Finalise Presentations

Overview

In this lesson (lesson 18 of 20), students refine and rehearse a spoken or multimodal presentation using peer feedback and personal reflection. The focus is on improving structure, clarity, voice, and multimodal choices for a particular audience and purpose.

Learning intentions

Students will:

• refine their presentation plan into a polished sequence of ideas
• use appropriate language, literary devices, and persuasive techniques to suit the audience and purpose
• select effective features of voice (tone, volume, pitch, pace) to influence listener understanding and engagement
• use multimodal features to support audience comprehension
• rehearse and deliver their presentation with clear, coherent spoken delivery

Success criteria

Students can:

• deliver an introduction, body, and conclusion that develops ideas in a logical order
• adjust wording and evidence after feedback to improve clarity and persuasiveness
• use voice features deliberately (not just “loud/quiet”) to match key moments
• use multimodal elements (e.g. images, captions, gestures, transitions) purposefully, not distractingly

Curriculum links

• AC9E8LY07: plan, create, rehearse and deliver spoken and multimodal presentations; select language features, literary devices, visual features and features of voice to suit audience and purpose
• AC9E8LY02: use interaction skills to support or challenge meanings in discussion (applied through peer feedback)
• AC9E8LY05 (light touch): reflect on how language and imagery choices create meaning and effect (used during reflection)

Lesson structure (30 minutes)

1. 0–3 min · Retrieve goals. Teacher displays success criteria and prompts: “What is the one improvement that will make your presentation clearer and more convincing?” Students reread their own feedback notes and underline one actionable goal.

2. 3–8 min · Quick feedback calibration. Teacher summarises what “useful feedback” sounds like: specific, actionable, linked to audience/purpose. Students do a silent scan of peer comments and personal reflections, then choose which 1–2 changes they will make today (write them beside the section of their script/slide order).

3. 8–15 min · Targeted refinement sprint. Teacher circulates using a checklist: structure, language choices, and voice timing; offers short coaching (modelling one sentence upgrade if needed). Students revise their presentation delivery notes:

• ensure each part has a purpose (hook, explanation/argument, payoff)
• adjust at least one sentence for clarity or impact (e.g. stronger verb choice, metaphor/simile, or a more persuasive claim)
• mark where they will slow down, stress a word, or raise/lower pitch/volume

4. 15–22 min · Rehearsal run (partner-free). Teacher sets expectations for self-rehearsal: speak clearly, track audience, and check multimodal timing. Students rehearse once to the best of their ability while checking:

• spoken flow (no long pauses or rushed sections)
• multimodal support (images/captions match the point being said)
• voice intent (tone fits the message; pace changes at key ideas)

5. 22–27 min · Micro-performance + self-assessment. Teacher demonstrates a 20–30 second “micro criterion” performance (e.g. a strong introduction) and then explains how to self-rate. Students perform only their introduction and conclusion (or their strongest and weakest sections if preferred) and complete a quick self-check:

• “My opening clearly tells the audience what I’ll explain/argue.”
• “My voice helped the listener follow the most important idea.”

6. 27–30 min · Final adjustments + exit. Teacher confirms the final tweak plan and collects an exit ticket. Students write a final “Next time” note: one change for audience impact and one for voice/visual delivery.

Resources

• Student presentation draft: script, dot points, or slide notes
• Peer feedback notes from prior lesson(s)
• Personal reflection sheet or sectioned checklist (intro/body/conclusion)
• Timer or phone timer for rehearsal pacing
• Optional: recording device/app for student self-check (audio/video)
• Device or paper copies for multimodal visuals (slides, posters, cue cards)
• Teacher checklist for observing structure, voice, and multimodal purpose

Assessment

• Formative: teacher observation during the refinement sprint using a brief checklist (structure, clarity, voice markings, multimodal relevance).
• Formative: self-assessment after rehearsal (did the student identify and apply changes from feedback?).
• Exit ticket (quick, one minute): “One improvement I made today” and “One voice/visual choice I will use next rehearsal.”

Differentiation

• Support: provide sentence starters and mini “upgrade” options (e.g. “This matters because…”, “Imagine…”, “The key point is…”); offer a simplified checklist focusing on one target (voice OR structure OR multimodal).
• Support for multimodal students: offer template slide/stage prompts (Hook slide, Evidence/Explanation slide, Call to action slide) and suggest captioning for clarity.
• Extension: ask students to add a more deliberate literary device (e.g. personification or metaphor) and explain in one sentence how it helps the audience understand.
• EAL/SEN considerations: allow rehearsal using cue cards and reduced text; encourage practising emphasis and pace with marked cue words; accept alternative formats if speech delivery is challenging while still meeting purpose and audience expectations.

Notes for the teacher (alignment to WA focus)

Use the class’s chosen audience and purpose as the lens for every refinement decision. When giving feedback or coaching, prompt students to justify choices in terms of how they help listeners understand and respond.