1. Business
Flash drive
Parent newsletters – Delayed for update on test results

2. Opening * State the Objective(s)/Standard (s)-
CCSS.ELA-LITERACY.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-LITERACY.W.7.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
* State the Purpose (Big Idea) – This week’s lessons are essential to building the skills necessary to find background information on a problem and present scientific evidence to support a claim relating to the health of the MS Delta resources.
- How are scientific reports structured and organized? How can we compile evidence and claims to construct a presentation of information on the health of local resources?
Student reads while I pass white boards/markers

3. Activate Prior Knowledge
List skills necessary for a good presenter of information.
How do they stand, speak, and present themselves?
Why are these skills necessary?

5. Vocabulary Words / Categories
Volume, posture, word choice, fillers, preparation, movement, dress, visuals, (connect to) audience

6. Knowledge Targets
- By examining models, students must identify what makes a presentation and presenter each effective in delivery of information. They may help make their own rubric by which they will be evaluated later.
-Students must practice and be able to evaluate each other as successful (or not) presenters

7. I Do Teacher will play model TED talk for students.
With the sound off, I will allow students to think of the effective ways in which the speaker is presenting him/herself.
Class works to complete TED graphic organizer about the skills used in presenting information.
With the sound on, students will make observations about the verbal strategies that help the presenter provide information effectively.  

8. We Do
-Students model do’s and don’ts for presenting information.

9. Work Period (You Do) Agenda
Quiet volume with groups or silent and alone
In pairs, students will complete the following task(s):
Partners will practice presenting information about themselves while writing feedback to rate each other
Independently, students will complete the following task (s):
Students will examine feedback from partners and come up with own list of critiques and strategies for improvement for themselves.
They will set goals to practice these skills to be ready for practice group presentations next week.

10. Closing
* Have each group to share if vocabulary could be used in other contexts or be defined with Greek or Latin roots. * Have each group to share the evidence or examples from their assigned text that support their assigned text-based questions. * Have each group to tell if their responses are explicit or inferred, justifying their answers with specific details from the text.