PROFESSIONAL EXPERIENCE 4: Teacher as Inquirer

Placement: English Unit Plan

Melanie Maguire

ACHIEVEMENT STANDARD:
By the end of Year 6, students show how specific details can be used to support a point of view. Students
create detailed texts elaborating on key ideas for a range of purposes and audiences. They make
presentations and contribute actively to class and group discussions, using a variety of strategies for effect.

ACARA LINKS:
English:
Strand – Literacy
Sub-strand – Interacting with others
Content Descriptor:
Plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal
elements for defined audiences and purposes, making appropriate choices for modality and emphasis
(ACELY1710 - Scootle)

English:
Strand – Literacy
Sub-strand – Interacting with others
Content Descriptor:
Use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and
pace, according to group size, formality of interaction and needs and expertise of the audience
(ACELY1816 - Scootle)

English:
Strand – Literacy
Sub-strand – Creating texts
Content Descriptor:
Re-read and edit students’ own and others’ work using agreed criteria and explaining editing choices
(ACELY1715 - Scootle)

SEQUENCE OF LEARNING:
Week Day Activity Resources Time
Week 6 Monday Introduction to Oral Presentations: Interactive 10
o Main idea and purpose whiteboard/ Minutes
o Tone PowerPoint
o Pace Presentation
o Volume
o Gesturing
o Eye Contact
o Visual aid
o Cue cards
5 Minutes
*Brain break*

Introduce Assignment: Assignment 15

o Go through each section, emphasising the need Sheet Minutes
for a beginning, middle and end
o Must go for 5 minutes
o Explain that they will need to ‘sell’ their topic to Topic
me in order to move forward, doing this through brainstorm
the brainstorming tool. sheet 10
- Go through the brainstorming tool section Laptops Minutes
by section
- Students to begin work 5 Minutes
 Tuesday *NO LESSON DUE TO ROCK CLIMBING*  
Students continue to work on defining their Topic 30
presentation topics. brainstorm Minutes
o I will walk around the class to record what sheet
Wednesday students have chosen Recording
sheet
Introduction to ‘mini presentation’, that will take place Interactive 10
on Monday. whiteboard Minutes
Students prepare for ‘Mini Presentations’ Topic 10
brainstorm Minutes
‘Mini Presentations’ begin sheet
o Students present to the class their topics; what 30
Monday they are going to research and what kind of Minutes
visual aid they are going to use.
Week 7
o They will receive feedback on their presentation
skills and their topics
(FIRST POINT OF EVIDENCE COLLECTION)
Now that students have received their first round of Laptops  45
Wednesday feedback, they are now able to begin working on Minutes
their oral presentations, writing and practising.
Students continue to work on oral presentations. Laptops  45
Monday o Those who have finished to hand up their drafts Minutes
Week 8 to be given feedback from me
Last lesson to complete oral presentation Laptops 45
Wednesday
working/practising. Minutes
Peer feedback lesson Peer 10
o Students to work with a partner to present their feedback from Minutes
oral presentation per
o Listener will complete a peer feedback form, in person
which they will give ‘two stars and a wish’. (20)
Monday
From the feedback they receive from their partner, Laptops 25
they will need to tweak what is necessary ready for Minutes
the presentations that will run the rest of the week.
(SECOND POINT OF EVIDENCE COLLECTION)
Week 9
Oral presentations being presented – named pulled Hat and  45
out of a hat to determine order. names Minutes
Tuesday (THIRD POINT OF EVIDENCE COLLECTION) Interactive
whiteboard
Marking rubric
Oral presentations being presented – named pulled Hat and 45
out of a hat to determine order. names Minutes
Wednesday (THIRD POINT OF EVIDENCE COLLECTION Interactive
CONTINUED) whiteboard
Marking rubric
Oral presentations being presented – named pulled Hat and 45
out of a hat to determine order. names Minutes
Monday (THIRD POINT OF EVIDENCE COLLECTION Interactive
Week CONTINUED) whiteboard
10 Marking rubric
Tuesday (Space in case of any unexpected changes)  
Wednesday (Space in case of any unexpected changes)  

ASSESSMENT:
o Formative assessment:
- Check point – students need to present their topic to me to determine that is refined and doable.
- Draft – students receive feedback on their work
- Peer feedback – practising in front of a partner to receive feedback
o Summative assessment:
- Final oral presentation (rubric to mark)
Date: __________________________ Week: _____________
Name: ______________________________________________
Category 4 – Excellent
Delivery Holds attention of entire audience with use of
direct eye contact, seldom looking at notes.
Speaks with fluctuation in volume and inflection
too maintain audience interest and emphasise
key points.
Content/Organisation Demonstrates full knowledge by answering all
class questions with explanations and
elaboration.
Provides clear purpose and subject: pertinent
examples, facts and/or statistics; supports
conclusions/ideas with evidence.
Enthusiasm/Audience Demonstrates strong enthusiasm about topic
during entire presentation.
awareness Significantly increases audience understanding
and knowledge of the topic; convinces the
audience to recognise the validity and
importance of the subject.
Inclusion of Uses appropriate and very relevant images,
songs and/or other multimedia components to
multimedia (images, enhance presentation.
music, videos)
Preparedness Was clearly and sufficiently prepared with
presentation materials.
Length Spoke longer than was required yet did not
drag presentation out.
Comments:
Oral Presentation
3 - Good
Consistent use of direct eye contact with
audience, but still returns to notes.
Speak with good variation of volume and
inflection.
Is at ease with expected answers to all
questions, without elaborations.
Has somewhat clear purpose and
subject; includes some data and evidence
that supports conclusions.
Shows some enthusiastic feelings about
topic
Raises audiences understanding and
awareness of most points.
Uses appropriate and relevant images,
songs and/or other multimedia
components to enhance presentation.
Was sufficiently prepared with
presentation materials.
Spoke slightly longer than required.
2 - Satisfactory
Displays minimal eye contact with
audience, while reading mostly from the
notes.
Speaks in uneven volume with little or no
inflection.
Is uncomfortable with information and is
able to answer only basic questions.
Attempts to define purpose and subject;
provides weak examples, facts and/or
statistics, which do not adequately support
the subject; includes very think data or
evidence.
Shows little or mixed feelings about the
topic presented.
Raises audiences understanding and
knowledge of some points.
Uses some appropriate and relevant
images, songs and/or other multimedia
components to enhance presentation.
Was mostly prepared with presentation
materials.
Spoke the required time.
1 – Needs Improvement
Holds no eye contact with audience, as
entire report is read from notes.
Speaks in low volume and/ or monotonous
tone, which cause audience to disengage.
Does not have a grasp of information and
cannot answer questions about subject.
Does not clearly define subject and
purpose; provides weak or no support of
subject; gives insufficient support for ideas
or conclusions.
Shows no interest in the topic presented
Fails to increase audience understanding
of knowledge of topic.
Uses few or no appropriate and relevant
images, songs and/or other multimedia
components to enhance presentation.
Di not sufficiently prepare for the
presentation.
Spoke less than the required time.
Grade: /24