11SL-Presentation+of+Knowledge+&+Ideas

SL.11.4. Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. SL.11.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. SL.11.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
 * ===**Common Core Standard**===
 * AS:**
 * SL-11.4.**
 * SL-11.5**
 * SL-11.6**

Makes sense of problems and perseveres in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics Use appropriate tools strategically. Attend to precision. Look for and make use of structure. Look for and express regularity in repeating reasoning. || HS.SI.1.1 Evaluate resources for reliability. HS.SI.1.2 Evaluate resources for point of view, bias, value, or intent of information. HS.SI.1.3 Evaluate content for relevance to the assigned task. HS.TT.1.1 Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts). HS.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. online note-taking tools, collaborative wikis). HS.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files). HS.RP.1.1 Design global-awareness project-based products individually and collaboratively. HS.SE.1.1 Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette. HS.SE.1.2 Analyze safety issues and practices when using online resources (legal and criminal consequences, long-term career consequences of behavior). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== Create || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * MP.1.**
 * MP.2**.
 * MP.3.**
 * MP.4**.
 * MP.5.**
 * MP.6.**
 * MP.7.**
 * MP.8.**
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===

SL.11.4

 * Research material on an appropriate topic
 * Establish position based on research findings
 * Assess possible fallacies in reasoning, considering alternative or opposing perspectives
 * Organize and present material appropriate to task, purpose, and audience
 * Utilize stylistic elements to develop material in a range of formal and informal tasks
 * Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and style are appropriate to purpose, audience, and a range of formal and informal tasks.
 * SL.11.5 **


 * Identify digital media (e.g. audio, visual, textual, graphical, interactive, etc.) format appropriate to task
 * Select suitable, most effective digital media to incorporate strategically into presentations
 * Utilize digital media to convey ideas, findings, and evidence
 * Display digital media in a manner that is polished to enhance the overall presentation and audience interest
 * Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
 * SL.11.6 **


 * Demonstrate understanding of audience, purpose, and task
 * Revise speech to reach audience effectively
 * Utilize formal and/or informal English where necessary to guarantee audience’s understanding
 * <span style="font-family: Arial,Helvetica,sans-serif;">Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**=== Audience Formal Informal Logical fallacies Perspective Purpose Stylistic elements Task
 * SL.11.4**

Audience interest Audio Digital media Effectiveness Evidence Findings Graphical Interactive Reasoning Textual Visual
 * SL.11.5 **

Audience/Purpose Diction Formal Informal Rhetoric Style Task Tone
 * SL.11.6 **

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
@http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf Giving a Speech (to other resources), [] Giving a Speech Tips: []

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
@http://www.dodea.edu/curriculum/docs/ge/2006_manuals/pdf/section_ii/differentiation_of_instruction.pdf

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**===
 * Perspective on the Slave Narrative This lesson plan introduces students to one of the most widely-read genres of 19th-century American literature and an important influence within the African American literary tradition even today. The lesson focuses on the Narrative of William W. Brown, An American Slave (1847), which, along with the Narrative of the Life of Frederick Douglass (1845), set the pattern for this genre and its combination of varied literary traditions and devices. To help students recognize the complex nature of the slave narrative, the lesson explores Brown's work from a variety of perspectives.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===