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Lesson 45: Shared Stories, Shared Lessons: Presentations

50 min

California CCSS: Focus Standards

California CCSS: Supporting Standards

ELD Standards

Student Lesson

Lesson 45: Shared Stories, Shared Lessons: Presentations

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Student Learning Objectives

Content

Students will present claims about how myths reveal cultural values or human experiences by comparing The Lightning Thief with a myth from the unit and explaining how visual evidence supports their reasoning.

Language

Students will use transitions, evidence frames, and formal academic language to present ideas and respond to audience questions.

Foundational Skills

Students will rehearse clear pronunciation of myth names and complete evidence-based sentences for oral delivery.

Essential Questions

Why do cultures tell stories about gods, monsters, journeys, and transformations?
How do stories from different cultures explore danger, courage, or the unknown?

Connections to

Knowledge-Building:

Students synthesize learning from across the unit, including Greek mythology, global myths, and modern adaptation.

Enduring Understanding:

Myths help people explain danger, identity, courage, and the unknown, and modern authors reinterpret those ideas for new audiences.

Future Lessons:

Students will use today’s self-reflection to reflect on their growth as readers, writers, and presenters.

Unit Performance Task:

Students complete Part 3: the Seminar or Podcast Discussion by presenting a clear claim from their Comparative Explanatory Essay, using evidence from their essay, explaining how their Myth Comparison Visual supports their ideas, and responding thoughtfully to peers.

Lesson Pacing

Lesson Flow	Purpose of Learning Experience
Launch5 Minutes	Activate students’ final performance-task thinking by connecting essay writing to oral delivery and audience.
Literacy Lab10 Minutes	Students will learn how to turn a written claim into a clear oral statement that explains what the texts reveal and guides the audience through their thinking.
Learning in Action30 Minutes	Part A: Rehearse the Presentation (SL.6.4, L.6.3.a) Students will prepare and refine oral delivery using discussion moves, presentation frames, and peer feedback. Learning in Action B: Present and Respond (SL.6.4, SL.6.6) Students will participate in a seminar discussion, present evidence, paraphrase peers, and build on ideas.

Vocabulary

Vocabulary Addressed in Lesson

delivery: how a speaker presents ideas to an audience
articulate: to speak clearly so others understand your ideas
synthesis: combining ideas from different texts to form a new understanding
presentation: sharing ideas or information with an audience

Vocabulary for Additional Support

seminar: a structured discussion where people share ideas and respond to others
visual: a chart diagram or image that helps explain an idea

Material List

The Lightning Thief by Rick Riordan
Student copies of finalized Comparative Explanatory Essays and Myth Comparison Visuals
Performance Task Handout
Reflect and Respond graphic organizer
Self-Reflection graphic organizer
Unit 4 Lesson 45 Student Edition

Routines

Think-Pair-Share
Rehearse and Refine
Reflect and Response Dialogue
Quick Write

Lesson Sequence

This mini-lesson teaches students how to present their essay and visual clearly by stating a claim, explaining evidence, and guiding the audience through their ideas using academic language.

Language Study

In this lesson, we study how presenters use their writing to guide an audience. A strong discussion contribution follows a clear path: claim, evidence, explanation, visual, and connection to others’ ideas. Instead of reading everything, presenters explain what matters so the audience can follow their thinking.

Weak presentation: This is my essay. Both texts are about courage. This is my chart.
Strong presentation:

First, both The Lightning Thief and my myth show that challenges test a hero’s courage. For example, each character faces danger that forces them to make difficult choices. This shows that courage develops through struggle. This visual shows how each text presents that idea differently. Ultimately, these stories reveal what people value about courage.

Ask: What is missing from the weak presentation?
- It does not explain the ideas or connect them.
Ask: What is the first thing the strong presentation does?
- It starts with a clear claim.
Ask: How is evidence introduced?
- It uses For example to give evidence.
Ask: What does the phrase This shows do?
- It explains what the evidence means.
Ask: How does the presenter explain the visual?
- They say what the visual shows and how it connects to the idea.
Ask: Why is this better than reading the essay out loud?
- It helps the audience understand the ideas step by step.

To meet the expectations of your presentation, we:

state a clear claim
use evidence from our essay
explain what the evidence shows
explain how our visual supports the idea
guide the audience with transitions
build on or respond to another speaker’s idea

This helps the audience understand our thinking.

