Finalizing and Presenting

Overview

Year group: Year 5 (Primary level skills)
Class size: 12 students (in a secondary special school, working at primary levels)
Duration: 45 minutes
Subject: English
Unit: Exploring Xanadu: A Journey (Lesson 6 of 6)
WALT: Finalise and present their chronological reports

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National Curriculum Links (England, Key Stage 2 – Years 5)

English – Writing:

• Plan, draft, and write by:
  • organising paragraphs around a theme (NC PoS Year 5).
  • in narratives, describing settings and characters (linked to report style here).
• Evaluate and edit by:
  • assessing the effectiveness of their own and others’ writing (Yr 5).
  • proposing changes to vocabulary, grammar, and punctuation to enhance effects and clarify meaning (Yr 5).

English – Speaking and Listening:

• Prepare and present:
  • listen and respond appropriately to adults and peers.
  • use spoken language to develop understanding through speculating, hypothesising, imagining, and exploring ideas. (Yr 5)
  • give well-structured descriptions, explanations, and narratives for different purposes, including expressing feelings.
  • maintain attention and participate actively in collaborative conversations, staying on topic.

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Learning Objectives

• WALT finalise their chronological reports by typing and organising information clearly.
• WALT prepare a short oral presentation of their reports using prompts, outlines, or full scripts according to ability.
• WALT present their reports confidently in small groups.
• WALT reflect on what they have learnt throughout the unit.
• WALT create and/or use visual aids to enhance their presentations (extension).

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Resources

• Differentiated worksheets:
  • Level 1: Presentation prompts (simple bullet points).
  • Level 2: Presentation outline (structured headings).
  • Level 3: Full script (complete sentences).
• Laptops or tablets with word processing software (for typing reports).
• Dyslexia-friendly fonts and coloured overlays for reading support.
• Visual aid materials: poster paper, markers, printed images related to Xanadu.
• Reflection sheets with sentence starters.

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Lesson Structure

1. Recap (5 minutes)

• Brief whole-class discussion revisiting key features of a chronological report and the journey to Xanadu.
• Use a mind map displayed on the board to collect ideas.
• Use a quick verbal quiz (3 questions) to check recall (e.g., "What does chronological mean?", "Name one feature of a report").
• Teacher and TA provide prompts/support for students needing help.

2. Group Starter: Sharing Drafts (5 minutes)

• In pairs, students share their rough drafts verbally.
• Encourage feedback: “Tell your partner one thing you liked and one thing that could be clearer.”
• Monitor and scaffold conversations to support language use.

3. Individual Work: Finalising Reports (15 minutes)

• Students type up their final chronological reports on laptops/tablets.
• Teacher and TA circulate to support spelling, punctuation, and paragraph organisation.
• Differentiation:
  • Level 1: Use simple sentences, supported by spell check and sentence starters on screen.
  • Level 2: Use paragraphs with clear chronological order.
  • Level 3: Include varied punctuation and descriptive vocabulary.
• Dyslexia-friendly settings activated on devices for those who need them (e.g., font, background colour).

4. Preparing Presentations (10 minutes)

• Issue differentiated presentation resources:
  • Level 1: Presentation prompts with simple sentence starters (“I will talk about…”, “First, we went to…”).
  • Level 2: Presentation outline with bullet points and guiding questions.
  • Level 3: Full script allowing advanced learners to rehearse fluency and expression.
• Students rehearse their presentations silently or with a partner.
• Extension opportunity (for advanced learners): Start creating a visual aid (poster, slideshow slide, illustrated storyboard) to support their talk.

5. Group Sharing and Presenting (7 minutes)

• In groups of 3-4, students present their reports.
• Supportive, listening environment emphasised.
• Teacher and TA note engagement, confidence, and communication skills for assessment.

6. Reflection and Exit Routine (3 minutes)

• Students complete a quick reflection sheet:
  • “One thing I did well was…”
  • “One thing I want to improve next time is…”
• Exit quiz: Two quick questions on features of report writing or presentation tips, orally or written, reinforcing learning outcomes.

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Differentiation Strategies

Learner Type	Strategy	Resources
Students with Moderate Learning Difficulties	Sentence starters, visual prompts, peer support for typing	Level 1 worksheet, dyslexia-friendly software
Students with Dyslexia	Dyslexia-friendly font and colour overlays, speech-to-text	Devices with settings enabled, oral rehearsal
More Able Students	Full script writing, extension activity: visual aid creation	Level 3 worksheet, extra materials for visual aids
EAL Learners	Vocabulary banks with pictures, verbal scaffolding	Illustrated word mats, TA support

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Assessment for Learning

• Teacher and TA observe presentations for clear chronological sequencing, appropriate vocabulary, and delivery confidence linked to NC Speaking and Listening criteria.
• Completed reports assessed for paragraph structure and correct use of grammar/punctuation (Year 5 Writing objectives).
• Reflection sheets analysed to gauge self-awareness and learner progress.

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WOW Factor Ideas for Teachers

• Use a “Green Screen” app for students to record their presentations as if they are on location in Xanadu!
• Incorporate an interactive slideshow with images from the unit so students can click through their journey while presenting.
• Use voice recorders for rehearsal; playback helps students self-evaluate tone and pace (great for speech and language development).
• Allow choice of presentation style: formal talk, story-telling, or “news reporter” style to tap into diverse interests.

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Summary

This final lesson in the unit combines ICT skills with confident oral presentation and critical reflection. It ties in closely with Year 5 national curriculum expectations in English Writing and Speaking & Listening, and is carefully differentiated for learners’ diverse abilities, ensuring inclusive engagement and achievement.