PowerPoint templates lend themselves perfectly as a vehicle for Cognitively Impaired students to use for the creation of a project presentation. In this instance, it is to present a report on a planet of our Solar System, but this method can really be used for any topic/subject. By providing a structure/skeleton format that is age-appropriate and presents itself in a somewhat “professional” manner, even the simplest of information added to this presents itself in a nice format that we can readily share with peers and family. The structured nature of this project assures that all presentations will showcase nicely regardless of the students’ level of cognitive functioning.

In this lesson, students consider the question "What inspired you to write poetry, and where can you see evidence of this in your poem?" as they begin to write their presentations for the performance task. They begin by analyzing the structure of a model presentation in triads, and then move on to focus on the introduction, generating criteria for an effective introduction before writing their own presentations (W.4.2a, W.4.2b, W.4.4, L.4.1f).
At the end of the lesson, students generate criteria for reading fluency on the Fluent Readers Do These Things anchor chart (RF.4.4).
In this lesson, the habit of character focus is on working to become an effective learner. The characteristic that students are reminded of specifically is collaboration, as they work in a triad to analyze the structure of the model.
The research reading that students complete for homework will help build both their vocabulary and knowledge pertaining to poetry and creative writing. By participating in this volume of reading over a span of time, students will develop a wide base of knowledge about the world and the words that help describe and make sense of it.
This lesson is the final in a series of three that include built-out instruction for the use of Goal 2 Conversation Cues to promote productive and equitable conversation (adapted from Michaels, Sarah and O'Connor, Cathy. Talk Science Primer. Cambridge, MA: TERC, 2012. Based on Chapin, S., O'Connor, C., and Anderson, N. [2009]. Classroom Discussions: Using Math Talk to Help Students Learn, Grades K-6. Second Edition. Sausalito, CA: Math Solutions Publications). Goal 2 Conversation Cues encourage students to listen carefully to one another and seek to understand. Continue drawing on Goal 1 Conversation Cues, introduced in Unit 1, Lesson 3, and add Goal 2 Conversation Cues to more strategically promote productive and equitable conversation. As the modules progress, Goal 3 and 4 Conversation Cues are also introduced. Consider providing students with a thinking journal or scrap paper.