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Assessment

🎤 Forum Pitch Rehearsal

Learn from the past Engage and critique perspectives Gather and organize original data Analyze and interpret data Develop as a multilingual Engage in discussion Build models, prototypes, or action plans 6.1.12.GeoHE.5.a 6.3.12.HistoryCA.12 Plan an investigation or test a design individually and c... Design, evaluate, and/or refine a solution to a complex r... 6.3.12.GeoGI.1 Compare and evaluate competing arguments or design soluti... Evaluate competing design solutions to a real-world probl... Product Assessment Exhibition Reflection Core Content Community Partners Essential Question Critique and Revision Submission Required Grading Required

Teams deliver a timed mock briefing for classmates using their final slide deck, evidence board, prototype, and multilingual handout or policy brief. Peers use the rubric to score content, pacing, use of statistics, historical comparison, and explanation of revisions, then teams make one last round of edits. Each student also completes the weekly team reflection protocol on communication, problem-solving, and persistence using evidence from this phase.

Plan day
Day 22
Duration
80 min
Grouping
Small Group
Steps
6 steps

Lesson plan

6 steps · 80 min
# What teachers do
1 Launch the rehearsal by reviewing the Community Health Action Forum format, the peer scoring rubric, timing expectations, and feedback norms; have teams set out their slide deck, evidence board, prototype, and multilingual handout or policy brief. (10 min)
2 Give teams a final preparation window to assign speaking roles, test technology, rehearse transitions, confirm which statistics and Black Death comparisons they will highlight, and identify how they will reference clinic-partner feedback and final design revisions. (10 min)
3 Run mock briefing round 1: half of the teams deliver timed pitches while audience teams use the rubric and response cards to score content, pacing, statistical reasoning, historical comparison, multilingual accessibility, prototype explanation, and tradeoff analysis. (20 min)
4 Facilitate a structured peer critique and gallery walk in which presenting teams stand by their evidence boards and prototypes, listeners leave targeted response cards, and teams ask clarifying questions about strengths, gaps, ethical concerns, and audience understanding. (10 min)
5 Run mock briefing round 2: remaining teams deliver timed pitches while audience teams complete rubric scoring and response cards focused on evidence use, feasibility, constraints, community needs, and explanation of revision decisions. (20 min)
6 Lead team debrief and final revision planning: teams sort feedback into keep/change/clarify categories, choose the highest-priority edits for slides, prototype explanation, and multilingual materials, and each student completes the weekly reflection protocol using evidence from rehearsal performance and prior project feedback. (10 min)
Preparation (10 items)
  • Print or duplicate enough peer scoring rubrics and response cards for every student, with criteria for statistics, historical comparison, prototype explanation, multilingual accessibility, pacing, revisions, and audience readiness.
  • Set up presentation stations with a projector or screen, timer, speaker order list, table space for prototypes, and wall or easel space for evidence boards.
  • Prepare a visible agenda and timing cues for each rehearsal round, including presentation length, Q&A or critique time, and transition procedures.
  • Review each team's expected materials in advance and remind students to bring their final slide deck, evidence board, prototype, and multilingual handout or policy brief.
  • Create a simple feedback-sorting template for teams to categorize comments into strengths, revision priorities, unanswered audience questions, and final edits needed before exhibition.
  • Prepare the weekly reflection protocol so students can cite evidence from Black Death comparison work, outbreak research, clinic-partner feedback, rehearsal results, communication choices, and problem-solving decisions.
  • Check technology before class, including internet access if needed, slide compatibility, clickers, adapters, and backup options for teams in case devices fail.
  • Arrange the room so audience teams can easily rotate for the gallery walk and still maintain clear sightlines for presenters, prototypes, and data displays.
  • Post or project sentence stems for critique and Q&A, including prompts for discussing evidence strength, tradeoffs, ethical concerns, accessibility, and clarity of recommendations.
  • Gather sticky notes, pens, clipboards, and translation supports or glossaries so students can give detailed feedback and review multilingual materials efficiently.
Student-facing instructions
You will rehearse your full forum pitch as if you are presenting at the Community Health Action Forum. Your team needs your final slide deck, evidence board, prototype, and multilingual handout or policy brief. During your presentation, you will explain the disease challenge, your recommendation or campaign, the statistics that support your claims, how the Black Death comparison shaped your thinking, how clinic or expert feedback influenced revisions, and what criteria, constraints, and tradeoffs affected your design choices. When you are in the audience, your task is to use the rubric and response cards to give specific feedback on clarity, pacing, data use, historical comparison, accessibility, prototype explanation, and feasibility. During the gallery walk, you will leave targeted comments and ask clarifying questions. After all rehearsals, your team will sort the feedback, choose final edits, and each person will complete the reflection protocol using evidence from this rehearsal and earlier project work.