Presentations

Unit 8: Ted Talk, the Art of Presentations for 21st Century Skills

Mid-April to the End of May

CONCEPTUAL UNDERSTANDING

Students will research a topic using various resources and will deliver a presentation on their perspective of a topic of interest.

KEY CONCEPT

COMMUNICATION: Communication is the exchange or transfer of signals, facts, ideas, and symbols. It requires a sender, a message, and an intended receiver. Communication involves the activity of conveying information or meaning. Effective communication requires a common ‘language’ (which may be written, spoken or non-verbal).

Students will communicate a topic of interest to the class and will focus on building a central idea in an engaging way.


RELATED CONCEPTS

1) PERSPECTIVE is the position from which we observe situations, objects, facts, ideas and opinions. Perspective may be associated with individuals, groups, cultures or disciplines. Different perspectives often lead to multiple representations and interpretations,

2) RESOURCES: Resources relate to the supply of a commodity or of information or knowledge about a topic.

Students will access credible resources in order to build a perspective on a topic.

SUBJECT-SPECIFIC CONCEPTS

hook, central idea, main points, evidence, presentation skills, audience engagement

GLOBAL CONTEXT

Personal and cultural expression: This Global Context explores the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of aesthetics. It asks students to think about the nature and purpose of creative expression

Students will express themselves in a creative way to engage an audience.

STATEMENT OF INQUIRY

A central idea can be developed and communicated through using resources and developing a perspective.


INQUIRY QUESTIONS

Factual

What are ways to engage and hook an audience?


Conceptual

What makes an effective argumentative presentation?

Debatable

How can practicing the art of presentation increase my personal development and real life skills?


Passion Project will be assessed on Student Learning Objectives Rubric. Assessment #5



Ted Talk (The Art of Presenting)


Objective: Either individually or with a partner, develop a Ted Talk based on an interesting topic to you

Individuals: 5-7 minutes Pairs: 10-14 minutes


Step One: Review resources on the art of presenting and take notes in your process journal


Step Two: Brainstorm topics of interests


Step Three: Pitch your idea to your classmates and your teacher; develop a proposal

  • Tell your teacher and your classmates what you are interested in doing for your passion topic.

  • ACTION ITEM:

    • Assignment: Develop a proposal and submit to Managebac


Step Four: Research and learn about your passion topic

  • Review websites, watch videos, interview people, talk to mentors, read information on your passion topic.

    • ACTION ITEM:

      • Assignment: Research at least five sources in the research template and develop a Works Cited page and submit to Managebac


Step Five: Outline your ideas for a TED Talk


Step Six: Develop the presentation.

  • Visuals to show --avoid words, include images

  • Notecards or notes to use as a reference during the presentation

  • ACTION ITEM:

    • Upload any slides to Managebac under the presentation title


Step Seven: Practice your TED Talk, 5-7 minutes until you are 100% confident


Step Eight: Present to the class, a 5-7 minute TED Talk on your passion topic or with a partner, 10-14 minutes



https://speakerflow.com/how-to-write-a-ted-talk-in-7-easy-steps/


Criterion A: Knowing, Understanding, and Interpreting (demonstrating knowledge)

How much knowledge and understanding does the candidate demonstrate through inferences, terminology, and examples?

Justify opinions and ideas, using examples, explanations and terminology with logical conclusions


Level

Strand Descriptor

Task-specific Clarification

Scored Level


0

The student does not reach a standard described by any of the descriptors.




1-2

The student makes limited inferences and little evidence to support understanding. The student provides little analysis of the context to make conclusions, and the work rarely justifies opinions and ideas with examples or explanations, using little or no terminology in the product.

Outline of:

  • limited understanding and inferencing of the research and topic

  • detail, development, and/or support are insufficient.

  • attempts little to no terminology about the topic

  • Presented in 2-4 minutes (rushed, lack of detail)



3-4

The student makes adequate inferences and uses some evidence to support understanding. The student adequately analyzes the context but may not develop logical conclusions, justifying opinions and ideas with some examples, explanations, and terminology.

Description of:

  • sufficient understanding and inferencing of the research and topic

  • adequate detail, development and support.

  • little to some terminology or literary terms appropriately

  • Presented in 3-5 minutes




5-6

Overall, the student makes good inferences and uses sufficient evidence to support understanding. The student analyzes the context to draw logical conclusions, sufficiently justifying opinions and ideas, using examples, explanations, and terminology.

Explanation of:

  • good understanding and inferencing of the research and topic

  • substantial detail, development and support.

  • some terminology or literary terms appropriately

  • Presented in 4-6 minutes





7-8

The student makes perceptive inferences and uses evidence to support understanding. The student effectively analyzes the context to draw logical conclusions, justifying opinions and ideas, using examples, explanations, and terminology.

Analysis and evaluation of:

  • perceptive understanding and inferencing of the research and topic

  • consistently using illustrative detail and development to support ideas.

  • effective terminology or literary terms appropriately

  • Presented in 5-7 minutes




Criterion B: Developing and Synthesizing Ideas (Using Resources)

How well did the candidate research a plan, use relevant tools and resources in order to effectively gather information and synthesize their understanding into a knowledgeable product?

Work through a research plan, using relevant tools and resources in order to effectively gather information and synthesize their understanding into knowledgeable products.

Level

Strand Descriptor

Task-specific Clarification

Scored Level


0

The student does not reach a standard described by any of the descriptors.




1-2

Develops a limited plan and has limited strategies for selecting and using tools to locate resources, gathering little to some information to show a superficial understanding of the implications of the information.


  • NO SOURCES RECORDED, MAYBE ONE TO TWO SOURCES

  • Few or inappropriate sources have been researched and recorded.

  • The bibliography is inappropriate, inconsistent and/or not used.

  • There is little evidence of other appropriate research skills.



3-4

Develops an adequate to limited research plan and outlines basic steps to follow and selects and uses some appropriate tools to locate resources, citing and gathering some information to show a superficial understanding of some of the implications of the information.


  • TWO TO THREE SOURCES

  • A range of sources have been researched and recorded.

  • The bibliography is consistent and used.

  • There is some evidence of appropriate research skills.




5-6

Develops a sufficient research plan and outlines steps to follow and selects and uses tools to locate resources, citing and gathering information to show understanding of some of the implications & synthesis of information.


  • THREE to FOUR SOURCES

  • An appropriate range of sources and a variety of source types have been researched.

  • The bibliography is appropriate, consistent, and used effectively in the project report.

  • There is consistent evidence of appropriate research skills.




7-8

Creates an organized research plan and outlines steps to follow and uses tools to locate resources, effectively gathering and citing information & understanding implications and synthesis of information.


  • FIVE SOURCES

  • A range of sources and a variety of source types have been researched.

  • The bibliography is appropriate, consistent and used.

  • There is extensive evidence of a broad range of research skills.