Elementary (Grades 3-5)

Middle School (Grades 6-8)

CASEL Core Competencies

• Self-Awareness

• Self-Management

• Social Awareness

• Relationship Skills

Common Core ELA-Literacy Standards

• Listening and Speaking

• Reading

• Writing

NCSS Social Studies Themes

• Individual Development and Identity 

• Time, Continuity, and Change

• Individuals, Groups, and Institutions

• Explain what a symbol is and give examples of symbols

• Describe Olympic symbols and traditions of the Games and explain their significance to the meaning of the Games

• Work together in collaborative small groups to give oral presentations on symbols and traditions of the Olympics

• Explain how Olympic symbols connect the Modern Games to the Ancient Greek Games

• Explain why the symbols and traditions of the Games are important to our understanding of the meaning of the Olympics for people from around the world

Divide the class into five groups. (The teacher may wish to decide which students will be in each group prior to the lesson so that all groups span various ability levels.)

Provide each group with copies of one of the reading passages: Olympic Flag, Motto, and Creed; Olympic Olive Wreath; Olympic Flame; Olympic Torch and Relay; and Olympic Mascots. Give groups about 10 minutes to read their passage. Circulate around the room to see if any groups are having difficulty reading their passage.

When all students have completed reading about their topics, give them five minutes to discuss their topics among themselves and jot down any questions they may have for the teacher.

Tell the groups that each group will present its information about their topic to the rest of the class, so that everyone in the class knows about their topic. Tell them their presentations should take about eight to ten minutes and that each person in the group must participate in some way (by speaking, providing art work, printing information on the group’s chart, and so on) to teach the rest of the class about the topic.

Distribute a Planning Our Presentation form to each student. Tell the groups to use the planning form as they discuss their topics and decide how they are going to present them to the class. Tell the class that you will be moving from group to group to answer the questions about their topics that they have jotted down.

Tell students they have about 20 minutes to come up with their plan. Circulate around the room to provide assistance to groups that may need help with their planning.

At the end of the planning time, ask the class:

• What is going well for your group as you plan your
  presentation? Chart responses.

• What kinds of challenges or questions do you have about
  making your presentation? Chart responses. As a challenge arises, ask the class if someone has an idea that could help the group handle the challenge. If a student has a question that another student could answer, ask the group if anyone can help answer the question. Encourage students to help one another.

Tell students they have 10 minutes to finish their planning for the day. During this time period, each group may send a representative to other groups to ask for ideas and then report back to their group.

Tell the students when time is up.

Ask the class why it was helpful to be able to speak to other groups. Ask by a show of hands how many groups feel that they are ready to start writing up their charts and drawing their pictures for the presentation at the next class. Note which groups, if any, may need additional help with planning.

Collect the planning forms from each group in a folder with the name of the group on it. Tell students you will return their planning forms at the start of the next session.

Note: Before the next session, read through the forms to identify
the specific kinds of help each group needs. If there are common areas
across many groups, address these at the beginning of Day 2.

Day 2 (Depending on the age/grade level of students an
additional day may be needed)

Welcome the students and return their planning forms to them. Tell students that you read their planning forms and noticed some challenges that came up more than once. Post the chart of the general issues. Some examples might be: deciding on main ideas, how should we order our ideas, how much do we print on our charts. how do we present the pictures with the information, and so on.

Ask the class if you have missed any issues they are having. Add them to the list.

Tell students they can ask specific questions about planning that you will answer as you hand back the Planning Our Presentation forms to them. Continue answering questions as you place a stack of new planning forms on your desk.

Tell the class they may get a blank form from the desk if anyone wants a new one. Tell the groups that you will be circulating around the room to continue to answer each group’s questions and provide assistance as the groups finalize their plans. Tell them they have about 15 minutes to decide on their plan.

At the end of 15 minutes, provide each group with multiple pieces of chart paper and markers so they can begin making their presentation. Tell them the goal is to have all presentations completed by the end of the session so that presentations can begin on the next day. Continue to circulate among the groups to provide assistance as needed.

Periodically tell students how much time they have left to complete their presentation. Remind students that each presentation should take about 8-10 minutes.

At the end of 20 minutes, ask groups by a show hands how many need more time.

At the end of the 10 minutes, ask groups by a show hands how many groups are almost finished with their presentation.

At 10 minutes before the end of the class, have students stop working. Provide each group with a large clip and ask each group to put their charts together neatly with the clip. Collect the presentation.

Ask for a group to volunteer to go first, to go second etc. until all groups are assigned a spot. Tell the students the presentations will start the next day.

Day 3 (Presentations)

Distribute the presentations to the groups. Tell them they have 10 minutes to quietly rehearse how they will do their presentation.

Remind students that each presentation should be around eight minutes. Ask the first group to present their topic. When the group is done, lead the class in applause. Then tell the audience they have a minute or two to ask questions if they have any. Continue this procedure until all groups have presented.