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50 min
Student Lesson
Lesson 43: Research Multimedia Presentation, Revising and Editing a Presentation
Content
Students will revise and edit presentation drafts to maintain a formal style, and they will rehearse their presentation with a peer to receive feedback.
Language
Students will use precise academic vocabulary, varied sentence structures, and presentation language to rehearse claims and findings clearly for an audience.
What does it mean to live responsibly within natural systems?
How do different disciplines and traditions, including scientific inquiry and cultural knowledge, help us understand our relationship to the natural world?
Knowledge-Building:
Students practice their oral presentation to explain how their research connects to reciprocity, restoration, and balance in human and natural systems.
Enduring Understanding:
When knowledge is shared across generations and worldviews, it can restore balance between people and the planet.
Future Lessons:
In the next lesson, students will deliver their final showcase presentations to an audience.
Unit Performance Task:
Today’s revision and rehearsal work prepares students to present a clear, credible, and polished presentation.
| Lesson Flow | Purpose of Learning Experience |
|---|---|
Launch5 Minutes | Activate prior learning from the bibliography and visual revision work, and clarify the difference between revising and editing before final presentation practice. |
Literacy Lab10 Minutes | Teach students how to shift presentation language from conversational to formal academic style for publication and public speaking. |
Learning in Action30 Minutes | Part A: Revise and Edit Presentation Drafts (W.8.2.a-f, W.8.5, SL.8.5) Students will revise and edit their presentation drafts, notes, and visuals using a formal academic style checklist. Part B: Rehearse for the Showcase (SL.8.4, SL.8.5, SL.8.6, L.8.6) Students will practice their presentation with a partner using an outline and rehearsal checklist that targets delivery and multimedia use. |
Material List
Student copies of the Unit 8.3 Performance Task Prompt and Presentation Rubric
Unit 3 Lesson 43 Student Edition
Routines
Think-Pair-Share
Language Study
Rehearse & Refine
Quick Write
Partner students intentionally so that each student has a partner to work with during the oral presentation rehearsal later in the lesson.
Say: In the previous lesson, you finalized your bibliography and completed the multimedia component of your presentation so your audience can follow your evidence and understand your ideas as you speak about them. Today, you’ll do the final polish on your presentation language and practice how it sounds for an audience.
Say these Directions: Think about the following question and then turn to a partner to share your ideas.
What is the difference between revising and editing a product, and when should you do each one?
Revising is when I make bigger changes to improve meaning, organization, or clarity for my audience. Editing is when I fix smaller things like word choice, grammar, punctuation, or tone. I should revise first so my ideas are strong and then edit so the final version sounds polished and formal.
Say: You will now focus on editing your draft presentation for formal academic style and then rehearse it for a real audience.
Display the following before-and-after model:
Original: I think reciprocity is really important. It’s something that Indigenous people did a lot. And they had a different view than colonizers. This caused lots of problems.
Revised: Reciprocity functioned as a central principle in many Indigenous worldviews. These communities maintained complex systems of balanced exchange with the natural world. European colonizers, however, often approached relationships through extraction-based economic models. These fundamentally different perspectives generated conflicts that extended far beyond simple misunderstanding.
Teach: Shifting from Conversational to Formal Academic Style
Say: When you edit for a presentation using formal academic language, you are not changing your ideas. You’re making them clearer and more precise for your audience. Notice how the revised version replaces vague phrases with specific language and clearer references. This makes the ideas easier to follow when spoken aloud.
Ask: What specific edits made the revised version sound more formal and precise?
The revised version uses more specific words like functioned and generated instead of vague phrases like did a lot or caused lots of problems. It also names European colonizers instead of just saying they, so the reference is clearer. The sentences are more varied, and the word however helps show the contrast between different worldviews.
Display the Formal Academic Style Editing Checklist and review it with students.
Say these Directions: Keep the Formal Academic Style Editing Checklist beside your draft today. Use it to edit your own presentation writing.
Formal Academic Style Editing Checklist
Replace vague words like really, a lot, things, and lots with precise academic words.
Use clear references so each it, they, this, or these clearly names a person, community, source, idea, or system.
Use specific community, tribal nation, author, organization, or source names when your research provides them.
