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Module 3B Multimodal Remix Presentation

Lesson by Katheryn Anderson

Lesson Objectives: 

This lesson aims to help students develop their presentation ideas, consider what content they might include in their 3B presentation, and engage in a desensitization process that will build their comfort level when speaking in front of their peers. Additionally, students can gain a sense of elapsed time.

*It is helpful (but not required) if the students have read the CSMG text – Ch. 13 pp. 368-370 and SG Ch. 3: Creating a Multimodal Presentation

Instructor NOTES: PREPARATORY TASKS

1. Using index or another type of card, write the name of a characteristic of a strong presentation (such as eye contact, gestures, etc.) on TWO cards. Create enough pairs for the total number of students in the class.
2. Create a page on Canvas or a handout with a list of questions for the activity – whichever you prefer.

The Anticipatory Set& Partnering up

• Use your prepared cards to partner up the students. When students have arrived, take a quick count of the number of students attending and discard unneeded word pairs.
• Circle the room and have each student select a card with words on them.
• When all students have selected a card, have them circulate to find the other student with their matching characteristic.
• Quickly ask partner pairs to share the word on their object and explain briefly why that characteristic is an important presentation skill.

Partner Activity: Planning & practicing your presentation

• Distribute the handout with questions OR direct students to the page for the in-class activity.

Sample list of questions:

Questions to help develop your presentation. These questions could also help you create an outline for your presentation.

1. Who are you and what drew you to this topic?
2. How did you get started on this project?
3. What was your strategy going into this project?
4. What problem were you trying to solve, and for what audience?
5. What challenges did you face during the project?
6. What strategies did you use to help overcome them?
7. What features do we need to pay attention to in your design?
8. Summative statement on what you achieved.

Guide students through Round 1 & 2

Round 1 

Step 1:   With their partner, have the students choose one of the questions from the list.

Step 2:  Allow approx. 1 minute (gauge as necessary) for both partners to individually prepare an answer/what they might say in their presentation as an answer to that question.

Step 3: Have students choose who will go first.  Have partner 1 present to ONLY their partner #2. The presenter should stand and present the answer to their partner for 45 seconds.  Remind students to practice eye contact and gestures, etc. Call time at 45 seconds. When partner 1 is done, have partner 2 give one compliment and one suggestion

Step 4:  Repeat step 3 with partner #2 standing to present and partner #1 as the audience.

 

Round 2

Step 1:   With their partner, have the students choose a different question (or 2) from the list.

Step 2:  Allow approx. 1 minute (gauge as necessary) for both partners to individually prepare an answer/what they might say in their presentation as an answer to that question.

Step 3: Have partner 1 stand and present to ONLY their partner #2. Extend the time in round two to 1 minute. When partner 1 is done, have partner 2 give one compliment and one suggestion

Step 4:  Repeat step 3 with partner #2 standing to present and partner #1 as the audience.

 

Closing Partner Activity: Plan an interesting opening

Step 1: Have students take 45 seconds to brainstorm ideas about how they might begin their presentation in an interesting way (other than “I’m doing my presentation today on . . .” Students should record their best ideas on a plain sheet of paper or in their English 150 journal

Step 2:  Have students discuss their ideas with their partner: give feedback and additional suggestions.  Guide students to consider if one of these ideas is strong enough to use or if they should continue to brainstorm.