Presenting Findings Clearly

Year Level

Year 4

Duration

60 minutes

Class Size

25 students

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WALT (We Are Learning To)

• Present our findings clearly to an audience using appropriate language.
• Create a poster to visually support our presentation.
• Reflect on how well we used language to share our ideas.

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Learning Objectives

Aligned with the New Zealand Curriculum Refresh (Te Mātaiaho):

• Students will present ideas clearly, giving an introduction and conclusion when appropriate.
• Be aware of audience needs and expectations, adapting language for clarity and engagement.
• Plan and organise content logically so the audience can make connections.
• Draw on knowledge to support points of view and explore different perspectives.
• Use appropriate vocabulary and language features for clear communication.
• Create simple visual texts (posters) to support presentation of information.
• Self-reflect and evaluate effective language use for presenting ideas.

These objectives correspond to the following curriculum references and competencies:

• English Curriculum - Oral Language and Presenting to Others strands (Years 4-6): “Present ideas clearly, giving an introduction and conclusion; be aware of audience needs and expectations; plan and adapt content for specific audience and purpose.”
• Key Competencies: Thinking, Using language, symbols, and texts, Relating to others, Managing self.

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Success Criteria

Students can:

• Use clear and appropriate language during their presentation.
• Structure their presentation with a clear beginning, middle, and end.
• Create a poster that supports their spoken ideas with visuals or key information.
• Speak audibly and with appropriate pace and volume.
• Reflect on their use of language and identify one thing they did well and one thing to improve.

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Materials Needed

• Chart paper or poster boards
• Markers, coloured pencils, and other art supplies
• Example posters or presentation outlines (modelled)
• Exit ticket templates (simple reflection prompts)
• Optional digital tools for creating posters (if available)

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Lesson Outline and Activities

1. Introduction and Set the Stage (10 minutes)

• Introduce WALT and success criteria.
• Discuss with the class what it means to present clearly and why audience awareness is important.
• Model a short presentation on a familiar topic, e.g., a favourite book or animal, demonstrating good use of language, clear structure, and a supporting poster.
• Highlight how the introduction, body, and conclusion help listeners follow along.

2. Planning and Poster Creation (25 minutes)

• Provide students with a simple research topic or allow choice on a familiar topic to find information about (e.g., an animal, place, or simple science fact).
• Guide students to organise their main ideas: What will they say at the start? What important facts? How will they end?
• Teach useful linking phrases and vocabulary (e.g., “Firstly”, “In addition”, “Finally”, “This shows that...”).
• Support students to create a poster that visually represents their key information and points.
• Differentiated support:
• Provide sentence starters and word banks for students needing language scaffolds.
• Allow use of images and drawings for students who benefit from visual expression.
• Encourage advanced learners to add interesting facts or questions for their audience on the poster.

3. Presentation Practice and Sharing (15 minutes)

• Students practise presenting in pairs or small groups, focusing on clear speech, volume, and using the poster.
• Circulate to provide feedback and encouragement.
• Select a few students to share their presentations with the whole class.
• Encourage audience to listen actively and ask simple questions.

4. Reflection and Exit Ticket (10 minutes)

• Distribute an exit ticket with prompts such as:
• What language did you use to help your audience understand?
• What part of your presentation worked well?
• What might you do differently next time?
• Collect reflections to assess understanding of appropriate language use and presentation skills.

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Differentiation Strategies

• For diverse learners:

• Use visual supports and graphic organisers for organising ideas.

• Provide oral scaffolds like sentence stems.

• Pair students strategically to support confidence and language modelling.

• Break tasks into smaller steps with clear instructions.

• Use assistive technology if required.

• For learners needing extension:

• Encourage use of more complex linking words and supporting evidence for points.

• Invite them to include audience questions or interactive elements in their presentations.

• Suggest researching an additional related topic or perspective to share.

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Assessment

• Formative assessment through observation during planning and presentations.
• Review exit tickets for students’ reflection on language use.
• Criteria-based feedback aligned with success criteria.
• Self and peer feedback encouraged in classroom discussions.

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Cross-Curricular Connections

• Incorporate knowledge from science, social studies, or environmental studies for research topics.
• Promote tangata whenuatanga by encouraging students to include local or indigenous perspectives where appropriate.

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This detailed lesson plan draws directly on the updated guidance and expectations for Year 4 English from the New Zealand Curriculum Refresh, supporting oral language, presentation skills, and inclusive practice to engage diverse learners effectively.