Presentation Planning

Overview

In this 17th lesson of Representations of Australian Youth, students move from analysing how young people are represented to planning a group presentation. They will use a short reading passage and prior unit evidence to select a clear viewpoint, organise major points and allocate presentation roles according to strengths.

Learning intentions

• WALT plan a group presentation about representations of Australian youth.
• WALT select ideas and evidence that suit a purpose and audience.
• WALT organise points using an effective presentation structure.
• WALT collaborate by assigning roles and responding to feedback.

Success criteria

• I can state our presentation’s purpose, audience and main viewpoint.
• I can outline at least three major points and supporting evidence.
• I can assign clear roles and responsibilities to each group member.
• I can explain how our language and visual choices will engage our audience.

Curriculum links

• Planning and delivering presentations for different purposes and audiences, using structure, language, visuals and voice.
• Analysing how language features shape meaning for different audiences and purposes.
• Exploring ideas, points of view and issues in literary and other texts about Australian youth.
• Using questioning, connecting, inferring and summarising to analyse information.
• Using evaluative language and supporting judgements with evidence.

Lesson structure (60 minutes)

1. 0–7 min · Hook and retrieval. Open with the provocative opening question: “Who gets to decide what Australian teenagers are really like?” Display two contrasting representations of youth, such as a news headline and a fictional extract. Students write a quick response, then share one idea from previous lessons about how representations can influence an audience.

2. 7–17 min · Read and notice. Distribute the presentation planning worksheet and direct students to the short passage on the representation of Australian youth. Read it aloud once while students follow; then allow paired rereading, with a dyslexia-friendly copy available. Students underline one viewpoint, circle evaluative language and annotate one detail that could be used as evidence. Briefly clarify vocabulary such as representation, stereotype, perspective, audience, evidence and evaluate.

3. 17–27 min · Model presentation structure. Use the structure and modelling slides to model a presentation plan: engaging opening, clear viewpoint, three organised points, evidence or examples, explanation, and conclusion or call to action. Think aloud while turning the passage into one planned point: “Some media portray teenagers as irresponsible; this uses loaded language to encourage a judgement.” Students identify the point, evidence, explanation and intended audience effect, then suggest a stronger visual or spoken choice.

4. 27–42 min · Group planning. Place students in five mixed-ability groups of five and provide the group planning pages. Groups choose one approved inquiry focus, such as whether Australian youth are represented fairly, how stereotypes are created, or how young people challenge stereotypes. They record a purpose, target audience and viewpoint, then outline three major points with evidence from the passage, class texts or previously collected research. Teacher conferences with groups, checking that points are distinct and evidence supports the viewpoint.

5. 42–52 min · Assign roles and peer check. Give each group the presentation role cards to support fair allocation of responsibilities. Students assign roles such as coordinator, evidence finder, script editor, visual designer and speaker/rehearsal leader; every student must have a meaningful task and may share a speaking role. Groups complete the worksheet’s role table and exchange plans with a nearby group. Using the peer-check prompts, peers identify one strength and ask one question: “Which evidence best supports your viewpoint?” or “How will your visual help the audience understand?”

6. 52–60 min · Revise and exit reflection. Groups revise one part of their plan and submit the worksheet. Students complete the final reflection on the worksheet: “Our viewpoint is…”, “Our strongest point is supported by…”, and “My role is…”. Invite two groups to share one planned point and explain the intended audience effect. Preview that the next lesson will develop scripts, visuals and delivery choices.

Resources

• the Presentation Planning slide deck
• the presentation planning worksheet
• the presentation role cards
• Short reading passage about representations of Australian youth
• Dyslexia-friendly copies of the passage and worksheet
• Highlighters or coloured pencils
• Board or display screen
• Students’ prior notes, texts and research evidence

Assessment

• Listen during retrieval and annotation to check students can identify viewpoint, evaluative language and evidence.
• Confer with groups using three checks: a clear audience and purpose, three connected major points, and evidence that supports the viewpoint.
• Collect the planning worksheet and use the exit reflection to assess individual understanding and role allocation.

Differentiation

• Provide a visual planning sequence, a completed model, vocabulary definitions with icons, and sentence starters such as “Our audience needs to understand…” and “This evidence suggests…”.
• Assign roles according to student strengths, while offering supported speaking, design, research, coordination or editing responsibilities; allow shared speaking roles.
• Provide dyslexia-friendly text with clear sans-serif font, increased spacing, short sections and optional text-to-speech or teacher read-aloud. Permit students to record ideas before writing.
• Extend confident groups by asking them to plan a counter-viewpoint, select a deliberate visual technique, or explain how tone, pace and volume could influence the audience.