Running head: EFFECTIVE PRESENTATION SKILLS 1

Lesson Plan: Effective Presentation Skills

Claire Hauge

OTL 502 Learning Theories and Models of Instruction

Colorado State University – Global Campus

Dr. Brenda Bagwell

July 30,  2017

Stage 1 – Desired Results
EFFECTIVE PRESENTATION SKILLS 2

Content Standard(s):

Level 6 of WIDA “Can-do” chart (WIDA 2005- 11).
Understandings: Essential Questions:

Students will understand that…  Everyone has to work to earn a living.  What 
could you imagine doing everyday that 
 Adjusting presentation style, degree  doesn’t feel like work? What would be your 
of formality, word choice, tone and  ideal job?
information to the context and   How can you describe your current or dream 
audience is key to an effective  job to your classmates that will get them 
presentation. excited about what you want to do? 
 Presenting information that follows   What are interesting aspects about the 
discipline­specific organization is  position that you can relate to your audience?
important. How can you engage them to want to learn 
 Providing precision and accuracy in  more about your topic?
classifications, procedures, processes
and accounts by using abstraction, 
technical language, and a variety of 
active/passive verb forms is crucial.
 Supporting presentation with visuals 
or other media is effective in keeping
audience interest.

Student Objectives (Outcomes): Students will build relationships by…

Students will know and be able to…

 Identify and correctly use new   Working with one another during class
vocabulary words in their  activities.
presentation. These words must   Peer-assessing a classmates presentation
apply to the subject matter.   Questioning
 Create a presentation that is not too 
long or too short­ 5 minutes is ideal. 
However, length is less important 
than content and must include all 
required topics.
 Create a presentation that includes 
the topics discussed: introduction, 
main points, conclusion or summary.
Stage 2 – Assessment Evidence Directly Aligned to Content Standard
EFFECTIVE PRESENTATION SKILLS 3

Performance Task(s):

 The goal of this lesson/unit is to help students prepare an effective presentation.
 Students will engage in multiple activities to give them the tools to create this presentation.
 This final presentation includes a self and peer evaluation to determine success or areas of
improvement.
 A rubric will be used to assess this summative assessment.

Self-Assessments Other Evidence (Assessments)

 Students are given the presentation  Assessment from teacher using rubric
rubric.  Immediate feedback during activities
 Students will identify the main  Written assessment at the end of class
points of a presentation and define
each.
 Students will peer-assess each
other’s presentation.

Stage 3 – Learning Plan – Directly Aligned to Content Standard AND Assessments

Learning Activities:

 Video and question (10 minutes): Ask for an introduction, give a brief introduction to the
lesson, watch a short video on an effective presentation and ask the question, “Tell me about
one presentation you had to give in the past, preferably in English but native language is fine.
Was it successful or not? Why?” (Curiosity, Connection, Coherence)
 Pre-assessment (5 minutes): Provide a graphic organizer of an “Effective presentation” with
some items filled in and have the student complete the rest. (Connection)
 Mini-Lesson (10 minutes): Discuss the graphic organizer and define the vocabulary words
within. (Coherence, Context)
 Activity (7 minutes): Provide students with topic choices for their own presentation and the
format they will be used to record it. Provide students with rubric to know how they will be
assessed. (Coherence, Coaching)
 Final questions and clarification (3 minutes): Students may ask any final questions before
class is finished and I will provide them with their written assessments. (Coaching)

*This lesson will continue beyond the initial class. Students will use a video recording tool to create
their presentation to turn in to me. After this is submitted, their future homework assignment will be
to peer review another student’s presentation. These activities will continue using the six C’s as
discussed to allow for more connection, coherence, concentration and context.

Stage 4 – Feedback Strategies (Entire Unit Plan)
EFFECTIVE PRESENTATION SKILLS 4

Students will know what they need to improve and work towards mastery by through…

 Essay rubric
 Learning Targets
 Comments from peers on presentation
 Teacher’s comments on presentation
 Written feedback after class
 Ongoing practice and assessments in future lessons focusing on these same principles
EFFECTIVE PRESENTATION SKILLS 5

References

WIDA (World­class Instructional Design and Assessment) Consortium. (2005­2011). Assessing and 

Comprehension and Communication in English State­to­State for English Language Learners 

(ACCESS for ELLs). Madison, WI: Board of Regents of the University of Wisconsin System.