Say these Directions: Using your own essay and visual, rehearse:

Sentence 1: your claim
Sentence 2: your evidence (use For example)
Sentence 3: your explanation (use This shows)
Sentence 4: your visual explanation (use This visual shows)
Sentence 5: a connection to another idea (use This connects to… or In contrast…)

Do not read your essay. Explain your ideas in your own words.

Ask: What makes a presenter meet the expectations for this task?
- They clearly explain their claim, use evidence, explain what it shows, and connect the visual to their idea.explains the evidence, and tells the audience what the visual helps them understand.

Connection to Today’s Learning:

Say: In this lesson, you practiced presenting your ideas clearly using your essay and visual. Next, you will use these same moves in your discussion to share your claim, explain your evidence, and respond to others.

PURPOSE

Support students in presenting their ideas clearly by stating a claim, using evidence, explaining what it shows, and explaining how their visual supports the idea.

Language Focus:

claim language (both ___ and ___ show that ___)

evidence frames (for example, ___)

explanation language (this shows that ___)

visual explanation (this visual shows ___)

transitions (first, for example, ultimately)

Before Rehearsal

Students underline one sentence in their essay that states their claim and one piece of evidence they plan to explain.

SAY / ASK

Prompt students to begin with a clear claim instead of retelling events.

Guide students to explain what their evidence shows, not just state it.

Remind students to explain how their visual connects to the claim so the audience can follow their thinking.

You said both stories are about being brave — we can say: Both texts show that courage develops through facing danger.

You named the example — now add: This shows that the character’s choices shape their identity.

First, both ___ and ___ show that ___.

For example, ___.

This shows that ___.

This visual shows ___.

Ultimately, ___.

Invite students to rehearse their ideas in everyday language or a shared home language, then restate them using academic language.

Encourage students to practice saying key ideas aloud before presenting. Provide sentence frames for multilingual learners based on their proficiency levels as appropriate, and gradually reduce these supports as students become independent. Emerging: Both ___ and ___ show that ___. Expanding: First, both ___ and ___ show that ___. For example, ___. Bridging: First, both ___ and ___ show that ___. For example, ___. This shows that ___, and ultimately ___.

WATCH FOR / SUPPORT IF NEEDED

If students retell instead of stating a claim → Prompt: “Start with what the texts show, not what happens.”

If students stop after giving evidence → Prompt: “Add: This shows that ___.”

If students name the visual without explaining → Prompt: “What does your visual help the audience understand?”

Student states a clear claim.

Student explains what the evidence shows.

Student explains how the visual supports the idea.

Student uses transitions to guide the audience. Students at different proficiency levels may need to begin at different points within the task. Based on responses, look for opportunities to scaffold up or release supports. Emerging: States a clear claim using both texts. Expanding: States a claim, gives an example, and explains what the evidence shows. Bridging: States a claim, explains evidence, and connects the visual to the idea using transitions.

Situation	Try this
Struggling with: Oral Delivery	Have students mark pauses (/) in their notes to support clear pacing.
Struggling with: Transitions	Provide a short transition bank (first, for example, ultimately) directly in their notes.
Struggling with: Visual Explanation	Prompt: This visual shows ___ and helps the audience understand ___.
Ready for extension	Invite students to add a final sentence explaining what the texts reveal about people or culture. Challenge students to explain their visual in two sentences without repeating the same wording. Encourage students to begin with a variation such as Although ___, both texts show that ___.

Part A: Rehearse the Presentation (SL.6.4, L.6.3.a) (10 minutes)

Rehearse and Refine

Students work in triads with essays and visuals visible. One student speaks, one listens for evidence and clarity, and one listens for sentence variety and audience-friendly delivery; then roles rotate.

Say these Directions: We are going to rehearse for the seminar discussion so your ideas are clear, and you are ready to respond to others and build on their thinking. As you practice, use your essay as a support, not a script, and make sure you can explain how your visual supports your claim. You have two minutes to present.

Teach:

Say: When I enter the discussion, I begin with my claim instead of with a long plot summary. Then I name one text moment, such as in Percy’s return home or in the scene where Odysseus recognizes Ithaca, so listeners know where my evidence comes from. After that, I explain what my visual shows and why it matters. When I respond to a peer, I first paraphrase their idea, then I build on it or offer a contrast using evidence.

Display the following Discussion Moves:

Enter discussion: According to my essay . . .
Build on a peer: Building on ___’s idea . . .
Synthesize across myths: Across these myths, a recurring pattern emerges . . .
Connect to modern values: This reflects shared human concerns with ___.

