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
- 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.
- 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.
- Who are you and what drew you to this topic?
- How did you get started on this project?
- What was your strategy going into this project?
- What problem were you trying to solve, and for what audience?
- What challenges did you face during the project?
- What strategies did you use to help overcome them?
- What features do we need to pay attention to in your design?
- 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.