Summative Task Preparation

Overview

In this 24th lesson of Voices on the Fringes, students prepare a structured plan for their multimodal review assessment. They apply their understanding of representation, voice, audience and language features to develop an evidence-based presentation plan and practise communicating an opinion.

Learning intentions

• WALT prepare a clear plan for a multimodal review.
• WALT select evidence and explain how language, visual and auditory features shape meaning.
• WALT organise ideas for a specific audience and purpose.
• WALT use interaction skills to discuss and refine a presentation plan.

Success criteria

• I can state a clear opinion or judgement about my chosen text.
• I can organise my review into an introduction, developed points and conclusion.
• I can select relevant evidence and explain its effect on an audience.
• I can identify the visual, auditory and spoken features I will use in my presentation.

Curriculum links

• Analyse and evaluate how people, places, events and concepts are represented in texts and reflect contexts.
• Listen to spoken texts and explain the purposes and effects of text structures and language features.
• Compare and evaluate how voice is used across text types to evoke emotional responses.
• Plan, create, rehearse and deliver spoken and multimodal presentations using rhetorical devices and purposeful organisation.

Lesson structure (45 minutes)

1. 0–5 min · Assessment hook. Open with the provocative opening question and assessment focus: “What makes a review convincing rather than merely a summary?” Students silently write one response, then share with a partner and identify one feature of an effective review.

2. 5–12 min · Unpack the task. Use the assessment requirements and model structure to revisit the required audience, purpose, time limit, multimodal elements and assessment criteria. Students annotate the multimodal review planning template by highlighting where they will show opinion, evidence, analysis, context and audience awareness.

3. 12–25 min · Individual planning. Model turning a broad response into a precise judgement, such as “This text challenges simplistic assumptions about belonging through its shifting voice and confronting imagery.” Students complete their own plan, including a thesis, three review points, supporting evidence, analysis of effects, context links and a conclusion. The teacher conferences with students, checking that each point explains significance rather than retelling plot or content.

4. 25–33 min · Multimodal design decisions. Display the multimodal feature checklist and design examples. Students add decisions to their planning template about images, quotations, music or sound, typography, pacing and spoken delivery. They must justify how at least two chosen features will engage the intended audience and reinforce their judgement.

5. 33–41 min · Peer rehearsal and feedback. Students form pairs and give a 60-second verbal pitch of their review argument using their plan. Partners use the feedback prompts on the peer-feedback and rehearsal section to identify one convincing idea, one place needing clearer evidence and one suggestion for improving audience impact. Students revise one section of their plan after receiving feedback.

6. 41–45 min · Plenary and exit check. Return to the final checklist and reflection prompt. Students complete the final check on their template and submit or photograph it. For the exit response, they write: “My strongest review point is… because…” and “The next step I need to complete is…”.

Resources

• the multimodal review preparation slide deck
• the multimodal review planning and peer-feedback template
• Copies of the assessment brief and criteria
• Students’ selected class texts and prior notes
• Projector or interactive display
• Devices and headphones, if available
• Timer
• Highlighters or coloured pens

Assessment

• Confer with students during planning to assess whether their thesis, evidence and analysis are connected and whether they are addressing representation, voice and context.
• Listen to paired pitches for purposeful organisation, clear opinions and appropriate interaction skills; use peer feedback to identify students needing further support.
• Collect the completed planning template or exit response to check readiness for the summative presentation and plan the next lesson’s targeted support.

Differentiation

• Provide a partially completed planning template, a model thesis, paragraph frames and a word bank for students who need organisational or language support. Offer the review structure visually as introduction, point one, point two, point three and conclusion.
• Allow students to dictate ideas, use speech-to-text, rehearse privately with the teacher or record their pitch rather than presenting immediately to a peer. Use a dyslexia-friendly sans-serif font, clear spacing, uncluttered pages and text-to-speech versions of the assessment brief.
• Provide selected evidence extracts or teacher-approved quotations for students who find text selection difficult. Check understanding verbally and chunk instructions one stage at a time.
• Encourage confident students to develop a nuanced judgement, address a possible alternative interpretation and explain how the interaction of spoken, visual and auditory features positions the audience.

Extension

• Students practise the complete opening and one developed review point with a peer, focusing on pace, emphasis, gesture and audience engagement.
• Students experiment with two contrasting multimodal choices and explain which better supports their interpretation and why.
• Students act as presentation coaches, giving specific feedback on argument, evidence, voice and rhetorical impact.