UNIT 1 BRIDGES TO ORAL LANGUAGE DIFFERENTIATED INSTRUCTION Presentation: Focus on Supporting Evidence Plan and prepare for presentations Write on the board: I am ___. Ask: How would you complete this sentence about yourself? Why? SPEAKING STRATEGY: Focus on Supporting Evidence Identify supporting evidence Ask: Why is supporting evidence important? (It shows that a claim is true.) ACADEMIC VOCABULARY Acquire and use academic vocabulary Arrange students in groups. Assign one student in each group to be the writer. Say a category (e.g., green vegetables, movies with superheroes, games to play in gym) and give groups 30 seconds to brainstorm as many words as possible. Ask groups to report back on their words using the brainstorm word forms. A Support ideas and opinions Have students look at examples of supporting details in the charts on pages 6 and 7. B Make strategic use of visuals to express information and enhance understanding of presentations Encourage pairs to collaborate to help each other strengthen their supporting evidence and plan how to best support the evidence visually. C Organize information and supporting evidence Monitor and offer suggestions on strengthening evidence. Ask guiding questions to help students focus their information. D • Present information and supporting evidence Model good presentation body language before students present. • Culture note Be aware some students have cultural differences in body language. For example, in some cultures, it is respectful not to make eye contact. Emphasize; however, this is important to do at school in formal presentations. E Evaluate a speaker’s use of evidence and visual information Have students answer the questions about each presentation and then submit them for assessment. Practice Book pp. 7–8 Assessment Program Quiz: Bridges to Oral Language COMMUNICATE FORMATIVE ASSESSMENT Speak/Write • Which presentation did you enjoy the most? Why? • Which presentation surprised you? Why? Scaffold • Allow students time to practice their presentations in pairs before presenting. Students may also present in groups rather than to the whole class for this first presentation. Alert students before it is their turn to present in order to lower the affective filter. • Provide materials as needed for the visuals. Check the visuals to ensure accuracy and relevancy before students present. This step can increase students’ confidence to present more effectively. Amplify Encourage students to use metacognition to reflect on their presentation. For example, ask: What did they notice about their body language? What did they notice about their pacing? (how fast or slow they spoke) What did they notice about the response to the visual they shared? After self-reflection, have them say what strategies they will keep for the next presentation and what they need to improve. Presentation FOCUS ON SUPPORTING EVIDENCE You listened to two student presentations called “I am.” Think about yourself. What is an important idea about yourself that you would like to share? A Brainstorm. Write a list of words that are related to your central idea. B Discuss your list. Think of 3–4 pictures you can use to go with your words. C Use a supporting evidence organizer to plan a presentation about yourself. ACADEMIC VOCABULARY brainstorm (verb) DEFINITION to think of many ideas without stopping—by yourself or in a team EXAMPLE Let’s brainstorm food ideas for the class party. WORD FORMS brainstormed, brainstorming D Present your “I am” audiovisual profile. Use your visual. When you speak, look at your audience. Speak slowly and clearly. E Listen to your classmates’ “I am” audiovisual profiles. Answer these questions for each profile. 1. What is the title, speaker name, and date? 2. What is the central idea? 3. What two pieces of supporting evidence do you hear? 4. How does the visual support the central idea? Focus on Supporting Evidence You will give a presentation about you. When you prepare your presentation, think about the supporting evidence that shows something important about you. SPEAKING STRATEGY UNIT 1 21 BLC23_SE_LB_U01_020-021_BOL.indd 21 8/30/21 11:39 AM Teacher’s Edition • UNIT 1 | 21
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