Name: Elizabeth Navarro, Educator Grade: 10
LESSON #7 GARDNER BLOOM
___Visual ___Knowledge
_x_Kinesthetic ___Comprehension
___Verbal ___Application
___Logical ___Analysis
___Rhythmic _x_Synthesis
___Interpersonal ___Evaluation
___Intrapersonal
___Naturalist
STRATEGY: Role Play
SUBJECT AREA: English/Language
Arts/Visual Performing Arts
TEACHER PERFORMANCE
EXPECTATION ADDRESSED: TPE 11- Social Environment
Teacher
creates an environment that is stimulating, creative, and safe for students to
encourage them to use and practice their talents. During this exercise,
students will see the teacher model behaviors, then will get to practice them
with their peers. This will also promote cooperative activity for students who
will later enter the workforce and will need to know how to interact socially
in small groups, give a presentation, and have strong communication skills.
STATE CONTENT STANDARD
(Know):
English/Language Arts
Organization
and Delivery of Oral Communication
1.7:
Use props, visual aids, graphs, and electronic media to enhance the appeal and
accuracy of presentations (228).
Visual Performing Arts
Creative
Expression
2.1:
Make acting choices, using script analysis, character research, reflection, and
revision through the rehearsal process (113).
PERSONNEL: Aide or parent to help film
students, upload videos, and send to students’ emails.
INSTRUCTIONAL MATERIALS
(Technology):
- 2 video cameras (or
phones, cameras, or computers with video recording capabilities.)
- Computers station (4
computers) with access to the internet www.blogger.com
LESSON LENGTH: 60 minutes
PREPARATION:
- Desks set up in groups
of four. Assigned seats. Namecards on each desk.
- Contact parent for
video help.
- Set up parent with
camera in quiet area of classroom, hall, or computer lab to film students.
MANAGEMENT STANDARDS:
- Students get two takes
to film their videos. Must use one of the two takes as their final copy to
upload. All other practice runs take place during rehearsal (guided
practice).
- Students give
constructive criticism to help peers with public speaking.
ANTICIPATORY SET:
Behavioral
Objective (Do): Students will record a video using presentation skills.
Transfer (Learning theory/citations):
“In this country, as in any other, we have those
successful types who become the cynical representatives of the ‘inside track,’
the ‘bosses’ of impersonal machinery. In a culture once pervaded with the value
of the self-made man, a special danger ensues from the idea of a synthetic
personality: as if you are what you can appear to be, or as if you are what you
can buy. This can be counteracted only by a system of education that transmits
values and goals which determinedly aspire beyond mere ‘functioning’ and
‘making the grade.’”
Erikson, Erik. Identity
and the Life Cycle. New York, NY: W.W. Norton & Company, 1979.
Motivation
(Teacher Created): Welcome students using poor skills. Slouch, cross legs, fidget with
hands, feet, and hair, speak quickly and quietly, no eye contact. Read:
“Welcome to class, sophomores. We will be working in groups on presentation
skills today. We are going to create videos to post on your blogs. The videos
will exhibit the positive presentation skills you learn today. Are there any
questions?”
After reading above INCORRECTLY, read again using
CORRECT presentation skills so that students can see the difference.
COVER STORY: Students in groups of four,
mixed ability levels, mixed genders. Four roles in each group. Students will be
each role once, rotating during guided practice.
THE ROLE:
- Director: leads the group through practice,
rehearsal, and filming. Times the speaker.
- Speaker: person on camera. Executes presentation skills
learned.
- Critics (2): give speaker constructive criticism-
what presentation skills they did well, and which ones they need to work
on.
SCENARIO OPERATIONS:
- Students write short
introductory bio to be filmed and uploaded to their blog.
- Prompt (Bio includes):
o
Name, Grade, Teacher, School
o
Interests, Hobbies, or Favorite Things
o
What the blog is about, what it includes
- 10 minutes to write
bullet points of their introductions
- Rotate through four
assigned roles. Speaker practices delivering presentation, director takes
role of group leader and timer, critics responsible for encouraging
presentation skills and giving feedback. They look for pronunciation, eye
contact with camera, enthusiasm, and stance/posture.
METHODOLOGY (Teaching):
- Welcome by showing the
difference between good and bad presenting. (See Motivation).
- Show four presentation
skills, reminding students that audience will be the CAMERA.
o
Pronunciation: Model good/bad. Students practice good/bad. Emphasize
slow, steady, pronunciation. “Peter Piper picked a peck of pickled peppers.”
o
Eye contact: Show how to look directly into camera or glance at note
cards, then make eye contact. Practice in groups.
o
Enthusiasm: Model good/bad. Show facial expression, hand gestures,
voice inflection. Practice in groups.
o
Stance/Posture: Students sit for videos. Show correct posture, hands in
lap (or gesturing), shoulders back, feet flat on the floor. Practice in groups.
- Give prompt. Allow 10
minutes to write intros. Encourage to use note cards as little as
possible.
- Explain four student
roles including responsibilities. Write on board. Assign which seat in the
group will start with each role. Roles rotate clockwise. (Speaker gets
three practices with direction and critic feedback, then rotate roles.)
MODEL (Demo):
- Show good and bad
presentation skills; overall, then individually (pronunciation, eye
contact, enthusiasm, stance/posture.)
- Model what students do
in each role, using a group as an example. “While Daniel is speaking,
Anthony and Kelly will take notes for constructive criticism. Kayla will
time Daniel. He gets 20-40 seconds. After three times, the roles trade
this way.”
GUIDED PRACTICE (Checking
for understanding - group) LEARNING TASKS (Activities):
- Model presentation
skills and activity students will be learning. Students practice each
skill.
- Students use prompt to
write introduction.
- Work in small groups,
taking role of speaker, director, and critic (2).
- Rotate after the
speaker has rehearsed three times.
- Critics will reinforce
presentation skills so that each time the speaker rehearses, he should
improve.
INDEPENDENT PRACTICE
(Monitor/adjust – individual) PRODUCTIVE MODALITIES:
- Groups called out one
at a time. Each student delivers introduction to camera (parent
films).
- Students get two takes,
each group member performing one at a time.
- Parent(s) to upload
each student’s video and email it to student. Student is responsible to
post the video to blog.
- Students who finish
early (or who have not been called out to film) may perform their
introduction to the class. Class critiques and enforces presentation
skills.
CLOSURE: Remind students of the
procedure of posting video to their blogs. This is where the video will need to
be to be graded.
DIFFERENTIATED LEARNING
ACTIVITIES (Learning centers, manipulatives, special needs, etc):
Gate: Student may help upload and email videos to class.
Challenged: May have more rehearsal time
and takes.
Handicapped
(Wheel Chair): Student may film video from chair (all other students are seated so
that this student will not feel singled out in his video.) Presentation skills
emphasized will be eye contact, hand gestures, enthusiasm. This student may
show posture with chin and shoulders.
SDAIE
Techniques:
-
Role play
-
Cooperative group work.
ASSESSMENT (Objective verb):
Record RUBRIC (What does it
measure?): Students’
ability to record a video using presentation skills.
Informal: Group work, role play,
rehearsal
Formal: RUBRIC
FOR VIDEO
1 point- Pronunciation
1 point- Eye contact
1 point- Enthusiasm
1 point- Posture
7 points- Items on prompt addressed
1 point- Uploaded to blog
Total = 12 points
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