Life on a Soddy Presentation
Meeting the Needs of Diverse Learners

Teacher Created Student Assessment
Presentation Rubric
Learning Support Interview Rubric

Topic:

Social Studies

Grade Level:

Fourth

Instructional Objectives:

• The students will read their friendly letters in front of the class at a clear volume level and at an appropriate pace.
• The students will display their sod houses on a pedestal as they read.
• The friendly letters will display knowledge of life in a sod house.

• oral presentation skills

• Each student should have constructed a sod house.
• Each student should have the final copy of his/her friendly letter.
• A pedestal or stool to display sod houses
• Sod House Presentation Rubric (one for each student)
• Learning Support Rubric (one for each student in learning support classes)

    Students should be prepared to speak in front of the class after practicing reading their letters the previous night.  Review with the students the routine of the presentation. When called, the student should bring his/her sod house to the front of the class and place it on the stool.  He/she should have the final copy of a friendly letter in hand.  When the student is ready, he/she can begin reading the letter for the class.  Review audience manners and what would receive a level 3 on the rubric for volume and pace for the presenter.

Procedure:

        Ask for a volunteer to begin the presentations.  As each child performs in front of the class, complete the presentation rubric.  Follow routine outlined above for each student, and be sure to emphasize audience manners.
        For those students in learning support, interview them on what life would be like living in a soddy.  Tell me what it would be like if you lived in a sod house?  Would you want to live in one?  What are the advantages and disadvantages of living in a sod house?  What did you learn from making your own? Fill out the support rubric during the interview.

Key Discussion Questions:

• What went well?
• What didn't go well?
• Could you tell who had practiced at home?
• What would you do better next time?
• Tell me what it would be like if you lived in a sod house?
• Would you want to live in one?
• What are the advantages and disadvantages of living in a sod house?
• What did you learn from making your own?

    After all presentations have been made, discuss good/bad points of the presentations with the class.  What went well? What didn't go well?  Could you tell who had practiced at home? What would you do better next time?  Have each student give a compliment to another student about his/her presentation.

Assessment:

• Students will be assessed according to one of two rubrics.  Those students who take language arts with a learning support teacher did not write a letter. Therefore, they will be interviewed (one-on-one with the teacher) using the learning support rubric.

Extension Activities:

        Have students videotape their presentations.  They can then watch themselves and use the rubric to assess themselves.
        Have students make a skit in groups as they make the long journey to settle in the Midwest.  They could be traveling, building a sod house, or gathering crops from their farm.