Students will do research on a topic and find five main facts about their topic.
Students will make a group presentation where the information they learned is presented to the class.
(Subject area objectives will depend on topic selected.)
Grade 6 — Writing
The student will use the writing process to...
a. focus on the topic with adequate supporting ideas or examples
d. communicate clarity of thought
Grade 6 — Reading
Given a nonfiction text to read, the student will...
10. analyze the text…
11. summarize the text;
12. infer from the text
13. respond to the text
Grade 10 — Reading
Given a variety of selections, students will...
3. Recognize an author’s purpose and attitude (bias/slant).
4. Support an interpretation by locating specific information
12. Evaluate the effectiveness of resource material for a specific audience/purpose.
Internet capabilities, Supplies as requested by the groups.
Students will watch a news program or documentary. Their goal is to research the facts of the program and present five important facts about the subject to the class.
As a group, students will do research (Web, library, interview, etc.) on topics discussed in the program and determine five facts that they want the class to learn about the topic.
The group will create five test questions to be part of the test on whatever unit is being taught. (The teacher may have to spend some time teaching the students how to construct good questions.)
The group will then plan how they are going to teach the information to the rest of the class. Groups should develop a strategy to insure that the other students learn the information they are going to present. It’s good to ask the students how they learn best and to use those techniques with their peers.
Students teach the lesson to the class
A test is given made up of the questions that the students made up.
The tests that the students will take can be part of the evaluation of how well the lesson was taught.
The following rubric will be used for evaluation.
||Student presents information in logical, interesting sequence which audience can follow.
||Student presents information in logical sequence which audience can follow.
||Audience has difficulty following presentation because student jumps around.
||Audience cannot understand presentation because there is no sequence of information.
||Student demonstrates full knowledge (more than required) with explanations and elaboration.
||Student is at ease with content, but fails to elaborate.
||Student is uncomfortable with information and is able to answer only rudimentary questions.
||Student does not have grasp of information; student cannot answer questions about subject.
||Student used visuals to reinforce screen text and presentation.
||Visuals related to text and presentation.
||Student occasional used visuals that rarely support text and presentation.
||Student used no visuals.
||Presentation has no misspellings or grammatical errors.
||Presentation has no more than two misspellings and/or grammatical errors.
||Presentation had three misspellings and/or grammatical errors.
||Student’s presentation had four or more spelling errors and/or grammatical errors.
||Student used a clear voice and correct, precise pronunciation of terms.
||Student’s voice is clear. Student pronounces most words correctly.
||Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.
||Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of class to hear.
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