Presentation+of+Hunger+awareness+campaigns

 __**//Presentation of hunger awareness campaigns//**__ Students will use their public-speaking skills to present their campaigns to end world hunger. Students will show their problem solving skills to demonstrate how they plan on ending world hunger and malnutrition. Students will show their creativity skills to show how they plan on making the problem of hunger aware to the public audience. Students will use their note-taking skills to take notes on other strategies students used to make hunger and undernourishment aware.
 * Purpose:** Students will present their Hunger awareness campaigns so students can learn from each other's work and promote hunger awareness.
 * Objective:**

Students will have 5-8 minutes to present their campaigns in the front of the classroom. The assessment rules and rubric can be viewed here: //@Public awareness campaign assessment and rubric. Students will follow the Tuning Protocol when groups are presenting. //
 * Action Plan:**

__**1. Introduction (1 minute)**__ • The facilitator briefly introduces the project goals, guidelines, and schedule. __**2. Presentation (5 minutes)**__ The presenter has an opportunity to share the context for the student work. __**3. Clarifying Questions (3 minutes)**__ • Participants have an opportunity to ask “clarifying” questions in order to get information that may have been omitted in the presentation that they feel would help them to understand the context for the student work. Clarifying questions are matters of “fact.” • The facilitator should be sure to limit the questions to those that are “clarifying,” judging which questions more properly belong in the warm/cool feedback section. __**4. Examination of Student Work Samples and reflect with warm and cool feedback (2-3 minutes)**__ • Participants (in groups) look closely at the work, taking notes on where it seems to be in tune with the stated goals, and where there might be a problem. Participants focus particularly on the presenter’s focusing question. • Presenter is silent; participants do this work silently. • Participants take a couple of minutes to reflect on what they would like to contribute to the feedback session. • Presenter is silent; participants do this work silently. __**5. Warm and Cool Feedback (2-3 minutes)**__ • Participants share feedback with each other while the presenter is silent. The feedback generally begins with a few minutes of warm feedback, moves on to a few minutes of cool feedback (sometimes phrased in the form of reflective questions), and then moves back and forth between warm and cool feedback. • Warm feedback may include comments about how the work presented seems to meet the desired goals; cool feedback may include possible “disconnects,” gaps, or problems. Often participants offer ideas or suggestions for strengthening the work presented. • The facilitator may need to remind participants of the presenter’s focusing question, which should be posted for all to see. • Presenter is silent and takes notes. __**6. Reflection (2-3 minutes)**__ • Presenter speaks to those comments/questions he or she chooses while participants are silent. • This is not a time to defend oneself, but is instead a time for the presenter to reflect aloud on those ideas or questions that seemed particularly interesting. • Facilitator may intervene to focus, clarify, etc. __**8. Debrief (2 minutes)**__ • Facilitator-led discussion of this tuning experience.

//**Monday students will volunteer at The Inn- Hempstead soup kitchen**//