PURPOSE

Support students in preparing for seminar or podcast participation by rehearsing claim language, evidence citation, paraphrasing, and audience-aware oral delivery.

Language Focus:

Paraphrasing a peer

Citing evidence orally

Building and extending ideas

Adapting tone for an academic audience

Before Rehearsal

Students highlight one phrase in their essay they can say exactly and one sentence they should paraphrase into more natural oral language.

SAY / ASK

Remind students that oral presentation can sound more natural than essay writing while still remaining formal and precise.

Coach listeners to respond first with paraphrase, then with feedback, so speaking stays collaborative rather than competitive.

You said “My visual is about the hero choices.” We can clarify and say “My visual highlights how the hero’s choices shape identity across both texts.”

You said “I agree with him.” We can expand that and say “I agree with his point that courage develops through choice, and my evidence adds . . .”

In the section where __________, the text reveals __________.

If you look at my visual, you can see __________, which supports my claim that __________.

What I hear you saying is __________, and I would add that __________.

Let students practice pronunciation of names, places, and culture-specific terms with a peer before full-group speaking.

Encourage students to draw on prior seminar language from Lesson 36 and earlier comparison writing from Lessons 29, 32, and 35. Provide sentence frames for multilingual learners based on their proficiency levels as appropriate, and gradually reduce these supports as students become independent. Emerging: What I hear you saying is ___. Expanding: In the section where ___, the text reveals ___. Bridging: What I hear you saying is ___, and I would add that in the section where ___, the text reveals ___, which supports my claim that ___.

WATCH FOR / SUPPORT IF NEEDED

If students hesitate after a peer speaks because they are unsure how to respond → Prompt: “Start with ‘What I hear you saying is . . .’ and then add one connection from your own essay.”

If students rely only on written wording and sound overly scripted → Prompt: “Keep the idea, but say it in the way you would explain it to a smart listener who has not read your essay.”

Student names a text landmark and connects it to a claim.

Student paraphrases a peer accurately before responding rather than repeating or changing the original idea. Students at different proficiency levels may need to begin at different points within the task. Based on responses, look for opportunities to scaffold up or release supports. Emerging: Paraphrases a peer's idea before responding. Expanding: Cites a text landmark and links it to a claim while paraphrasing a peer. Bridging: Synthesizes a peer's idea with their own evidence and explanation, adapted for an academic audience.

Teacher Tip
Before students begin presenting, remind them that this unit studies myths as cultural and literary texts. Engaging with Greek mythology or myths from other cultures does not require students to adopt those beliefs, and students should name cultures and traditions specifically and respectfully during discussion.

Part B: Present and Respond (SL.6.4, SL.6.6) (20 minutes)

Keep presentations brief and focused. Each presentation should last about two minutes. If time does not allow every student to present today, continue presentations during the next class session.

Reflect and Response Dialogue

During this discussion, your job is to do four things:

present one clear claim from your essay,
explain how your visual supports that claim,
respond to at least one peer by paraphrasing their idea,
and build on or challenge that idea using evidence or a comparison.

Questions for Preparation and Delivery

Say these Directions: Think about these questions to prepare for the presentations

Based on your comparison of The Lightning Thief and your chosen myth, what value or human fear do both stories reveal?
- Based on my comparison of The Lightning Thief and The Odyssey, both stories reveal that people value perseverance when facing uncertainty. Even though Percy and Odysseus are in different worlds, both heroes keep moving through danger instead of giving up.
How does the hero’s choice define identity in your texts, and where can listeners see that idea in your visual?
- The hero’s choice defines identity because both characters become known by what they choose under pressure. In my visual, the arrows point to the decision moments, which helps show that identity is built through action, not just through power.
How does a modern retelling like The Lightning Thief keep an ancient mythic pattern but change it for modern readers?
- Riordan keeps the old mythic pattern of a hero facing supernatural danger, but he changes the setting, voice, and humor for modern readers. That makes the story feel more connected to problems kids might recognize today.
Why do we still tell stories like these today?
- We still tell these stories because people still worry about betrayal, danger, belonging, and identity. Myths keep coming back because those fears and questions have not disappeared.
Say: Use your Reflect and Respond graphic organizer for at least two presenters.

Display audience expectations and review:

Audience expectations:

Listen actively.
Note one strong claim.
Note one strong use of evidence or visual explanation.
Write specific feedback for at least two classmates.
Ask follow-up questions respectfully.

