Final Sharing

Overview

Students prepare and deliver final multimodal information presentations about an endangered animal to a familiar audience (the class). They practise clear sequencing, appropriate topic vocabulary, and a confident speaking tone.

Learning intentions

• Students will deliver a short oral presentation using their multimodal report (slides/poster/digital tool).
• Students will sequence key ideas in order (what it is, where it lives, why it is endangered, how to help).
• Students will use topic-specific vocabulary with growing accuracy.
• Students will vary tone and volume to be heard and show interest.

Success criteria

• I can speak for about 30–60 seconds and cover the main parts of my report.
• I can use an order (first, next, then, finally) to tell my information.
• I can say important vocabulary correctly (or try my best with support).
• I can speak clearly at a volume the class can hear.

Curriculum links

• Literacy: create, rehearse and deliver short oral and/or multimodal presentations using text structure, topic vocabulary, and varying tone, volume and pace.
• Literacy: use comprehension strategies to recall key information from a familiar report when presenting.
• Literacy (support): identify how similar information is presented in different text types (e.g., poster vs slide vs spoken explanation).
• Language (support): explore language choices used to appreciate information and explain preferences or reasons (e.g., “I chose this because…”).

Lesson structure (30 minutes)

1. 0–4 min · Welcome & mindset. Teacher reminds students this is the final sharing moment and models one calm, clear sentence starter. Students sit ready, hold their presentation cue card/plan, and say (chorally) the order words: “First… Next… Then… Finally…”

2. 4–10 min · Quick warm-up rehearsal. Teacher runs a fast whole-class rehearsal: “Look at the audience, speak, point to one picture, then continue.” Students practise with a partner: 2 minutes of “First/Next” only, then swap roles.

3. 10–19 min · Presentations (round 1). Teacher sets up a simple turn-taking routine: each student presents while others listen for “order words + key facts.” Students present one at a time (7 students total is planned across two mini-rounds), pointing to their multimodal visuals and speaking their prepared key lines.

4. 19–25 min · Feedback circles (positive and specific). Teacher gives model feedback using sentence stems: “I noticed…”, “I learned…”, “I liked the way you…” and one “One helpful suggestion…” Students give feedback to the presenter using stems; listeners respond quietly and respectfully.

5. 25–30 min · Final round (if needed) + closing. Teacher checks remaining students’ turn; if any need one extra chance, they deliver a shortened “final section” (Then/Finally). Students complete a 1-minute self-check: tick what they did (“I used First/Next/Then/Finally” and “My voice was loud enough”) and say “Thank you” after their last presentation.

Resources

• Students’ multimodal reports (printed posters, slide decks, or prepared digital presentations)
• Audience listening sheet (simple: “First/Next/Then/Finally” + 2 fact lines)
• Cue cards with 4 boxes: First / Next / Then / Finally
• Sentence starters for feedback and presenting
• Timer (visual)
• Sticky notes or mini feedback cards
• Teacher checklist (for quick observation)
• High-contrast markers or pens for pointing on posters/slides

Assessment

• Teacher checklist during presentations: coverage of main sections, use of order words, clarity of volume, and topic vocabulary attempt.
• Informal listening check: audience sheet shows at least two captured facts and the presenter’s sequence.
• Exit self-check tick boxes for speaking success and confidence.

Differentiation

• Sentence starters and cue cards: students use the same “First… Next… Then… Finally…” structure with a word bank (e.g., habitat, food, survive, protect, endangered, fewer, wild).
• Visual supports for low literacy: limit text on cue cards to single words or short phrases; students point to pictures while speaking.
• Response options: if a student cannot speak every sentence, they can deliver “key words” with teacher prompting and still count as covering the idea.
• Rehearsal scaffolds: pair students with a supportive partner; practise only “first two sections” before full presentations.
• Extension within support: students who are ready add one extra sentence of detail (“It is endangered because…”) or a “How we can help” action phrase.
• EAL/SEN considerations: allow rehearsed phrases; accept pronunciation attempts; feedback focuses on effort and clarity rather than perfect grammar.

Differentiation (Teacher notes for low ability)

• Use a slower pace and rehearse the opening line for every student: “Today I will tell you about…”
• Keep expectations narrow: the goal is a short, correctly ordered sharing, not long sentences.