This is a standards map for the concept of presenting information, findings, and supporting evidence clearly, concisely, and logically. It is specific to Standard 4 of the Presentation of Knowledge and Ideas Anchor in the Writing standards of the CCSS ELA standards.
Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Description
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2 - Describe (Familiar people, places, things, events)
1 - Provide (Additional detail)
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2 - I can describe familiar people, places, things and events.
1 - I can provide additional details through prompting and support.
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A. With detail prompts, description can be expanded.
B. I can begin with what I know and have experience with and build on that as I describe less familiar.
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A.1 How do speakers produce more description details?
B.1 Why do I describe familiar people, places, things, and events?
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Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
2 - Describe (Familiar people)
2 - Describe (Places)
2 - Describe (Things)
2 - Describe (Events)
3 - Express (Relevant details)
3 - Express (Ideas)
3 - Express (Feelings)
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2 - I can describe familiar people.
2 - I can describe places.
2 - I can describe things.
2 - I can describe events.
3 - I can express relevant details.
3 - I can express ideas.
3 - I can express feelings.
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A. Descriptions are clearer with details.
B. Many descriptions require careful use of adjectives, but events and even character or place descriptions may require more vivid verbs.
C. Relevant details will answer many questions asked about a topic.
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A.1 How is a description made clearer?
B.1 How are descriptions of people, places and things similar or different?
C.1 How do I know when a description has enough relevant details?
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Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
1 - Tell (Story)
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1 - I can tell a story or recount an experience with facts and details in coherent, audible sentences.
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A. Listeners experience story telling with details and coherent speaking.
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A.1 How is a story best understood?
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Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Speech
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2 - Report (Topic, text)
3 - Tell (Story)
1 - Speak (Understandable speech, facts, descriptive details, pace)
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2 - I can report on a topic or text.
3 - I can tell a story or recount experience with facts and details.
1 - I can speak clearly at an understandable pace.
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A. Relevant facts, descriptive details, and pacing make clearer reporting.
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A.4 How do I report?
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Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Support
Speech
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2 - Report (Topic, text)
3 - Tell (Story)
2 - Recount (An experience)
5 - Support (Main ideas, themes)
1 - Speak (Understandable pace)
|
2 - I can report on a topic or text.
3 - I can tell a story.
2 - I can recount an experience.
5 - I can support main ideas or themes in speech using facts and relevant, descriptive details.
1 - I can speak at an understandable pace.
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A. Organizing speeches makes them understandable.
B.1 Relevant details and pacing provide clarity and support understanding.
C. 1 Stories require organizational and factual descriptive devices to keep the listener engaged?
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A.1 What benefit is there from organizing and presenting speeches clearly?
B.1 Why are details and pacing essential?
C.1 How can I effectively retell a story or experience?
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Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Report
Presentation
Idea sequencing
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2 - Report (Topic or text )
3 - Present (Opinion)
4 - Sequence (Ideas logically)
4 - Use (Appropriate facts)
5 - Support (Main ideas or themes)
3 - Speak (Clear speech at an understandable pace)
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2 - I can report text or topic.
3 - I can present opinion.
4 - I can sequence ideas logically.
4 - I can use appropriate facts and relevant, descriptive details.
5 - I can support main ideas or themes.
3 - I can speak clearly at an understandable pace.
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A. Logical sequencing supports presentation.
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A.1 What effect does sequencing have on a speech?
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Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Presentation
Accentuation
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3 - Present (Claims and findings)
4 - Sequence (Ideas logically)
4 - Accentuate (Main ideas or themes via descriptions, facts and details)
3 - Use (Eye contact)
3 - Use (Adequate volume)
3 - Use (Clear pronunciation)
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3 - I can present claims and findings
4 - I can sequence ideas logically
4 - I can accentuate main ideas or themes via description, facts and details
3 - I can use eye contact
3 - I can use adequate volume
3 - I can use clear pronunciation
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A. Main ideas are stressed by claims, sequencing, facts, and presentation.
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A.1 How are main ideas of a speech stressed?
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Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Presentation
Emphasis
|
3 - Present (Claims and findings)
4 - Emphasize (Salient points in focused, coherent manner)
3 - Use (Eye contact)
3 - Use (Adequate volume)
3 - Use (Clear pronunciation)
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3 - I can present claims and findings
4 - I can sequence ideas logically
3 - I can use eye contact
3 - I can use adequate volume
3 - I can use clear pronunciation
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A. Focus, project, use volume,eye contact, and pronunciation to get salient points across.
B. Logical order and good arrangement result in following, recall, and a heed to the call to action.
C. Coherence makes the mind of the audience stay tuned for each next thought.
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A.1 How does a speaker emphasize salient points effectively?
B.1 How is a listener able to better engage?
C.1 Why are coherent speeches easier to follow?
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Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; use appropriate eye contact, adequate volume, and clear pronunciation.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Presentation
Emphasis
|
3 - Present (Claims and findings)
3 - Use (Eye contact)
3 - Use (Adequate volume)
3 - Use (Clear pronunciation)
|
3 - I can present claims and findings
3 - I can use eye contact
3 - I can use adequate volume
3 - I can use clear pronunciation
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A. Manner of presentation, eye contact, details, volume, coherence, reasoning and pronunciation highlight content.
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A.1 How does a speaker catch attention and emphasize content?
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Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Presentation
Appropriateness
|
3 - Present (Information, findings, supporting evidence)
3 - Present (Line of reasoning)
4 - Organize (Information)
3 - Develop (Information)
2 - Provide (Information)
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3 - I can present information, findings and supporting evidence clearly, concisely, and logically.
3 - I can present with logical line of reasoning.
4 - I can organize information, findings, and supporting evidence.
3 - I can develop information, findings, and supporting evidence.
2 - I can provide information, findings, and supporting evidence. .
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A. Listeners want clear structure, reasoning and style that answers questions.
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A.1 How do listeners follow along with a speaker’s words?
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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 or formal and informal tasks.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
|
Presentation
Perspective
Appropriateness
|
3 - Present (Information, findings, supporting evidence)
3 - Present (Perspective in clear line of reasoning)
6 - Organize, develop and provide (Substance appropriate to purpose, audience, task range of formality)
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3 - I can present information, findings and supporting evidence
3 - I can present perspective in clear line of reasoning
6 - I can organize, develop and provide sustance appropriate to purpose, audience, task range of formality
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A. Content and style must fit audience, purpose, perspective and task.
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A.1 How is style of presentation influenced?
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