Drafting Presentations

Overview

In this 45-minute session, Year 5 learners will create draft presentations about UK sports stars, building on prior research and practising persuasive communication. Through peer review, students will develop critical thinking and constructive feedback skills. This lesson aligns with the Curriculum for Wales and supports literacy, communication, and personal and social development.

---

Curriculum for Wales Alignment

Areas of Learning and Experience (AoLE)

• Languages, Literacy and Communication (LLC)
  • Oracy and Writing: Develop skills in creating and organising information for presentations.
  • Competencies: Communication (expressing ideas clearly), Collaboration (peer feedback), Creativity (persuasive techniques).

Curriculum Statements (Yr 5) - Key Learning Objectives

• LLC: Oracy
  • I can organise what I want to say clearly and concisely for different audiences and purposes.
  • I can use persuasive language features to engage and influence my audience.
• LLC: Writing
  • I can draft and redraft writing based on feedback.

---

Learning Objectives

By the end of the lesson, students will:

1. Draft their presentations using persuasive language and sports research.
2. Identify and apply persuasive techniques (e.g., rhetorical questions, emotive language).
3. Give and receive constructive feedback using agreed success criteria.
4. Reflect on how to improve their presentations for clarity and engagement.

---

Success Criteria

Students will:

• Create a rough draft that includes at least three persuasive techniques.
• Structure their presentation with a clear introduction, main points, and conclusion.
• Provide at least two pieces of constructive feedback to peers politely and respectfully.
• Identify one way to improve their own draft following peer feedback.

---

Resources

• Research notes and materials from previous lessons
• Presentation draft templates (printed or digital)
• Peer review feedback sheets (with sentence starters)
• Whiteboard/flipchart for success criteria and examples
• Sticky notes or mini whiteboards for quick feedback

---

Lesson Structure

1. Starter (5 minutes)

• Activity: Recap previous lesson’s research focus and persuasive techniques.
• Teacher Input: Display quick examples of effective persuasive language used in sports presentations (e.g., “Imagine the excitement…”).
• Engagement: Ask students to share a favourite persuasive phrase or technique they’ve heard before.

---

2. Drafting Presentations (20 minutes)

• Task: Students write or type drafts of presentations on their chosen UK sports star, integrating their research and persuasive techniques.
• Guidance: Provide sentence starters (e.g., “I believe...,” “This is important because...”), and remind students about structuring ideas clearly.
• Differentiation:
  • Support: Provide partially completed templates or word banks.
  • Challenge: Encourage advanced learners to include rhetorical questions or statistics to strengthen persuasion.

---

3. Peer Review Session (15 minutes)

• Organisation: Arrange students in pairs or small groups.
• Instruction: Model how to give kind, helpful feedback using the feedback sheet with sentence starters such as:
  • “I like how you…”
  • “You could make this stronger by…”
  • “Can you explain more about…”
• Activity: Students exchange drafts, read each other’s work, and provide feedback using the sheets.
• Teacher Role: Circulate to support interactions, ensuring respectful tone and focused feedback.

---

4. Plenary and Reflection (5 minutes)

• Class Discussion: Invite volunteers to share one piece of helpful feedback they gave or received.
• Self-Reflection: Students write on sticky notes one way they will improve their draft for next lesson.
• Recap Success Criteria on board and invite students to self-assess their progress.

---

Differentiation Strategies

• Provide scaffolds such as sentence starters and graphic organisers.
• Use mixed ability peer review pairs to support diverse learners.
• Allow oral draft sharing for learners with writing difficulties.
• Encourage use of digital tools (speech-to-text) for students who benefit from technology.

---

Extension Activities

• Advanced learners create an additional persuasive slide/poster supporting their presentation.
• Research and incorporate a famous quote from their chosen sports star to enhance credibility.
• Prepare and practise an opening hook or dramatic question for their final presentation.

---

Assessment Opportunities

• Teacher observations during drafting and peer review for evidence of understanding persuasive techniques and clear structure.
• Review of drafts for application of success criteria.
• Peer feedback quality and student reflection notes as formative assessments.

---

This lesson nurtures students’ confidence in communication and peer collaboration while embedding core literacy skills vital within the Curriculum for Wales framework.