- English Language Arts, Reading Literature
- Material Type:
- Lesson Plan
- High School
- Creative Commons Attribution Non-Commercial
Reviewing Common Themes
The class will finish the presentations. What new things about the students did the presentations teach them? Were there common themes students noticed in all of the presentations? Did those themes help them draw conclusions about the experience of being a teenager?
- Read the lesson and student content.
- Anticipate student difficulties and identify the differentiation options you will choose for working with your students.
- Take a few moments to celebrate some of the successes of the previous lesson.
Complete a Quick Write.
- Was there a particular presentation that was memorable—why? What did it make you think about differently?
- Hear the rest of the presentations. Again, remember to keep an eye on the clock and to help keep students on track. 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: Be aware that some ELLs may be reluctant to present to the class, but with encouragement from you and their peers, they can step out of their comfort zone.
Continue with the presentations from the previous lesson. 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 document.
Project Presentation Feedback
- Take some time to discuss the creative process and the final product with your students. This project has been very personal for students, and it’s likely that some have learned a great deal about their classmates and perhaps even about themselves.
Discuss the project presentations with your class:
- What did you and your classmates learn about each other from the shared chapters in your class anthology?
- What did you and your classmates learn about this time period of your lives?
- Facilitate a final discussion of the Guiding Questions.
Review your responses to the Guiding Questions in Lesson 1. Consider whether your responses have changed through the process of completing this project and viewing your classmates’ work. Write an update for each question.
- How is late adolescence a moment of internal and external change?
- What are the most important qualities of your character—past, present, and future?
- How can you portray these key aspects of yourself using multimedia?
Discuss your responses with your classmates.
- These final reflection questions ask students to think about the class’s performance as a whole.
Complete your final reflections and submit them to your teacher.
- What was your impression of your classmates’ work? What was the most memorable moment of the presentations?
- Looking at your classmates’ work as a whole, can you draw any conclusions about the experience of being a teenager? Were there trends or common themes that you noticed throughout the presentations?
- What can you say about the changes your classmates are experiencing? How has twelfth grade been a “moment of change” for you and your classmates?
- Did your classmates’ work cause you to think differently about yourself in any way? Explain.
- Did any presentations cause you to see the presenter differently? Explain.