1 and future tense and words that show which tense is Vary support - PowerPoint PPT Presentation

Session Week 12: Presentation preparation Time 6 hours – 1 day Session Objectives Assessment methods By the end of the session learners will be able to:   Write a speech, for the week 12 presentation event; 1:1 support/facilitation during group work/individual  work; Practise proof-reading techniques by proof-reading  written presentation; Targeted questioning, open and closed questioning,  lower and higher order questioning; State at least three considerations that make a  presentation successful; Observation and monitoring of learners during  activities; Identify the different tense within a piece of writing;   Proof-read speech. Read out loud to an audience. Previous knowledge assumed  All learners have completed an initial and diagnostic skills assessment with support from a literacy and numeracy specialist.  Learners should have been encouraged to practise giving presentations and speaking out loud in groups throughout the 11 weeks prior to build up to this week. Time Activity Differentiation Resources 10 mins Starter activity: Storytelling Ask learners to count one of the Storytelling dice / storytelling images following, depending on what Use storytelling dice or images to create a group they need to work on (this should story by going around each individual, in turn, and be evident by wk 12): asking them to say a sentence which flows from the Capital letters story so far, which also includes the image they have Full stops chosen. Adjectives Nouns Afterwards, ask if the story was told in the past Verbs present or future. Provide examples of past, present Tense of story 1

and future tense and words that show which tense is Vary support according to being used e.g. looked, is looking, will look. learner/group needs Explain what you want from a presentation and ask which tense learners ’ presentations will be in. Provide examples: I did, I do I will.. 5 mins State session objectives 45 mins Activity 1: Journey stimulator Use a review that will be Optional: encouraging for the team Art materials Offer stimulus to remind people of their journey e.g. Flipchart paper ILRs, photos, video clips, etc. Photos ILRs You could do a whole-team review, looking at the 12 Projector week journey, this could be done in any format suited to the team. 30 mins Activity 2: Mind map planning Vary support according to Pen and paper learner/group needs Computer option Ask learners to create a mind map of things they Pairs would like to include in their speech. Buddying Provide an example Ask learners to sequence their ideas and add Provide a template substance to each point. Activity 3: Write up 1 st draft of presentation 90 mins Include additional activities to Computer option accommodate for different Pen and paper learners’ pace. Ask learner to write up their presentation. Break down this activity and inject other activities and Vary support according to Computer and internet access energisers if appropriate. learner/group needs http://www.bbc.co.uk/skillswise/english/games Seek additional support for this Use any of the following worksheets that you feel are activity/session Worksheets appropriate for either the group or individuals: Carry out activity over an - Better spelling - Better spelling extended period of time - Spelling and letters - Spelling and letters Give learners the option to take - I and e - I and e home - Able and ible - Able and ible - Words most commonly misspelt - Words most commonly misspelt - Words that end in ly - Words that end in ly - Capital letters 2

- Capital letters - Question marks - Question marks 40 mins Activity 4: Proof-reading Pairs Pens and paper Individuals Different coloured pens Ask learner to proof read the following: Vary support according to  learner/group needs Worksheets: Sense; does it flow, make sense? Sound interesting Use worksheets to cement - Checking writing work for mistakes  learning - Proof reading a letter Is the presentation balanced in relation to how much of it is about the past, present and future? This can be done by highlighting the speech in different colours to easily see the tense balance.  Spelling; check by reading slowly, reading out loud, reading backwards to just focus on spelling rather than sentence coherency, someone else read it.  Sentence coherency; Read out loud, read to someone else, someone else read it, read at a later date with a fresh pair of eyes. 20 mins Activity 5: Consequences Another activity which Pen and paper encourages speaking out loud in Carry out consequences energiser activity. a group setting Set up an environment in which young people feel Vary support according to comfortable reading out loud without being judged. learner/group needs Can use this activity to encourage learners to read Modify story to be appropriate to aloud as if they would on presentation day. group and individuals Give people the option to draw some of the responses 30 mins Activity 6: Presentation tips Presentation skills tips Watch a clip of a good presentation speech e.g. Tim Role-play from TL or TM Minchin Graduation Speech this can be used to form Clips from past Team discussion around good and bad practice when presentations delivering a presentation/speech. 3

60 mins Activity 7: Practise reading Individually Presentation scripts Pairs Internet access to show video clip Use this time for learners to practise reading their Small groups whole group http://www.bbc.co.uk/skillswise/topic/giving-a- speech, to themselves in a quiet space and in pairs presentation or small groups. If reading in pairs, listener can use ‘presentation tips’, from previous activity, as a basis for constructive feedback. Stimulate a discussion around constructive feedback. Explore the benefits and how to give it well. Encourage people to give balanced feedback and offer examples of constructive feedback. Build up to reading out loud in larger groups, if you feel this is appropriate for the learners. 30 mins Activity 8: Review Whole group activity Paper Small group activity Flipchart 1. Ask learner to read out loud and fill in the spaces on the following statem ent: ‘Before the session started I felt …………………… …………. about writing and presenting a speech. Now I feel…………………………… …………………. 2. Ask what specific LLN have they used during this session, e.g. spelling, punctuation, grammar, formal writing, proof-reading, etc. 3. Ask what skills they have used today will they use in life after the Team? Development work Further reading and resources:  http://www.princes-trust.org.uk/delivery_partners_for_team/delivery_and_resources.aspx  Teaching Adult Literacy – Principles and Practice, Nora Hughes and Irene Schwab  www.bbc.co.uk/skillswise/  www.businessballs.com  Reference: Ofqual (September 2011) Functional Skills Criteria for English and Maths: Entry 1, Entry 2, Entry 3, Level 1 and Level 2. http://ofqual.gov.uk/how-we-regulate/regulatory-requirements/functional-skills/. 4

English skills Maths skills ICT skills By: By: By:  type up presentation  Speaking, listening and communication create a PowerPoint presentation (if  present information and ideas clearly required)  and persuasively use computer to project images and  contribute own ideas and suggestions video clips  to informal discussions open and save files  listen to presentations and provide constructive feedback  identify main points of presentation  listen to instructions and feedback from others  participate in role plays  use topic and specialist vocabulary  present to group Reading  using strategies for skimming and scanning  read in detail and summarise  proof reading  reading to self  reading in pairs/groups out loud Writing  plan, draft and organise writing  present information in a logical sequence  write clearly including the appropriate level of detail  use appropriate language suitable for a presentation and the audience  make sure the meaning is clear  take notes from presentations 5