Vary sentence beginnings and lengths so your explanation does not sound repetitive.
Use formal transitions such as however, as a result, in contrast, or for example.
Keep your tone objective and academic.
Check grammar, capitalization, punctuation, and spelling after revising for meaning.
Teacher Tip |
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Provide students with a confidence continuum (i.e., 1–5). As needed, model how to demonstrate a level of confidence using the continuum.
Reflection |
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Reflect on your ability to revise your oral presentation using a formal academic style using the Reflection routine.
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Say: You will now use the same checklist to polish your own presentations before rehearsing them aloud.
Students revise and edit their presentation drafts to prepare to orally rehearse their presentation in the next part of the lesson.
Say: When you revise your final presentation, focus on the parts your audience will hear most clearly—your thesis, your key findings, and your conclusion. Make sure each sentence is clear, precise, and specific enough for a formal presentation. Then edit for grammar and polish. Strong presenters revise for meaning first and edit second.
Say these Directions: Open your presentation drafts. First, revise your introduction, your body sections, and your conclusion using the Formal Academic Style Editing Checklist. Next, reread your multimedia component to ensure the visuals and captions are clear and precise. Finally, use the Unit 8.3 Performance Task rubric to finalize your presentation.
Provide time for students to revise and edit their presentations using the Formal Academic Style Editing Checklist and the Unit 8.3 Performance Task Rubric.
Circulate and provide real-time feedback using the Unit 8.3 Performance Task Rubric.
Teach: Rehearsing for Clarity, Confidence, and Audience Impact
Say these Directions: We are now going to rehearse our oral presentations. As you practice, focus on:
Speaking at a steady pace and making eye contact with your audience.
Operating your multimedia component along with your oral presentation so that it makes sense.
Using an adequate volume and clear pronunciation of your words.
If a listener can’t follow your thinking, you’ll need to adjust your wording or delivery.
Transition students into the partners from the Lesson Launch. Make sure each student has a copy of their Unit 8.3 Performance Task Rubric with them.
Say these Directions: Before your partner gives feedback, choose one rubric category you want to monitor in your own rehearsal. After you present, use evidence from your rehearsal and your partner’s feedback to rate yourself, name one strength, and write one goal for the next lesson’s showcase.
Say these Directions: With your partner, take turns practicing your presentation. When you’re listening to your partner, use the Unit 8.3 Performance Task Rubric to find one strength and one next step for their presentation. Consider using the following stems for support in providing feedback.
Provide the following presentation feedback stems to support partners giving each other feedback.
Presentation Feedback Stems
One part that sounded especially clear was ___.
One place where you could sound more formal or precise is ___.
Your visual helped me understand ___ because ___.
I still need you to explain ___ more clearly.
After both partners have rehearsed their presentations and provided each other initial feedback, have students independently reflect on their presentation rehearsal using the Unit 8.3 Performance Task Rubric.
Instruct students to reflect on their presentation performance using the rubric and plan next steps for the following lesson’s showcase presentation.
Say: Reflect on your presentation rehearsal by reviewing the Unit 8.3 Performance Task Rubric. Think about ways to improve your presentation performance for the following lesson’s showcase.
Say these Directions: Complete this self-assessment in your notes: Right now I am strongest in ___ because ___. My next goal is ___, and I will work on it by ___. Complete your self-assessment using evidence from your rehearsal and your partner’s feedback.
(Student responses may vary.) Right now, I am strongest in explaining my evidence because I clearly connected my research about water restoration to my main claim. My next goal is pacing, and I will work on it by pausing after each visual and looking at my audience before I begin the next point.
Instruct students to reflect on their presentations by completing a Quick Write.
Say these Directions: Today, you polished and rehearsed your presentation. In your final reflection, identify what you are proud of in your presentation.
Display the following question.
What is one thing you are proud of in your presentation?
One thing I am proud of in my final draft of my presentation is my opening claim because it is more formal and specific now. I changed vague words into clearer academic language, and I made sure my evidence about water restoration connects back to reciprocity. (Student responses may vary.)
Instruct students to practice the full presentation for the next lesson’s showcase.
Practice your full presentation for the next lesson’s showcase.