Lesson Plan: Sutori Presentation

Subject Area: English

Cycle: 3 Grade: 6

Subject specific competencies related to the lesson and its key features:
English Language Arts


Competency 1: To read and listen to literary, popular and information-based texts

Key Features- To construct meaning by applying appropriate reading strategies

Competency 3: To represent her/his literacy in different media

Key Features- To follow a process to respond to media texts; to follow a production
process in order to communicate for specific purposes to a specified audience.

Cross-curricular competencies:
Intellectual competencies
Competency 1: 

To use information- To gather information; to recognize various information
sources; to put information to use
Competency 4:
To use creativity- To imagine ways of proceeding
Methodological Competencies
Competency 5:
To adopt effective work methods- To begin the process; to perform the task
Competency 6:
To use information and communications technologies (ICT)- To master the
information and communications technologies.
Communication-related competency
Competency 9:
To communicate appropriately- To carry out the communication

Essential Knowledges
English Language Arts

Competency 1
● Use of different reading strategies according to the text type
● Use of different strategies according to her/his purpose for reading
● Initial development of a personal method for researching a topic, with guidance
● Responses to texts in a variety of ways that include writing and media
● Discussions of structures and features of text and their impact on the reader
● Discussion of the structures and features of a text and their influence on the meaning of
a text

Competency 3
● Sharing responses with peers
 ● Considering some of the functions of different, familiar media in relation to her/his
understanding of the message(s)/meaning(s) of a text
● Identifying and discussing some of the ways in which pictures, illustrations, popular
symbols and signs and images enhance the message(s)/meaning(s) in media texts
designed for young viewers
● Comparison of own response with those of peers in order to support and enrich own
understanding.
● Exploration, with guidance, of some of the structures and features for communicating
and presenting information in information-based media texts
● Use of photographs
(Competency 3 has been included since the students will be asked to share their Sutori
presentation electronically with two peers.)

Objectives:
1. Students will create an individual presentation using the Sutori website.
2. Students will paraphrase information into their own words.
3. Students will follow the expectation guideline handout.

Resources:
● SmartBoard (where the teacher will present an example of a Sutori presentation to the
class)
● www.sutori.com
● The students will be directed to the following links to get them started on their
researching process:
● http://www.louissachar.com/about.html
● https://www.scholastic.com/teachers/authors/louis-sachar/
● https://learnodo-newtonic.com/louis-sachar-facts

Introduction:

● The students will be led in a whole-group discussion about the book Holes, which they
had just finished reading a few days prior. They will be asked to recall their favourite part
of the book, what part they liked the least, etc.
● The students will then be asked to reflect on the novel beyond the plot. They will be
asked to remember what the class had learned about the author’s writing style, etc.
● The students will be asked to reflect on what they know about the author, Louis Sachar.
They will be provided with a few minutes to discuss with their neighbor.
● The students will then be explained how many author’s writing styles reflect their own
lives, and that a great way to further understand a novel is to understand the author who
wrote it.
● The students (who have already used the Sutori website for a previous presentation on a
novel) will be explained that they will revisit this website to learn more about the author
of the novel Holes, Louis Sachar.
● The students will be explained that, although Louis Sachar is known for writing the novel
Holes, that is not all he has done in his life. (The teacher can say something along the
lines of: “He probably has a family- maybe even a dog!”)
 ● Unlike the Sutori presentation they made which was a breakdown of events in order of
how the novel unfolded, a Sutori presentation of an author will include dates in
chronological order of the author’s life.
● On the black board, the students will be reminded of what a timeline looks like. The class
will choose to do a timeline on the teacher or on what their future selves will be doing.
They will give themselves a time range and work together to either make up facts about
the teacher, or predict what their future selves will be up to.
● The students will then be presented with an example of how to create a Sutori
presentation on the classroom’s SmartBoard. The example has been done on R.J.
Palacio, the author of the novel, Wonder, that many of the classes of the school had
read in honour of the Choose Kind campaign (Here is the link: ).
● The students will be reminded of a few of the features that they had already learned how
to use on the Sutori website.

Appendix A

The following is a copy of a handout that I will be providing to my students. This handout with
outline my expectations of their timeline. I will require students submit this handout the morning
after they finalize their Sutori presentations. The students will be asked to place a checkmark
next to the boxes in which the expectation has been met.

Here is a list of what I am expected to include in my Sutori presentation.


I, ______________________, have placed a check mark in the boxes of all expectations that
have been met.

I have included the author’s birthday. "




I have included at least two “Did you know?” facts. "




I have embedded at least one link. "




I have included at least three headers. "




I have created at least one quiz. "




I have created at least ten posts. "

I have written each post in my own words. "



I have mentioned at least one of the author’s published works. " 


I have exported my Sutori presentation as a PDF copy. "

Appendix B

A reflection on my experience using Sutori as a teaching tool:

I really love the Sutori website as a means of presentation-making. I grew up only

knowing how to use Word document, and PowerPoint. I was never shown any other methods of
media by any of my teachers in elementary school. It’s so cool to see how many websites and
applications exist now. I think introducing students to a variety of media when they’re young will
only benefit them as they grow up. Once these students will reach higher levels of education,
they will be provided with opportunities to choose for themselves which applications or websites
are most appropriate or suitable for their personal learning and development.
The Sutori presentation itself is a great way to present material differently. I love how all
the information is accessible in one place, and that there is an option to provide links that open
up in another tab. What I don’t like, however, is that you can’t fix a thought. If you create a
mistake within a post, the only way of correcting it, is erasing it and restarting it completely. Also,
you cannot copy and paste, which makes it difficult to include citations at the end.
I believe that students learn a lot from each other. If I were to implement this lesson in
my classroom, a follow up would be for students to exchange their PDF copy of their Sutori
presentation with a partner, or having students share their presentation with a peer
electronically. This way, they would be able to see what their peer extracted from the internet.