Drafting Presentation Content

Curriculum Connections

Ontario Social Studies, Grade 6 (History and Geography: Canada, 1850-1890 and Communities around the World)

• Overall expectation:
  B1. Application: Use the social studies inquiry process to investigate the global connections of communities.
• Specific expectations:
  1. B1.1 Use a variety of thinking skills to analyse and interpret information gathered through research.
  2. B1.2 Organize and record ideas and information, using categories and subcategories, to prepare for inquiry tasks.
  3. B1.3 Use appropriate vocabulary related to global communities and inquiry research.
  4. B3.1 Communicate findings and conclusions clearly and effectively in oral, written, and multimedia forms.

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Learning Objectives (I can statements)

• I can write draft content for my multimedia presentation by organising my research.
• I can include relevant facts and different perspectives in my draft.
• I can use tools such as speech-to-text to help in writing my draft.

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Success Criteria

• My draft includes at least three important facts or ideas from my research.
• I include at least one perspective from a community member or group I studied.
• I organise my information clearly, using a graphic organiser or notes.
• I use clear and respectful language appropriate for my audience.

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Materials Needed

• Student research notes from previous lessons
• Lined paper or laptops/tablets with word processing and speech-to-text software
• Graphic organisers (e.g., mind maps, presentation outline sheets) printed on coloured paper
• Sample draft presentation excerpts (age-appropriate)
• Peer feedback checklist handouts
• Whiteboard and markers

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Lesson Timeline (45 minutes)

1. Activation & Review (5 minutes)

• Begin by revisiting the inquiry focus: global communities and what groups/views students have researched.
• Ask students to share one interesting fact or idea they found so far.
• Highlight the importance of organising ideas clearly before creating a presentation.
• Tell students their goal today is to draft the content they will present, incorporating research and different perspectives.

2. Mini-Lesson: Drafting Presentation Content (10 minutes)

• Demonstrate using a sample graphic organiser to map out ideas for a presentation (showing sections like Introduction, Key Facts, Perspectives, Conclusion).
• Show examples of draft sentences capturing facts and perspectives, emphasising respectful phrasing.
• Model how to use speech-to-text on a device (optional).
• Emphasize drafting is about getting ideas down – it’s OK if it isn’t perfect yet.

3. Student Drafting Work (20 minutes)

• Students use their notes and graphic organisers to draft their presentation content.
• Support options:
  • Use laptops/tablets with speech-to-text software for those who struggle with writing.
  • Provide printed graphic organisers for students needing structured support (including those with IEPs or dyslexia).
  • Behaviour support and sensory breaks available for community class students as needed.
• Circulate to provide feedback, prompting students to include diverse perspectives and relevant facts.

4. Peer Review Introduction (5 minutes)

• Explain that in the next lesson, students will do peer review.
• Hand out a simple checklist for peer feedback that focuses on: clarity, inclusion of facts, respectful perspectives, and organisation.
• Model giving kind, constructive feedback with a scripted example.

5. Closing & Reflection (5 minutes)

• Have students write a quick “I can” statement reflecting what they accomplished today.
• Invite a few volunteers to share their draft focus or something interesting they included.
• Remind them that drafts are just the first step; improving through feedback is important.

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Differentiation Strategies

Learner Profile	Differentiation/Support
Students with IEPs (grade 3-4)	Use simpler graphic organisers with sentence starters; allow use of speech-to-text; provide 1:1 support for oral discussion of ideas before writing
ADHD learners	Offer choices for seating or movement breaks; use timers to break drafting into chunks; allow flexible working posture (standing desks, fidget tools)
Community class (behaviour/autism)	Visual schedules for steps; sensory breaks; quiet workspace; explicit step-by-step guidance; clear, positive behaviour expectations
Dyslexic learners	Provide graphic organisers with visual cues; chunk material; use dyslexia-friendly fonts and coloured overlays; speech-to-text options encouraged
Advanced learners	Challenge to include multiple perspectives or contrast viewpoints; invite them to draft a creative introduction or conclusion to engage audience

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Extension Activity (Optional for Advanced Students)

• Peer-review a partner’s draft using the checklist and provide written or oral feedback.
• Revise their draft based on peer suggestions to improve clarity or depth before the final presentation.
• Incorporate a multimedia element suggestion (e.g., images or quotes) into their draft notes.

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Assessment

• Informal formative assessment based on observation during drafting, checking for inclusion of research and perspectives.
• Review drafts for evidence of organised, relevant content and respectful language.
• Teacher notes to guide peer-review activity next lesson.

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Dyslexia-Friendly Tips

• Provide graphic organisers that break down content into manageable chunks.
• Allow use of assistive technology (speech-to-text, text-to-speech).
• Use clear, simple instructions displayed visually and orally.
• Coloured paper for organisers and instructions to reduce glare and aid focus.
• Avoid overcrowding pages with too much text.

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This lesson promotes critical thinking and communication skills through structured drafting, building student confidence with research and presentation work in line with the Ontario curriculum for grade 6. The use of technology and flexible supports creates an inclusive environment that values all learners’ strengths.