Final Retell Presentations

Overview

In this culminating 60-minute session of the unit Retelling Percy Jackson Adventures, Grade 6 students will share their retelling projects with their peers, reflect on their learning journey, and discuss their preferences and challenges related to retelling creative stories. This lesson aligns fully with the Ontario Language curriculum, focusing on oral communication, media literacy, and reflecting on learning. It honours the diverse learning styles of students with opportunities for differentiated support and enrichment.

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Curriculum Connections

Ontario Language Curriculum (Grade 6)

• Oral Communication (Overall Expectations):
  • 1. Listen in order to understand and respond appropriately in a variety of situations for a variety of purposes
  • 2. Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes
• Media Literacy (Overall Expectations):
  • 1. Demonstrate an understanding of a variety of media texts
  • 2. Identify some media forms and explain how they communicate meaning
• Reflecting on Literacy Skills (Specific Expectations):
  • 1.4 Identify and use appropriate oral communication skills and strategies in a variety of situations
  • 3.3 Reflect on challenges experienced and progress made in oral communication to set goals for next steps

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Learning Goals

• I can clearly present a retelling of a Percy Jackson episode to an audience.
• I can listen actively and respectfully to others’ presentations.
• I can reflect on my learning process and what I enjoyed about retelling a story.
• I can set goals for improving my oral communication and storytelling skills.

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Success Criteria

• I can speak clearly and confidently during my presentation.
• I use expressive voice, gestures, and eye contact to engage my audience.
• I listen without interrupting and ask relevant questions if appropriate.
• I explain what I found meaningful or challenging about the retelling process.
• I identify one thing I want to improve for future presentations.

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Materials Needed

• Student retelling projects (scripts, storyboards, digital presentations, etc.)
• Reflection sheets (printed templates with guided questions)
• “Presentation Feedback” sticky notes or pads
• Timer or stopwatch
• Seating arranged for audience and presenters

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Lesson Plan

1. Warm-up & Review (5 minutes)

• Activity: Quick group brainstorming: “What did we learn about storytelling from Percy Jackson?”
• Teacher prompts:
  • What made a retelling interesting or fun?
  • What is important in telling a story clearly?
• Purpose: Activate prior knowledge and set positive tone for sharing.

2. Presentation Round 1 (15 minutes)

• Five students volunteer/predetermined present their retells (approx. 3 minutes each).
• Audience uses "presentation feedback" sticky notes to write one compliment and one question or suggestion.
• Differentiation: Presenters may use notes, scripts, or visual aids as needed. Support provided for students with confidence or speech challenges via small coaching before presenting.

3. Presentation Round 2 (15 minutes)

• Next five students present, same process with audience feedback.
• Teacher circulates to assist presenters and note informal observations of oral skills and engagement.

4. Reflective Discussion (10 minutes)

• Whole class discussion guided by teacher:
  • What was your favourite part about retelling the Percy Jackson stories?
  • What was difficult or challenging?
  • How did feedback from classmates help you?
  • What are one or two things you want to get better at with storytelling?
• Use reflection sheets to help students organise their ideas and complete independently or in pairs.

5. Presentation Round 3 (10 minutes)

• Remaining students present their retells.
• Peers and teacher continue giving constructive feedback on sticky notes.

6. Wrap-Up & Extension (5 minutes)

• Collect all reflections and feedback notes.
• Invite students interested in advancing their oral storytelling to prepare a short creative retelling of a new Percy Jackson episode or a mythological story for a future "Storytelling Festival" or digital storytelling project.

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Differentiation Strategies

• For students with speech/language difficulties: Allow use of pre-recorded presentations or partner presentations; simplified scripts; one-on-one rehearsal with teacher or EA.
• For English Language Learners (ELLs): Provide sentence starters and vocabulary lists; allow presentations in pairs; visual supports; extra time.
• For students who are shy or anxious: Encourage use of note cards; gradual increase of audience size if needed; option to present in small groups.
• For advanced learners: Challenge to incorporate varied media elements (sound effects, video clips); detailed character analysis in retelling; mentor peers in presentation skills.

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Assessment & Observations

• Formative: Teacher notes on clarity, engagement, use of oral strategies during presentations.
• Self-Assessment: Students use reflection sheet prompts to evaluate their own progress and set goals.
• Peer Feedback: Positive and constructive comments recorded on sticky notes and shared with presenters.

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"I Can" Statements

• I can tell a story clearly and confidently in front of my classmates.
• I can listen carefully and respectfully to other people’s stories.
• I can think about what I learned while retelling a story and how I can improve.
• I can give useful feedback to help my classmates.

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This lesson celebrates students’ creativity and oral skills while fostering a supportive learning community aligned with Ontario’s Language expectations. By prioritizing reflection and peer interaction, students develop deeper communication competencies essential for grade 6 and beyond.