Presentation and analysis of findings

Grade 6 · English

Semester 2 | Period 5 | Week 29

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Subject: English

Semester: 2

Period: 5

Week: 29

School Name:
Teacher’s Name:
Subject: English Language
Grade Level: Grade 6
Date: Week 29
Lesson Duration: 45 minutes
Week & Period: Week 29, Period 5
Topic: Presentation and Analysis of Findings
Sub-topic: Reporting Research and Interview Results
Learning Objectives
By the end of the lesson, students should be able to:
Organize and present research and interview findings
Draw conclusions and make recommendations
Use proper tone, structure, and clarity in oral and written presentations

Previous Knowledge
Students already know research, interviews, and summarization

Instructional Materials
English Language textbook for Grade 6, chart paper, markers, PowerPoint

Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Ask learners: “How do you think presenting information clearly helps others understand your findings?”

B – Building Knowledge (Main Lesson Body)

Time: 25–30 minutes

👩🏽‍🏫 Teacher Explanation & Modelling (10–12 minutes)

🗂️ 1. Organizing Data

Explain that after collecting information through research or interviews, it must be organized clearly so others can understand it.

✅ Techniques for organizing information:

  • Headings/Subheadings – divide content into logical sections
    Example: Causes of HIV/AIDS, Effects, Prevention
  • Bullet points or numbered lists – to present facts or steps simply
  • Charts/Tables/Diagrams – for comparisons or statistics
    Example: Chart comparing reported HIV cases in different counties

💡 Teacher Tip: Show a sample project board or a printed article using headings and charts.

 

🗣️ 2. Presenting Orally

Oral presentation is when you speak to an audience about your findings. Help learners understand that good presentation is not just reading from a paper.

✅ Key skills to demonstrate:

  • Clear voice – speak loudly enough for everyone to hear
  • Eye contact – look at the audience, not just your paper
  • Pacing – don’t rush; speak slowly and clearly
  • Gestures – use hand movements or point to charts if helpful
  • Visual aids – posters, PowerPoint slides, drawings, or charts help explain ideas better

🎤 Demonstrate a short sample presentation using a mini poster or chart.

 

🧠 3. Drawing Conclusions

Conclusions are your final thoughts after looking at all your data. Help learners understand how to make sense of what they have learned.

✅ How to draw conclusions:

  • Look for patterns in your findings
  • Identify the main idea or key message
  • Keep it short and clear
    Example: “Many students are not aware of how HIV spreads. More school-based health education is needed.”

 

💡 4. Making Recommendations

Recommendations are practical suggestions to improve a situation or solve a problem, based on your conclusions.

✅ Examples of recommendations:

  • “Health clubs should organize monthly awareness programs.”
  • “Posters about HIV prevention should be displayed in all classrooms.”
  • “Schools should invite health workers to speak to students regularly.”

✍🏽 Teacher models a simple conclusion + recommendation based on student interviews or mock research.

 

👩🏾‍🎓 Learners’ Activities (Expanded – 15–18 minutes)

📊 Activity 1: Compile and Organize Findings (6–7 minutes)

  • In small groups, learners gather the results of their research/interviews from previous lessons
  • Organize information into sections using:
    • Headings (e.g., “Causes,” “Effects,” “Solutions”)
    • Bullet points
    • Charts or drawings
  • Begin preparing poster boards or digital slides

✅ Encourage visual organization — color-coded headings, simple bar graphs, or illustrations

 

🗣️ Activity 2: Oral Presentation Practice (6–7 minutes)

  • Each group assigns roles (speaker, timekeeper, poster holder, etc.)
  • Practice delivering findings in front of the class or a partner group
  • Include:
    • Introduction (topic and purpose)
    • Findings (summarized, organized data)
    • Conclusion
    • Recommendations
    • Use of visual aids

✅ Teacher observes and gives feedback on voice, eye contact, clarity, and pacing

 

🧾 Activity 3: Peer Feedback & Reflection (3–4 minutes)

  • After presentations, groups provide peer feedback using a checklist:
    • Did they speak clearly?
    • Was the information well-organized?
    • Were the conclusions and recommendations relevant?
  • Learners reflect: What did we learn? What can we improve?

 

✅ Assessment Checks

Skill/Concept

Assessment Tool/Method

Organizing data

Check posters/reports for logical structure, headings, charts, and bullet points

Clarity of written reports

Review summaries for grammar, content flow, and factual accuracy

Presentation skills

Observe eye contact, pacing, voice projection, and use of visual aids

Drawing conclusions

Evaluate if conclusions are clearly based on evidence and findings

Making recommendations

Assess if suggestions are practical, relevant, and logically connected to the conclusions

Peer and self-assessment participation

Observe engagement during feedback and reflective discussion

🗒️ Notes (Expanded & Detailed)

🧠 Why This Matters

  • These skills help learners communicate research findings clearly
  • Organizing ideas helps in writing, reporting, and public speaking
  • Drawing conclusions and making recommendations develop critical thinking
  • Projects like “Sara Let’s Speak Out” empower learners to become advocates for change in their schools and communities

 

🧑🏾‍🏫 Teacher Tips

  • Help learners use sentence starters for conclusions:
    • “Based on our research, we found that…”
    • “This shows that…”
  • For recommendations, use:
    • “We suggest that…”
    • “One way to improve this issue is…”
  • Provide a rubric or checklist for group presentation expectations

 

📌 Extension Activities

  • Turn student presentations into a community awareness campaign
  • Display posters or publish findings in a classroom newsletter
  • Invite a guest speaker (nurse, NGO worker, peer educator) to comment on presentations

 

C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Learners can analyze, organize, and present research findings accurately and confidently

Evaluation Method (Expanded):
Exit slip/quiz: List three key findings from your research and one recommendation
Teacher will collect slips and provide oral feedback

Assignment (Expanded):
Write a one-page report summarizing research and interview findings and present orally in class

Follow-up Activity:
Reflect on group presentations and discuss improvement areas

Differentiation / Inclusive Strategies
Allow group work for struggling learners, provide templates and prompts for report writing

Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low