your group is with the Targets of Satire Project.
- Discuss with your group who will work on what before the next lesson.
Group Presentation Creation
- Encourage students to rehearse their presentations for homework.
- ELL: It’s important that students, particularly ELLs, practice at home. Encourage students to record themselves. This is a very important step since it allows them to “be their own judges.” Many students will choose to record themselves several times. Encourage as many iterations as possible.
Your group will present its findings in the next lesson.
- Based on what you decided with your group members, finish working on your presentations.