Presentation Mastery

Grade: 6

Duration: 45 minutes

Class Size: 24 students (including community class, students with IEPs, ADHD accommodations)

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Unit: Exploring Global Communities Through Inquiry

Lesson 15 of 15

Lesson Title: Finalizing and Practicing Presentations

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Curriculum Connections (Ontario Social Studies - Grade 6, Canadian and World Studies)

Overall Expectations:

• A1.ii: Demonstrate an understanding of how to gather, interpret, and present information using appropriate research, inquiry, and communication skills.
• B1.3: Use critical and creative thinking skills and communication skills to plan and carry out inquiries.
• Communication (Language, Ontario Curriculum): Oral communication: listen in order to understand and respond appropriately in a variety of situations (1.1), use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes (1.3).

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Learning Goals (I Can Statements)

• I can finalise my presentation with clear and engaging content.
• I can practice and deliver my presentation confidently and effectively.
• I can use strategies to communicate clearly and engage my audience.

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Success Criteria

• I confidently present my work within the allotted time (3-5 minutes).
• I use clear voice and eye contact during my presentation.
• I include engaging elements like visuals or storytelling.
• I can respond appropriately to peer feedback during practice.

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Materials Needed

• Student prepared presentations (slides, posters, notes)
• Timer or stopwatch
• Video recording device (tablet or phone) for extension activity
• Feedback checklists (simple, clear language)
• Headphones for focused practice (optional, sensory breaks when needed)
• Dyslexia-friendly presentation guide or cue cards (large font, simplified text)

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Lesson Breakdown

1. Introduction & Goal Setting (5 minutes)

• Briefly review purpose: "Today, we finalise and practice our presentations so we can confidently share our global community project."
• Review success criteria with a visual chart on the board.
• Set personal intention: “Today, I will practise speaking clearly and try at least one way to make my presentation interesting.”

Differentiation: Provide cue cards for students with IEPs or dyslexia, with key phrases and prompts in large font.

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2. Finalizing Presentation Content (10 minutes)

• Students review and polish their presentation materials: clear sentences, check for visuals or props.
• Teacher circulates assisting students who need extra support (e.g. simplifying language, helping with transitions).
• Small guided groups for community class and students with ADHD focusing on concise, key points and brief speaking cues.

Differentiation: Use graphic organisers or templates for students needing structure; provide verbal scaffolding and summarising help.

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3. Practicing Presentations (20 minutes)

• Paired Practice: Students practise presentation delivery in pairs, taking turns as presenter and audience. Audience uses a simple checklist to give positive feedback and one suggestion.
• Teacher and educational assistants support small groups, modelling clear speaking, eye contact, and calm body language.
• Support students with ADHD and autism with quiet zones or headphones during practice.

Dyslexia-Friendly Option: Offer oral report formats where students speak from outlines or key points instead of reading full texts.

Extension: Volunteer or advanced students may record their presentations on video (tablet/cell phone) for playback and self-assessment.

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4. Whole Class Reflection & Goal Confirmation (5 minutes)

• Students share one challenge and one strength they noticed while practising.
• Reinforce “I can...” statements and success criteria.
• Encourage students to use strategies learned during today’s practice in the upcoming presentation day (outside this lesson).

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Assessment

• Formative: Teacher notes on rehearsal confidence, use of voice, timing, engagement strategies.
• Peer feedback focused on positive reinforcement and constructive suggestion.
• Student self-assessment through reflection on their own goals.

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Differentiation Strategies

Learner Need	Strategy
Community class, IEP students	Small-group guided sessions with step-by-step support, oral report format, use of visuals and graphic organisers, sensory breaks
ADHD	Quiet zones, provide timers for pacing, movement breaks, chunked practice sessions
Dyslexia	Simplified text, dyslexia-friendly fonts on cue cards, oral presentations instead of reading, clear visuals
Low motivation	Pair with encouraging peers, use gamified feedback (e.g., stickers, positive points), visual timer

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Extension Activities

• Record presentation videos for self-evaluation and setting personal goals for improvement.
• Create an “engagement toolkit” poster: brainstorm and illustrate different ways to engage the audience (e.g., eye contact, gestures, asking questions).
• Peer coaching: Pair stronger speakers with peers needing confidence to jointly refine delivery skills over extra recess/practice time.

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Teacher Reflection Notes

• Monitor stress and engagement levels, particularly for students with autism and ADHD; adjust pacing as needed.
• Note students who benefit most from oral presentation formats for future planning.
• Celebrate progress to build motivation for oral communication beyond the unit.

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This lesson finalises students’ experiences in inquiry and communication, aligning closely with Ontario’s expectations for oral communication, inquiry skills, and social understanding in Grade 6 Social Studies and Language curricula. It emphasises inclusivity, reflection, and practice-based skill development in a supportive learning environment.