Narrative Delivery Showcase

Overview

In this final lesson of the unit, students deliver their prepared narrative presentations to an audience. They practise selecting language and multimodal choices for purpose and audience, and they use interaction skills to respond appropriately to feedback.

Learning intentions

Students will:

• plan and deliver a narrative presentation using appropriate language features and a clear structure
• rehearse and refine delivery using features of voice and appropriate pacing
• use multimodal choices to support audience understanding
• respond to questions or feedback by supporting or challenging ideas respectfully

Success criteria

I can:

• deliver my narrative clearly with an engaging opening, logical sequence, and satisfying ending
• use vocabulary, sentence patterns, and at least one literary device to create tone and meaning
• use voice (tone, volume, pitch, pace) to guide the audience’s reaction
• use multimodal elements (e.g. images, captions, gestures, props) to enhance understanding without distracting

Curriculum links

• Literacy: Plan, create, rehearse and deliver spoken and multimodal presentations for audiences and purposes, selecting language features and features of voice - Literature: Analyse how language features and literary devices create tone, meaning and effect - Literacy: Use interaction skills to support or challenge the stated or implied meaning of spoken texts ## Lesson structure (30 minutes)

1. 0–3 min · Warm-up: “Audience Ready” Teacher sets expectations: respectful listening, one person speaks at a time, feedback is specific and kind. Student performs a 20-second breathing and voice check (volume, pace) and holds a “delivery posture” for confidence.

2. 3–10 min · Final rehearsal checks Teacher displays a quick checklist: opening hook, clear storyline order, tone choice, voice features, one multimodal support, and time control. Student completes a one-pass rehearsal while using the checklist to note one improvement to make before presenting.

3. 10–22 min · Presentations (Round 1) Teacher calls for the first delivery slot, keeps time, and reminds students to use voice and multimodal cues deliberately. Student delivers the final narrative presentation to the class audience, referring to prepared cue cards or a script if required.

4. 22–26 min · Audience interaction: Question + feedback Teacher models how to ask and answer: “I noticed…”, “It made me think…”, “I wonder…”, plus a challenge that is respectful. Student responds to one question or feedback prompt and either supports or gently challenges the implied idea using evidence from their narrative.

5. 26–30 min · Exit reflection: “Next step” Teacher gives an exit ticket prompt and collects it while reflecting on improvement across the unit. Student completes the exit ticket: one strength to repeat and one target to improve next time (voice, tone, clarity, or multimodal support).

Resources

• Narrative presentation cue cards (or script draft)
• Simple multimodal support (slides, printed images, or a prop/gesture plan)
• Timer (phone or classroom timer)
• Teacher assessment checklist/rubric (voice, structure, language features, multimodal support, audience engagement)
• Exit ticket slips or a single shared form
• Whiteboard with the checklist for quick reference

Assessment

• Teacher observation during delivery using the presentation checklist (clear structure, tone, voice, multimodal purpose)
• Formative interaction check: student answers a question using evidence and respectful language
• Exit ticket to confirm strengths and the next learning target

Differentiation

• Support: Provide sentence starters for feedback and responses (e.g. “I noticed…”, “I think the tone was… because…”).
• Support: Offer a reduced multimodal requirement (one image/gesture cue only) if needed for confidence.
• Challenge: If ready, student includes an additional literary device or deliberately contrasts tone between two moments in the narrative.
• EAL/SEN consideration: Allow rehearsal time with scaffolds and permit reading from cue cards while maintaining eye contact at key points (opening, turning point, ending).