Presenting Research Findings

Grade Level

6-8

Duration

90 minutes

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Unit Context

Unit Title: Voices of Justice: African American History
Lesson: 8 of 10
Focus: Present research findings on local African American history and propose community projects, fostering peer discussion and feedback.

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Common Core State Standards (CCSS) Alignment

Reading Informational Text (RI)

• CCSS.ELA-LITERACY.RI.6.8 / RI.7.8 / RI.8.8
  Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.

Writing (W)

• CCSS.ELA-LITERACY.W.6.4 / W.7.4 / W.8.4
  Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
• CCSS.ELA-LITERACY.W.6.7 / W.7.7 / W.8.7
  Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.

Speaking and Listening (SL)

• CCSS.ELA-LITERACY.SL.6.4 / SL.7.4 / SL.8.4
  Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
• CCSS.ELA-LITERACY.SL.6.1 / SL.7.1 / SL.8.1
  Engage effectively in a range of collaborative discussions with diverse partners on grade-appropriate topics, building on others’ ideas and expressing their own clearly.

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Learning Objectives (I Can Statements)

• I can present my research findings clearly and confidently using facts and evidence from my sources.
• I can propose a well-thought-out community project based on local African American history.
• I can listen thoughtfully to my peers' presentations and provide constructive feedback.
• I can engage in respectful discussions by asking questions and building on others' ideas.

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Success Criteria

• Presented research findings include clear main ideas supported by accurate evidence.
• Community project proposals demonstrate creativity and connection to local history.
• Peer feedback is specific, kind, and helpful.
• Participated actively in discussions with respectful listening and clear communication.

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Materials Needed

• Student research notes and outlines from previous lessons
• Presentation materials (poster boards, digital slides if tech available)
• “Feedback Form” handouts (simple rubric with space for suggestions)
• Timer/stopwatch
• Whiteboard or chart paper for group reflection

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Lesson Procedures

1. Warm-Up: Peer Presentation Expectations (10 minutes)

• Teacher facilitates a brief brainstorming session to create a “Presentation Success Checklist” with students (eye contact, volume, clarity, staying on topic, etc.).
• Students copy the checklist for use during presentations.
• Differentiation: Provide a printed checklist with icons and simple language for ELL or special needs students.

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2. Student Presentations (45 minutes)

• Each student presents their local African American history research and their proposed community project.
• Presentations are 3 minutes each; Use a timer.
• After each presentation, 2-3 peers provide oral feedback using the “Feedback Form” as a guide.
• Teacher circulates, taking notes to support feedback quality and encourage shy students.
• Differentiation: Students with speech anxiety can present in pairs or use recorded presentations. Visual aids are encouraged for expression support.

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3. Small Group Discussion (15 minutes)

• Form groups of 4 for a deeper discussion on community project proposals.
• Groups identify one strength and one question or suggestion for each proposal.
• Teacher models constructive feedback language (“I really like how you…”, “Have you thought about…?”).
• Differentiation: Provide sentence starters on handouts for students needing language support.

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4. Whole Class Reflection & Feedback Sharing (15 minutes)

• Groups share highlights from their discussions with the whole class.
• Teacher writes key strengths and questions on chart paper to visualize class feedback.
• Class reflects on what makes a strong presentation and project proposal.
• Differentiation: Use visual icons for feedback categories to support comprehension.

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5. Wrap-Up and Exit Ticket (5 minutes)

• Students write a short exit ticket answering:
  “What is one thing you learned from a peer’s presentation today?” and
  “What is one suggestion you have to improve your own presentation for next time?”
• Differentiation: Offer sentence starters or allow drawing responses for students needing alternative expression modes.

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Differentiation Strategies

• ELL & Special Education: Provide graphic organizers, sentence starters, and visual aids. Allow alternative presentation formats (e.g., video recordings, partner presentations).
• Support for Shy Students: Practice presentations in pairs before full class sharing. Encourage use of notes or prompts.
• Advanced Learners: Challenge to incorporate multimedia elements (audio clips, images) into their presentations or to relate their project proposals to larger state/national African American history themes.

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Extension Activities

• Develop a mini action plan to begin implementing one community project idea post-unit.
• Create a podcast episode or video interview featuring local activists or historians related to their project.
• Write an opinion editorial (Op-Ed) for the school newspaper or local media proposing community project ideas.

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Assessment

• Formative: Observations during presentations, quality of peer feedback, participation in discussions.
• Summative: Completed “Feedback Forms” and exit tickets demonstrating understanding of presentation skills and peer engagement.

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Teacher Reflection Prompts

• Did students feel empowered to share their own voices and community histories?
• How effectively did the peer feedback process promote respectful listening and constructive critique?
• What adaptations worked best to differentiate participation and engagement?

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This lesson not only supports Common Core standards through integrated research, speaking, listening, and critical thinking but also nurtures community awareness and civic engagement—helping every student’s voice contribute to the ongoing narrative of justice and history.