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50 min
Student Lesson
Lesson 46: Multimedia Civic Memory Brief, Presentations
Content
Students will apply their presentation skills to present their finished Multimedia Civic Memory Briefs.
Language
Students will present their briefs clearly and reflect on learning using presentation language, audience-aware explanations, and evidence-based reflection.
How does storytelling become a tool for civic change?
What is civic memory, and how does testimony help us remember and learn?
Knowledge-Building:
Students complete their study of the Civil Rights Movement. Enduring Understanding: People shape civic memory through storytelling.
Unit Performance Task:
Students present their finished Multimedia Civic Memory Briefs.
| Lesson Flow | Purpose of Learning Experience |
|---|---|
Launch5 Minutes | Students will discuss how they feel about the performance task they will present today with a partner. |
Literacy Lab10 Minutes | Students will practice their presentations using the Speaking and Listening Checklist. |
Learning in Action30 Minutes | Learning in Action: Presenting (SL.8.4, SL.8.6) Students will present their Multimedia Civic Memory Briefs to a small group of peers. |
Material List
Unit 1 Lesson 46 Student Edition
Active Listening Checklist
Speaking and Listening Checklist
Finished Multimedia Civic Memory Briefs
Self-Reflection graphic organizer
Routines
Think-Pair-Share
Inform students that most of today’s class will be used to present their performance tasks, and that includes giving presentations on their cover pages and their written briefs.
Say these Directions: Think about your answer to the following prompt, discuss it with a partner, and be prepared to share with the class:
What do you like most about the Multimedia Civic Memory Brief you created?
(Student responses may vary.) I really like the images I chose. I think they help tell the story of the Civil Rights Movement in a way that words alone could not.
When students respond, record their ideas and spend a few minutes going over their responses as a class. Try to draw connections between student responses, or ask the students to notice similarities and differences between individual responses.
Ask: What are you noticing about our responses as a class? Do we like the same parts of our performance tasks, or are our responses different?
Teacher Tip |
|---|
You may want to acknowledge that some students may feel nervous ahead of giving presentations, and that’s OK. It may help to reiterate the importance of being a community of learners who treat each other with respect and help each other improve. Tell students that you know they all have great work to share today. |
Say these Directions: Practice your presentations using the Speaking and Listening Checklist. You may practice independently or with a partner. Remember to use the feedback you received from your peer in the previous lesson.
Learning in Action: Presenting (SL.8.4, SL.8.6) (30 minutes)
Transition students to small groups.
Say these Directions: In your group, take turns presenting your Multimedia Civic Memory Brief, sharing an overview of your cover and reading your essay aloud. Listen to each other’s presentations using the Active Listening Checklist and ask each presenter questions about their topic after they are finished.
Active Listening Checklist
Face the speaker, and show interest and attention.
Sit still, and avoid distractions.
Listen without interruptions.
Wait until the speaker is finished to ask questions or make comments.
Ask thoughtful, respectful questions.
Circulate and evaluate students’ presentation and listening skills using the following Presentation Rubric.
After presentations are over, collect students’ final Multimedia Civic Memory Briefs.
Praise students for sharing their presentations. This was a big accomplishment.
Say these Directions: Wrap up the project by completing the Self-Reflection graphic organizer.