Multimodal Presentation Creation

Overview

Today students plan, create and rehearse a short multimodal presentation that explains ideas from a text and responds to context. They focus on purposeful structure, evaluative language, and voice (tone, pitch and pace) to engage an audience.

Learning intentions

WALT create and present multimodal texts that demonstrate understanding for a purpose and audience. WALT select and combine at least three media forms to support an analytical message. WALT rehearse delivery using clear voice features and monitor their work for clarity. WALT use peer feedback to refine presentation structure, language features and visual choices.

Success criteria

I can present with at least three forms of media (for example: slides, voice-over, images, captions, and/or a short video clip). I can explain my ideas with an analytical purpose, using evaluative language to justify opinions or interpretations. I can use voice effectively (tone, volume, pitch and pace) so my message is easy to follow. I can rehearse and improve my presentation after feedback from a peer.

Curriculum links

• Literacy: plan, create, rehearse and deliver presentations using text structures, language features, and features of voice (tone, volume, pitch, pace) for purposeful audiences and contexts.
• Literacy: plan, create, edit and publish multimodal texts by selecting subject matter and multimodal features to convey ideas and opinions.
• Language: recognise how evaluative language supports judgments using evidence from the text and other reliable sources.
• Literature: identify and explain how characters, settings and events combine to create meaning in narratives (and link these to context and authorial choices).

Lesson structure (70 minutes)

1. 0–5 min · Warm-up prompt. Teacher displays the task question: “How does a character’s choices in a key moment change the meaning of the story?” Students jot 2–3 ideas, then share one in a quick round-robin.

2. 5–15 min · Model + vocab focus. Teacher shows a short example multimodal mini-presentation (no more than 60–90 seconds) and stops to name features: clear structure, media choices, evaluative words, and voice delivery. Students annotate a printed script with vocab supports and sentence frames. Include a dyslexia-friendly option: teacher reads the script aloud while students follow on a visually uncluttered page (large font, line spacing).

Vocab/frames (board or handout):

• analytical purpose: “I’m explaining why …” / “This shows that …”
• evaluative language: “suggests”, “highlights”, “demonstrates”, “is effective because…”
• evidence: “In the text, it says/shows…”
• voice: “pause for emphasis”, “slower at conclusions”

3. 15–25 min · Planning scaffold (structure first). Teacher hands out a one-page presentation plan with 4 boxes: Hook → Evidence → Analysis → Conclude. Students choose one excerpt or moment from the unit’s shared text and fill each box with brief notes, including one evaluative judgement linked to evidence.

4. 25–45 min · Creation in teams (3 media minimum). Teacher confirms requirements: at least three media forms and clear analytical purpose; include captions or key words for accessibility. Students create using chosen tools (teacher provides options such as Slides/Canva-like tool, audio recorder, and image library). Students record voice-over for one section while another member adds visuals; roles rotate so every student contributes.

Voice check-in: teacher circulates and asks “Where is your emphasis? What will you say slower or louder?”

5. 45–60 min · Peer rehearsal + feedback. Students rehearse in pairs (30 seconds each for round 1, 30 seconds round 2 with improvements). Using a feedback card, peers comment using only “Glow” (what works) and “Grow” (one specific improvement), targeting: media purpose, clarity of analysis, and voice.

6. 60–68 min · Revise + final run. Teacher gives a brief revision sprint: students update one slide/image and adjust one sentence for stronger evaluative language or evidence. Students complete a final 20–30 second run-through to confirm timing and clarity.

7. 68–70 min · Exit ticket (quick check). Students answer:

• “My three media forms are: …”
• “My analytical purpose is: …”
• “One voice change I made after feedback is: …”

Resources

• Presentation plan template (Hook/Evidence/Analysis/Conclude)
• Feedback card (Glow/Grow) with prompts for media purpose, analysis, evidence, voice
• Excerpt cards from a familiar narrative text (or teacher-provided selected paragraph)
• Device access: presentation software + audio recording tool
• Image set or permissioned image search list (teacher-prepared)
• Dyslexia-friendly handouts (large font, spacing, colour contrast) and audio-read versions
• Timer and rehearsal checklist
• Markers/sticky notes for quick organisation

Assessment

• Formative checks: teacher listens during creation for analytical purpose and evidence use; notes how students apply evaluative language.
• Formative checks: peer feedback card completion and the specificity of “Grow” suggestions.
• Exit ticket: verifies three media requirement, analytical purpose clarity, and at least one planned voice improvement.

Differentiation

• Support: provide sentence starters for analysis (“This shows that… because…”) and evaluative language (“The author highlights… to show…”) plus a word bank for captions.
• Support: offer alternative media pathways (for example, students may use: recorded audio + images + on-screen text; or short diagram + voice-over + captions).
• Technology accessibility: allow earbuds, text-to-speech for drafts, and simplified editing views; offer a “speech-to-text” option if available.
• Extension: challenge students to vary tone and pace for different sections and add a second evidence point from the text or another reliable source (teacher-curated) to strengthen their judgment.
• Dyslexia-friendly reading options: teacher reads aloud; provide audio versions of the excerpt; allow students to underline key evidence with a highlighter overlay; use consistent slide layouts and minimal text per screen.