Before:
The two class days prior to the Pitch Day event were designated as dry-run and feedback days. Students pitched their ideas to the entire class. This is when I scored the students on their pitches (Refer back to the scoring guide in the planning section). It was during this process that we explored appropriate speech etiquette. I advised the students that I will assume this is their first public speaking occasion ever. We will run through the presentation and as a class, provide feedback to critique and coach each other through what works well and what could be improved. Because this was a "coaching" event, it reduced the pressure a little. Students were appreciative of the feedback. Here are a few things we decided were important for the Pitch Day:
The night prior to the event, I spent time cleaning my room, posting recent student work, arranging furniture, and printing handouts. I printed my blog post on the alignment of 20 Time to the Common Core as I felt that this is where the community would want to know the benefits of such a project.
The two class days prior to the Pitch Day event were designated as dry-run and feedback days. Students pitched their ideas to the entire class. This is when I scored the students on their pitches (Refer back to the scoring guide in the planning section). It was during this process that we explored appropriate speech etiquette. I advised the students that I will assume this is their first public speaking occasion ever. We will run through the presentation and as a class, provide feedback to critique and coach each other through what works well and what could be improved. Because this was a "coaching" event, it reduced the pressure a little. Students were appreciative of the feedback. Here are a few things we decided were important for the Pitch Day:
- No gum chewing
- Look our guests in the eye
- Give a firm handshake
- Don't panic
- Tell someone you don't know an answer to their question if that is the truth
- Say "Thank you for your time." or "Are there any questions?" as an indication that the presentation is complete
- Practice interacting with classmates in order to feel more comfortable with a potential Q&A session
The night prior to the event, I spent time cleaning my room, posting recent student work, arranging furniture, and printing handouts. I printed my blog post on the alignment of 20 Time to the Common Core as I felt that this is where the community would want to know the benefits of such a project.
During:
I asked fellow teachers on planning periods to escort the visitors to my classroom. The event ran twice, during period one and period four. Each event was scheduled for forty minutes of class time (we are on block schedule), allowing students to set-up and breakdown their materials for the presentation. I ran the event like a gallery presentation. Students were set-up around the room and guests moved around to hear the various presentations. I greeted community members at my classroom door and students were instructed to look for their family members, go to them, and bring them to their presentation first. From there, the students who had family attend suggested that their family members then go visit another student's presentation. This kept people moving. Students were also instructed to invite "a wanderer" to their table. If anyone was just milling around, students were to make that person feel more welcomed by inviting them over for a presentation.
Our community was so supportive of this event. We had around 35 guests attend. Each student had an opportunity to present a few different times, allowing them to become more comfortable with public speaking. Our guests asked questions and were truly engaged in the presentations. Some of our guests made the decision to support student projects through sponsorships. It was such an uplifting and inspiring event.
Students were surprised that the community members were willing and able to provide further insight with the projects. Whether someone served as another authority for a student or wanted to partake in the projects efforts, the students continued to learn from this experience.
I asked fellow teachers on planning periods to escort the visitors to my classroom. The event ran twice, during period one and period four. Each event was scheduled for forty minutes of class time (we are on block schedule), allowing students to set-up and breakdown their materials for the presentation. I ran the event like a gallery presentation. Students were set-up around the room and guests moved around to hear the various presentations. I greeted community members at my classroom door and students were instructed to look for their family members, go to them, and bring them to their presentation first. From there, the students who had family attend suggested that their family members then go visit another student's presentation. This kept people moving. Students were also instructed to invite "a wanderer" to their table. If anyone was just milling around, students were to make that person feel more welcomed by inviting them over for a presentation.
Our community was so supportive of this event. We had around 35 guests attend. Each student had an opportunity to present a few different times, allowing them to become more comfortable with public speaking. Our guests asked questions and were truly engaged in the presentations. Some of our guests made the decision to support student projects through sponsorships. It was such an uplifting and inspiring event.
Students were surprised that the community members were willing and able to provide further insight with the projects. Whether someone served as another authority for a student or wanted to partake in the projects efforts, the students continued to learn from this experience.
After:
Students followed-up by writing Thank You cards to some of the individuals who listened to their presentations. We discussed this style of writing and how it is different from the blogging and emails we have written to this point. Some of the life skills focused on with this task:
1. Writing a thoughtful card- acknowledging specific people and including specific content from the discussion
2. Clear and concise language that isn't necessarily as formal as a business letter
3. Addressing an envelope to be mailed
The tri-fold boards have been moved to the high school library so that the rest of our community can see the work the students are partaking in through English class.
Students followed-up by writing Thank You cards to some of the individuals who listened to their presentations. We discussed this style of writing and how it is different from the blogging and emails we have written to this point. Some of the life skills focused on with this task:
1. Writing a thoughtful card- acknowledging specific people and including specific content from the discussion
2. Clear and concise language that isn't necessarily as formal as a business letter
3. Addressing an envelope to be mailed
The tri-fold boards have been moved to the high school library so that the rest of our community can see the work the students are partaking in through English class.