- English Language Arts, Reading Literature
- Material Type:
- Lesson Plan
- High School
- Creative Commons Attribution Non-Commercial
Congratulations! Students have finished and published their final project. Now they will begin to share and present the chapter they included in the class anthology. As their classmates share, they should note what in the presentations stands out. What made a strong impression?
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- Determine the procedures for students to share their work.
Your Best Chapter
- This Quick Write will help students as they introduce their chapters to their classmates. Students will have a chance to gather their thoughts and consolidate their reasoning before explaining their thinking aloud.
SWD: If you think students need the additional support, provide them with sentence starters or prompts to help them with the Quick Write.
Complete a Quick Write.
- What chapter have you chosen to share with the class, and why?
- What do you hope your classmates will understand after experiencing this chapter?
- Students will each present one chapter to the class. Decide how you want to do this logistically: do you want students to use a projector so that everyone is viewing the same screen? Or will students all follow along on their tablets as classmates present? SWD: Consider how you will support students with disabilities as they participate in the presentation lessons. Whenever possible, provide scaffolding supports for students as they respond to the speeches of their peers. ELL: If some ELLs in class speak at a slower pace or have some difficulty presenting orally, ask everybody for extra support. Explain that doing this activity in a language other than one’s primary language poses a high level of difficulty, and emphasize the importance of being a good listener and giving feedback. Further explain that we show we care by being patient and supportive
- Students will leave notes and feedback for each other. Set clear expectations about the type and tone of feedback that is acceptable.
With your teacher, review the Celebration Guidelines for sharing your work with the class.
- Ask questions if you have any.
- Try to get through about half the presentations today, saving half for the final lesson. Keep a close eye on the clock and let students know how much time they have to share their work.
Follow along as your classmates present.
- After each presentation, write a note to the presenter sharing something you learned about him or her from the presentation. Also share a hope you have for the presenter upon graduating from high school.
- When it is your turn to present, follow the protocol described in the Celebration Guidelines.
- Take a few minutes to hear some student responses. Are there trends that students notice in the presentations? Are there particular chapters that made a strong impression?
Complete a Quick Write.
- Think about what some of the presentations seemed to have in common. Were there themes that multiple students addressed? Types of art that several students presented? What did you think came through about the changes that happen when you’re finishing high school?
- Tell students that some of their thoughts will be included in the class anthology. Choose 5–10 short excerpts to publish in a chapter to the class anthology.
Answer the following reflection questions.
- What was the most challenging part for you about completing this assignment? How did you overcome these challenges?
- What was the most important thing about yourself that you learned or clarified while doing this project? How, if at all, do you see yourself differently now?
- What do you see differently now about the changing world around you? About your place in this world?
- What advice do you have for a student starting this project?