To meet the expectations for Part 3, you should:

present a clear claim with evidence
explain how your visual supports your ideas
speak clearly using academic language
paraphrase before responding
build on others’ ideas using discussion moves

Teacher Tip
Keep the assessment targets the same while applying any accommodations or modifications documented in students’ IEP or 504 plans. As students present, provide approved supports such as chunked directions, extended processing time, assistive technology, note cards, alternate response formats, or a smaller presentation setting so students can demonstrate their understanding of the content and presentation skills. Use the Performance Task Prompt and Presentation Rubric in ways that reduce language barriers for English learner students without lowering the rigor of the task. Clarify key rubric language, provide sentence frames or bilingual modifications when appropriate, and allow universal or designated supports that mirror external assessment conditions so language proficiency is not a barrier to showing content mastery. Focus feedback on organization, evidence, visuals, and clarity of ideas rather than on minor language errors that do not interfere with meaning.

Teacher Tip

Keep the assessment targets the same while applying any accommodations or modifications documented in students’ IEP or 504 plans. As students present, provide approved supports such as chunked directions, extended processing time, assistive technology, note cards, alternate response formats, or a smaller presentation setting so students can demonstrate their understanding of the content and presentation skills.

Use the Performance Task Prompt and Presentation Rubric in ways that reduce language barriers for English learner students without lowering the rigor of the task. Clarify key rubric language, provide sentence frames or bilingual modifications when appropriate, and allow universal or designated supports that mirror external assessment conditions so language proficiency is not a barrier to showing content mastery. Focus feedback on organization, evidence, visuals, and clarity of ideas rather than on minor language errors that do not interfere with meaning.

Have students now present findings from their Comparative Explanatory Essays. Audience members complete peer feedback using the Reflect and Respond graphic organizer for at least two classmates and ask follow-up questions when appropriate. Students should have their essay, visual, and a place to jot one peer idea they may want to build on.

Teacher Tip
Keep presentations brief and focused on one contribution, key evidence, and one visual explanation. If time is limited, invite some students to present today and others in the next class session while all still complete final submission and reflection tasks.

Teacher Tip

Keep presentations brief and focused on one contribution, key evidence, and one visual explanation. If time is limited, invite some students to present today and others in the next class session while all still complete final submission and

reflection tasks.

Reflection
Reflect on your ability to present and respond during an academic discussion using the Reflection routine. How confident are you in your ability to present a clear claim, explain your visual, paraphrase a peer, and build on their idea using evidence or comparison?

Reflection

Reflect on your ability to present and respond during an academic discussion using the Reflection routine.

How confident are you in your ability to present a clear claim, explain your visual, paraphrase a peer, and build on their idea using evidence or comparison?

Situation	Try this
Struggling with: Paraphrasing Before Responding	Offer the frame “What I hear you saying is __________. I agree because __________ / I see it differently because __________.”
Struggling with: Answering Questions	Encourage use of “To clarify” or “A follow-up detail is” before answering.
Struggling with: Oral Delivery	Allow students to point to their visual while speaking or use a brief note card with only three headings: claim, evidence, visual.
Struggling with: Alternative Expression	Allow students to stand near notes or visuals and use them as speaking supports.
Ready for extension	Invite students to connect two peers’ ideas by saying “Across both of your examples, a bigger pattern is __________.” Challenge students to name both a similarity and a meaningful difference in how two myths express the same value.

Lesson Texts

Novel

The Lightning Thief (Percy Jackson and the Olympians, Book 1)

Rick Riordan

Lesson Materials

(3 total)

Reflect-Respond

Preview

6.4 Performance Task101 KB

Preview

Self Reflection23 KB

Preview

Status updates

California CCSS: Focus Standards

California CCSS: Supporting Standards

ELD Standards

Student Learning Objectives

Essential Questions

Connections to

Lesson Pacing

Vocabulary

Vocabulary Addressed in Lesson

Vocabulary for Additional Support

Lesson Sequence

Think-Pair-Share

Language Study

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Part A: Rehearse the Presentation (SL.6.4, L.6.3.a) (10 minutes)

Rehearse and Refine

Teach:

🎯PURPOSE

🗣️SAY / ASK

👁️WATCH FOR / SUPPORT IF NEEDED

Part B: Present and Respond (SL.6.4, SL.6.6) (20 minutes)

Reflect and Response Dialogue

Reflection

Reflection

Lesson Texts

Lesson Materials

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED

PURPOSE

SAY / ASK

WATCH FOR / SUPPORT IF NEEDED