Choice Board Presentation

Grade Level

8th Grade

Duration

60 minutes

Class Size

25 students

Unit Context

This is lesson 6 of 6 in the unit "Banned Books: Voices Unbound". In this culminating lesson, students will select from a choice board of creative project options to present their understanding of the novel previously studied, focusing on themes of censorship and personal reflection.

Standards Alignment

Common Core State Standards - English Language Arts, Grade 8

CCSS.ELA-LITERACY.RL.8.2
Determine a theme or central idea of a text and analyze its development over the course of the text, including its relationship to the characters, setting, and plot; provide an objective summary of the text.
CCSS.ELA-LITERACY.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.SL.8.4
Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.8.5
Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest.
CCSS.ELA-LITERACY.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Learning Objectives

By the end of this 60-minute session, students will be able to:

Select a project from a choice board that best expresses their analysis of the novel’s themes related to censorship and personal reflection. (RL.8.2)
Present their project using appropriate verbal and non-verbal communication techniques to engage classmates. (SL.8.4)
Incorporate multimedia or creative visual elements into their presentation to enhance understanding and interest. (SL.8.5)
Use precise language, figurative expressions, and domain-specific vocabulary related to censorship and literature. (L.8.5)
Listen respectfully and respond thoughtfully to peers’ presentations.

Materials Needed

Printed Choice Boards (1 per student) with project options and instructions
Rubric outlining presentation expectations and grading criteria
Project supplies (markers, poster boards, chart paper, laptops/tablets for digital projects)
Timer or clock visible to all students

Lesson Procedure

1. Opening (5 minutes)

Begin with a brief recap of the novel studied and the unit theme of censorship and voices unbound.
Explain that today students will choose their final project from a choice board designed to let them express their understanding creatively and personally.
Quickly review the expectations for presentations, emphasizing focus on themes, clear delivery, and creativity.

Prompt: “How can your choice help your classmates better understand the impact of censorship on voices like those in our novel?”

2. Introducing the Choice Board (10 minutes)

Distribute the choice boards and explain each project option briefly:
- Option 1: Create a digital storybook or slideshow narrated with reflections on censorship themes.
- Option 2: Design a protest poster or art piece representing a novel theme of censorship or freedom of expression.
- Option 3: Write and perform a monologue from the perspective of a censored character in the novel.
- Option 4: Compose a poem or rap exploring censorship and personal identity in the novel.
- Option 5: Create a “Banned Books” museum exhibit with artifacts and explanations connected to the novel.
Clarify any questions about requirements, technology usage, or materials.
Point out the rubric focusing on content understanding, creativity, presentation skill, and engagement.

3. Project Selection and Initial Planning (10 minutes)

Allow students to silently review the choice board and circle or write their intended project choice.
Students begin brainstorming or drafting ideas in notebooks or on planning sheets.
Circulate to give support, ask probing questions about how students plan to incorporate novel themes.

4. Mini-Workshop: Presentation Skills (10 minutes)

Conduct a quick interactive mini-lesson on effective presentation strategies:
- Maintaining eye contact and engagement with the audience.
- Using clear and expressive language reflective of their understanding of the novel’s themes.
- Incorporating multimedia elements effectively (e.g., visuals, audio).
Model a 1-minute sample excerpt from a hypothetical student presentation highlighting these skills.
Invite 1 or 2 volunteers to demonstrate a brief paragraph or description to practice. Provide constructive feedback in real time.

5. Group Sharing and Peer Feedback (15 minutes)

Students form small groups of 4–5 to share their project choices and initial ideas verbally.
Each student presents a 2-minute overview of their intended project including the chosen theme and planned creative approach.
Group members offer supportive feedback and suggestions grounded in the rubric criteria.

6. Closure and Next Steps (10 minutes)

Regroup as a full class; summarize key points about choosing meaningful projects and presentation techniques.
Finalize instructions for any remaining project work outside class and provide timelines for final presentations/due dates.
Encourage reflective journaling (exit ticket) — students write 3-4 sentences on their choice, what they hope to communicate, and what they anticipate will be challenging.

Assessment

Informal formative assessment during brainstorming and presentations through observation of understanding and engagement.
Peer feedback focuses on depth of theme connection and clarity of presentation.
Exit ticket journal entry to check student reflection and readiness.
Final project graded with rubric evaluating:
- Alignment with novel themes on censorship
- Creativity and originality
- Clarity and effectiveness of presentation skills
- Use of multimedia or visual aids to support claims
- Appropriate use of language and vocabulary

Accommodations and Differentiation

Provide sentence starters or graphic organizers for students needing writing support.
Offer alternative presentation formats (audio recording, visual-only display) for students with speaking anxiety or speech-language needs.
Allow use of assistive technologies for students with IEPs or 504 plans.
Encourage peer partnerships or small group collaboration as needed.

Reflection for Teachers

Did students demonstrate thoughtful connections between the novel and themes of censorship?
Which choice board options were most popular and why?
How effectively did mini-lesson on presentation skills translate into student practice?
Consider ways to scaffold planning further for future multi-step projects.

This lesson provides a meaningful, student-centered conclusion to the unit, encouraging creative self-expression aligned with core skills in reading comprehension, writing, and oral presentation per Common Core standards.

Teaching Instructions