Presenting Book Talks

Overview

In this final lesson of the "Exploring Non-Fiction Texts" unit, students will present their non-fiction book talks, practising public speaking and peer feedback skills. This lesson aligns with the Ontario Language curriculum expectations for understanding and communicating through oral texts. It is designed to engage all learners in a supportive environment, with differentiated strategies for diverse needs.

Curriculum Expectations (Ontario Language Curriculum, Grade 6)

Oral Communication:

1. Listening to Understand: G1.1 – Demonstrate understanding by retelling or summarizing information and ideas and drawing simple inferences.
2. Speaking to Communicate: G2.2 – Use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes.
3. Reflecting on Skills and Strategies: G3.1 – Identify strengths and areas for improvement in oral communication skills.

Reading - Non-Fiction:

1. Reading for Meaning: 1.1 – Use a variety of reading comprehension strategies to understand unfamiliar words and ideas in non-fiction texts.

Learning Goals / "I Can" Statements

I can clearly present information about my non-fiction book to my classmates.
I can use eye contact, clear voice, and body language to engage my audience.
I can listen carefully to my classmates’ presentations and give positive, helpful feedback.
I can reflect on my own presentation and identify one strength and one way to improve.

Success Criteria

My presentation is organised and covers the key points about my non-fiction book.
I speak clearly and maintain eye contact with the audience.
I show respectful listening by paying attention and asking relevant questions or making kind comments.
I provide constructive feedback that helps my classmates improve.
I use feedback from peers and the teacher to reflect on my presentation skills.

Materials

Student non-fiction book talk notes or slides prepared in previous lessons
“Feedback Starters” chart or cards for peer responses (e.g., "I liked..., I learned..., I wonder...")
Visual timer to manage presentation times
Dyslexia-friendly printed versions of feedback phrases and presentation checklist
Seating arrangement to promote focus and engagement (semi-circle or U-shape)

Lesson Timeline (30 minutes)

1. Warm-Up and Review (5 minutes)

Review public speaking tips with the whole class: voice volume, eye contact, posture, using notes without reading word-for-word.
Introduce or remind students of the “Feedback Starters” to guide peer responses and keep feedback positive and specific.
Display the success criteria and read aloud using “I can” statements.

2. Book Talk Presentations (20 minutes)

Students take turns presenting their non-fiction book talks. (Approx. 2 minutes each)
After each presentation: 2-3 peers offer oral feedback using “Feedback Starters.”
Teacher models and supports feedback for students who need help (especially IEP and autism diagnosis students).
Visual timer helps keep presentations and feedback on schedule.

3. Reflection and Wrap-Up (5 minutes)

Students complete a quick self-reflection: write or discuss one strength and one area for improvement about their presentation.
Collect feedback slips or use a thumbs-up/thumbs-down quick poll on confidence level about public speaking.
Congratulate all students for their effort and growth in oral communication.

Differentiation Strategies

Student Need	Support Strategies	Notes
Behaviour and autism diagnoses	Preferential seating near teacher, clear visual schedule, use of calming tools (fidget, timer)	Allow breaks if needed
IEP students (working below grade)	Allow use of cue cards with key phrases, pair presentations with peer partner support	Provide sentence starters (e.g., “My book is about...”)
ADHD accommodations	Allow movement breaks before presenting; use headphones for focus during others’ presentations	Provide clear, concise instructions
Dyslexia-friendly reading	Provide feedback starters and success criteria in large, sans-serif font (e.g., OpenDyslexic), coloured paper	Encourage oral feedback instead of written for those who prefer
Students lacking motivation	Assign roles such as “feedback leader” or “timekeeper” to increase engagement	Use positive reinforcement and build audience focus

Extension Activities for Advanced Learners

Create a short visual or multimedia presentation (e.g., slides, posters) to accompany their talk.
Research and add one additional interesting fact or “fun fact” about their book topic to share during Q&A.
Write a short persuasive paragraph encouraging classmates to read their non-fiction book.

Assessment

Formative assessment through teacher observation of presentation skills, use of success criteria, and quality of peer feedback.
Self-assessment via reflection slips.
Oral communication skills recorded informally for report card comments linked to oral communication expectations.

Teacher Reflection Prompts

Which students showed growth in their confidence with public speaking?
How effectively did students use the feedback starters?
Were the differentiation strategies successful? What might I adjust next time?
How did the peer feedback influence student engagement and skill development?

This lesson promotes students’ oral communication skills in an authentic context, supporting Ontario curriculum goals while honouring diverse learning needs and offering opportunities for engagement through meaningful speaking, listening, and reflecting experiences.

Teaching Instructions