Gale Schools - Lesson Plans - Secondary - English

Positive Futures Fair

Title: Positive Futures Fair — Application of Year-Long Content Skills

Grade Level: 9-12

Subject/Content: English/Presentation Skills

Summary of Lesson: After working in groups to research a problem they feel is significant in the world today, students will create a presentation to communicate the public policy concern, describe the causes and consequences of the issues, and advocate for and justify specific action for their audience to take to solve the issue of study.

Focus Questions: How will you use your presentation skills to educate your audience and persuade them to act?

Databases(s): Student Resource Center Gold, InfoTrac:Student Edition K-12 Graphic Interface

Procedures :

If you are not integrating this lesson with other subjects please refer to biology, math and social studies lessons for required background work and research.
Ensure students have compiled their research and have determined their public policy concern, the causes and consequences of the issues, and specific action their audience can take to solve the issue of study.
Give students explanations and examples of possible presentation devices: power point, theatrical presentations, speeches, video/audio recordings, etc.
Instruct students to brainstorm possible presentation devices with their group members.
Provide students with access to Gale databases for presentation skills research.
Instruct students to access the Student resource Center database and search for "Public Speaking.
Instruct the students to select, read, and take notes on three articles each from "Magazines and Journals that apply to the group generate brainstorm list.
Instruct the students to access the InfoTrac: Student Edition K-12 Graphic Interface database and search for "Public Speaking.
Instruct them to view periodicals beneath "Public Speaking.
Instruct the students to select, read and take notes on three articles each that apply to the group generate brainstorm list.
Once all group members finish instruct groups to reconvene and discuss their notes. Instruct groups to decide on their presentation device(s), outline their presentations, and assign specific tasks.

Steps/Activities by student(s):

Brainstorm possible presentation devices with your group members. Be as creative as possible on this step. Nothing at this point is set in stone.
Access the Student Resource Center database and search for "Public Speaking.
Select, read, and take notes (notes should focus on creative ideas taken from the articles for your presentation, tips on skills needed for effective presentations, and any other information you judge as important to the success of your groups presentation) on three articles each from "Magazines and Journals that apply to the group generate brainstorm list.
Access the InfoTrac: Student Edition K-12 Graphic Interface database and search for "Public Speaking.
View periodicals beneath "Public Speaking.
Select, read and take notes on three articles each that apply to the group generate brainstorm list.
Once all group members finish reconvene and discuss your notes. Share your findings with your group members and listen to suggestions from your group. Decide on your presentation device(s), outline your presentations, and assign specific tasks. Remember the focus of your topic, your audience, and what you want to accomplish.

Outcome: Students create an effective presentation that communicates their public policy concern, describes the causes and consequences of the issues, and advocates for and justifies specific action for their audience to take to solve the issue of study.

Related Activities: Students spend one class period presenting to their peers as few groups get to see all projects at the Positive Futures Fair.

Standard Date: Approved 1996

Content Standard(s):

1. Students read a wide variety of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and other texts, their word identification strategies, and their understanding of textual features.
4. Students adjust their use of spoken, written, and visual language to communicate effectively with a variety of audiences for different purposes.
6. Students apply knowledge of language structure, language conventions, media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and informational resources to gather and synthesize information and to create and communicate knowledge.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written and visual language to accomplish their own purposes.

Performance Indicators:

At Level 1, the student is able to:
- Understand key skills needed for effective presentations.
At Level 2, the student is able to:
- Master their own presentation skills and employ creative, persuasive elements to their personal style of presentation.
At Level 3, the student is able to:
- Use their presentation skills and style to effectively present their public policy concern, describe the causes and consequences of the issues, and advocate for and justify specific action for their audience to take to solve the issue of study.

Computer Literacy and Usage Standards 9-12:

The student will demonstrate proficiency in the care and use of computer based technology.
The student will develop skills using a variety of computer resources to increase productivity, support creativity, conduct research, and improve communications.
The student will use technology resources to improve problem solving and decision making skills and apply these skills to situations.
The student will analyze the social impact and explore the ethical issues of technology usage.

ISTE NETS for Students

Students are proficient in the use of technology.
Students use technology tools to enhance learning, increase productivity and promote creativity.
Students develop positive attitudes toward technology uses that support lifelong learning, collaboration, personal pursuits, and productivity.
Students use technology tools to enhance learning, increase productivity, and promote creativity.
Students use productivity tools to collaborate in constructing technology enhanced models, prepare publications, and produce other creative works.
Students use technology to locate, evaluate, and collect information from a variety of sources.
Students use technology tools to process data and report results.
Students use technology resources for solving problems and making informed decisions.
Students employ technology in the development of strategies for solving problems in the real world.

Information Power; Information Literacy Standards:

Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
Standard 7: The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society.
Standard 8: The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information technology.
Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.