ENGLISH LANGUAGE ARTS RESOURCES
ENGLISH LANGUAGE ARTS RESOURCESHOW-TO (PROCESS) PRESENTATIONS
Planning Points
Approximate Time Needed: 5 days in class work (additional
time out of class)
Correlation to English I SCS: 2.02, 2.03, 2.04, 6.01
Correlation to NC High School Exit Exam Competencies: C1, C2,
C3, C4, PI9, PI11, PI12, PS15, ND25
Lesson Objectives:
Students will prepare a "How to" presentation for their classmates. Students will also consider audience by surveying the class and adjusting the presentation for their levels of knowledge about the subject.
Materials Needed:
guidesheet (included), materials for introductory activity (see below)
Description:
Introduce the project to the students by modeling a brief how to process. For example, you might ask students to explain (in a journal entry) how to make a paper airplane. Then students could swap papers and try to follow the other's directions. Or you could ask a volunteer to read directions as you attempt to make the airplane, following his/her directions step by step. (Usually, this will be an impossible task, as students assume or leave out steps). Depending on time, students, and budget, you could modify this intro with products such as shooting waste-paper baskets, making PB&J sandwiches, making ice cream sundaes, etc.
Explain the assignment and review the guidesheet with students.
- Think of a task to teach your classmates. (You will want to think of a task no one else will choose to demonstrate for the class.)
- Brainstorm the steps to completing the task.
- Survey your classmates to see what they already know about this task.
- Create a summary of the information the survey reveals about your audience.
- Prepare a handout that helps explain the task, special terminology, and special equipment for your classmates. (Make sure to explain information that the survey reveals that your audience does not know. Also be sure to check your mechanics and grammar.)
- Prepare a presentation using visuals that helps explain how to do the task.
- Give your presentation, using note cards, to a small group for feedback on improving your work before you present it to the class
Assessment:
See checklist on guidesheet for formative evaluations. A rubric is also attached to evaluate students' handouts and presentations.
Additional Notes:
The teacher should prepare the students for this task by teaching them about effective communication and audience's needs. "How to" tasks should be pre-approved before students are allowed to proceed with the assignment. To enhance the assignment, the teacher may ask the students to prepare their
presentations for a different age group. For example, the students could prepare
their presentation for kindergarten students. This will give the students the
practice of examining a different audience.
Teacher's Notes:
"How to" Presentation Guidesheet and Checklist
Step 1 _____
Brainstorm the following areas of your life to think of a task you know how to do.
I will demonstrate to the class how to ____________________.
List steps of the task Special terms used in completing task Special equipment
Step 2 ____
Create a survey to determine what your classmates (or other audience) already know about the task, its terminology, and its equipment. Simply list terms and equipment associated with the task and ask your classmates to define them. Arrange a time with your teacher to give your survey to your classmates. Make sure you give your survey in a timely fashion so that you can use your summarized survey results to plan your presentation. Review the results to see which terms and equipment your peers know about. Attach the summarized survey results to this sheet of paper.
Step 3 ____
Using the survey results, design a handout listing and explaining the steps of the task. Also define special terminology and describe the special equipment needed. You will need to decide what graphics will help your classmates best understand how to complete the task. Attach a copy of your handout to this sheet of paper.
Step 4 ____
Next, plan a presentation for your classmates. Decide how you will show them how to complete each step of the task. Be sure to explain each step carefully. You will need to use equipment and visuals (posters, PowerPoint presentations, etc.) to help demonstrate the task to your classmates.
Step 5 ____
Rehearse your presentation for your assigned small group so that they can give you feedback on improving your handout and presentation so that all the information is clearly stated.
List the advice your small group gives you on the back of this sheet of paper. Your group members should sign their names under the tips they offer.
Step 6 _____
Give your presentation to your classmates and turn in this sheet to your teacher.
Handout and Presentation Rubric
| Strong Explanation of Task | More Care Needed in
Explaining Task
| Much More Care Needed in Explaining Task |
|---|---|---|---|
Audience's Knowledge |
Included summarized survey results with guidesheet and used
results to make notes on what was needed to explain to classmates
|
Included summarized survey results with guidesheet but did
not include info or explanation that survey revealed was needed for audience
understanding
|
Did not offer survey to determine audience's knowledge base OR did not attach survey results to guidesheet |
| Explanation of Task
|
Each step of process carefully explained and demonstrated; equipment and special terminology used in each step clearly explained | Each step of process explained and demonstrated
|
Process demonstrated; may exclude or explain unclearly one or more steps |
| Handout
|
Handout clearly explained task's steps as well as described special terminology and equipment | Handout listed steps, terminology, and equipment, but gave
no explanations
|
Did not prepare handout OR handout just listed steps of task |
| Voice
|
Spoke clearly and articulately with two or fewer pauses | Spoke audibly but paused or hesitated three to four times
|
Spoke in mumbled and soft tones OR spoke audibly but paused more than four times |
| Visuals | Used objects, charts, etc. as means of explaining each step
to class
|
Placed objects, charts, etc. for the audience to see and
mentioned them to audience; does not use items to help explain task
|
Showed only objects needed for task OR did not use objects |
| Notes
|
Briefly referred to notes | Used note cards frequently (4-5 times)
|
Read note cards to audience for majority of presentation |
| Language Usage
|
Two or fewer grammar and mechanics errors on handout and two or fewer in presentation | Three to four grammar and mechanics errors on handout and
three to four in presentation
|
Five or more grammar and mechanics errors on handout and five or more in presentation |
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