University of West Alabama

COE
5E Lesson Plan- Prezi Presentation (Group)

Teacher: Briana McNeel

Date: 7/17/2020
Subject Area / Reading/Grade 4
Course /
Grade Level:
Materials:  Computer
 Short Story of choice based on options given by teacher
 Highlighters
Standards: Describe in depth a character, setting, or event in a story or drama, drawing on specific details
in the text (e.g., a character’s thoughts, words, or actions). [RL.4.3]
Objectives: Students will:
 Choose 1 of 10 short stories to read with their group members
 Identify the main character(s) of the story
 Identify the setting of the story
 Explain specific details about the character(s) in the story
 Create a Prezi Presentation about the characters and setting of the text.
Differentiation The teacher will prompt students with questions to ensure they know what a character and setting
Strategies: is in a story.
The students will read a short story chosen that meets their reading level and abilities
The students will have a 3 person group to help provide assistance throughout the lesson

ENGAGEMENT:
The teacher will ask the students if they have ever created a PowerPoint presentation. The teacher will allow the students to
share their experiences and what they have created PowerPoint Presentations on. The teacher will then briefly explain what
the website Prezi is used for and how it is similar to creating Power Points but with alternative transitions and how it is all
created on one page, unlike Power Point.

Assessment: Teacher will assess students by seeing how much they already know about creating a Power Point presentation
which will help the teacher to understand if it is enough knowledge to move to a different platform, Prezi.
EXPLORATION:
The teacher will split the students up into groups of three. The groups will be given all 10 short stories and will briefly read
through them to determine which one they would like to do their presentation on. Once the group members have determined
which short story to use, the groups will then quietly popcorn read with each other while asking important questions and
making important remarks as to where the stories take place and who the main characters are.

Assessment: The teacher will rotate around the room during the popcorn read aloud to see the conversations the groups are
having throughout their reading for the teacher to ensure the students understand their text.
EXPLANATION:
Once the students are finished reading their short stories, students will join the teacher for circle time on the carpet where
each student can share important information about the passage they chose and have read. While the students are sharing
their stories with the entire class, the teacher will guide them with important questions pertaining to their story:
1. Where did this story take place?

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2. Who are the main characters of the story?
3. Did you notice any characters who were not mentioned as often?
4. Who was the story about?
5. How did the certain characters feel?
6. How did the certain characters make you feel?
7. What is something important that happened in this story?

Once the students are finished sharing, they will return to their groups to write down each component that we discussed
during our group discussion.

Assessment: The teacher will take notes based on the answers given during the group discussion which will allow the teacher
to determine if the students need comprehension support.
ELABORATION:
Students will begin creating their presentations on Prezi.com. They will choose which group member is the leader and ensures
everyone’s opinion is incorporated, who will be the recorder of the information or who will spend the majority of the time on
the computer, and who will be the time keeper or the person who keeps track of how much time they have to work on their
project. The students will work together to create their presentation of the setting, characters, main events, and specific
details of the characters. They will all three collaborate and present the project together,

Assessment: The teacher will observe to see if the students are having and difficulty working with their partners and/or using
the designated website.
EVALUATION:
Rubric for presentation

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References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington,
D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.:
National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.

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