1. Individual Oral Presentation Intro Day!!!
Discuss with group members:
How do you feel about public speaking?
Presentations?
Etc.

2. The Schedule
There will be presentations beginning Thursday, December 4th. If you have a presentation in the first two days you GET PRIORITY of topics.
Volunteers for early spots should come and see me at the end of class today.
You will sign up for topic next week on Tuesday in class.
Preparing for your IOP is your job during Thanksgiving vacation. If you are presenting early and worried and need to talk to me during that week we can set up an online meeting.

3. Individual Oral Presentation
Focus of the individual oral presentation: The focus of each oral presentation will depend on the nature and scope of the topic chosen. Whatever the topic and type of presentation chosen, students will be expected to show:
knowledge and understanding of the works
thorough appreciation of the aspect discussed
good use of strategies to engage an audience
delivery of the presentation in a manner that is appropriate to the task.
How is it scored? Using a rubric that considers three different criterion. Worth 15% of your entire IB Score.
Criterion A: Knowledge and understanding of the work(s)  10 Points
Criterion B: Presentation  10 Points
Criterion C: Language  10 Points
What do each of those mean?????????????

4. Criterion A: Knowledge and understanding of the work(s)
Guiding Question: How much knowledge and understanding does the student show of the work(s) used in the presentation?
Point Level Descriptors
10-9
There is excellent knowledge and understanding of the content and the implications of the work(s) presented.
8-7
There is very good knowledge and understanding of the content and most of the implications of the work(s) presented.
6-5
There is adequate knowledge and understanding of the content and some of the implications of the work(s) presented.
4-3
There is some knowledge and superficial understanding of the content of the work(s) presented.
2-1
There is little knowledge or understanding of the content of the work(s) presented.
The work does not reach a standard described by the descriptors below.

5. Criterion B: Presentation
Guiding Questions: How much attention has been given to making the delivery effective and appropriate to the presentation? To what extent are strategies used to interest the audience (for example, audibility, eye contact, gesture, effective use of supporting material)?
Point Level Descriptors
10-9
Delivery of the presentation is highly effective, with purposeful strategies used to interest the audience.
8-7
Delivery of the presentation is effective, with suitable strategies used to interest the audience.
6-5
Delivery of the presentation is appropriate, with a clear intention to interest the audience.
4-3
Delivery of the presentation is sometimes appropriate, with some attempt to interest the audience.
2-1
Delivery of the presentation is seldom appropriate, with little attempt to interest the audience.
The work does not reach a standard described by the descriptors below.

6. Point Level Descriptors
Criterion C: Language
Guiding Questions: How clear and appropriate is the language? How well is the register and style suited to the choice of presentation? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the presentation.)
Point Level Descriptors
10-9
The language is very clear and entirely appropriate, with register and style consistently effective and suited to the choice of presentation.
8-7
The language is clear and appropriate, with register and style consistently suited to the choice of presentation.
6-5
The language is mostly clear and appropriate, with some attention paid to register and style that is suited to the choice of presentation.
4-3
The language is sometimes appropriate, with some attempt to suit register and style to the choice of presentation.
2-1
The language is rarely appropriate, with a very limited attempt to suit register and style to the choice of presentation.
The work does not reach a standard described by the descriptors below.

7. How long does it need to be?
Duration: 10–15 minutes (Aim for between 10-12; longer presentations tend to score lower because the are rambling and unprecise.)
2-3 Minutes: After the presentation portion you must lead a follow-up Q&A session where your peers will ask/respond to questions/discussion topics.
Total time in front of class should be roughly minutes.
NOTE: In third period there will be one day with three presentations. The follow-up questions may have to be discussed at the beginning of the following class period.

8. What is the presentation about?

9. The Texts Wide Sargasso Sea The Devil in the White City
Kafka on the Shore
Your topics may be about one, two, or all three of the texts if the topic is appropriate across texts.

10. Criticism (including but not limited to…)
An introduction to a writer, a work or a particular text.
An explanation of a particular aspect of an author’s work.
Chicago functioning as a character in DWC; Juxtaposition; Use of different narrators, themes, characterization, etc.
The examination of a particular interpretation of a work.
A response to Feminist critics response to WSS
The setting of a particular writer’s work against another body of material, such as details on social background or political views. (Historical / New Historical approaches)
A commentary on the use of a particular image, idea or symbol in one text or in a writer’s work.
A comparison of two passages, two characters or two works.
Wide Sargasso Sea and Kafka on the Shore: Functions of Symbolism
A commentary on an extract from a work studied in class.
Think Color Marking LIVE and in front of everyone
An account of the student’s developing response to a work.
A chronicle of your interpretation and growth in understanding

11. Creativity
A monologue by a character at an important point in the work.
Reminiscences by a character from a point in later life.
An author’s reaction to a particular interpretation of elements of his/her work in a given context. For example, a critical defense of the work against a charge of subversion, or immorality, before a censorship board.
Other performance based creative project with approval.
ANY CREATIVE PIECES should have a creative portion that is ~5-7 minutes and a rationale portion (where you explain what you have done and the decisions you made) that is ~3-5 minutes.

12. Combination
You may also combine aspects of the analysis presentation forms and the criticism presentation forms.

13. How we will prepare… No two students may have the same topic.
Topics sign-up will happen next week on Tuesday. You will give me two options. You will receive your general topic next Wednesday:
Ex. Color Symbolism in Wide Sargasso Sea. You should then work to make your thesis more detailed and specific.
Across the 80 students there will be an equal number of presentations pertaining to each text. It is a good idea to make your two ideas related to two different books.
You should begin to plan and outline your presentation ASAP. Preliminary outlines may be brought in for suggestions. Outlines should include text support to be used.
You may consult literary criticism. If you use it in your presentation, cite it (to cite orally, say “According to (Name), “quotation.”).
You will be required to turn in a final outline of your presentation, both hard copy for the teacher and soft copy ed to your teacher (24 hours prior to your presentation), with a bibliography.
You should have some visual support to aid in the enjoyment of your presentation. It could take many forms: powerpoint, prezi, sliderocket, props, etc.
You will need to give me a copy of your presentation either via or on a flash drive the morning of your presentation so everything can be ready to go in class.

14. Some recommendations…
Practice! Plan it all out, pace yourself, and know where you will be standing so you don’t block anything you want the audience to see. You will get penalized for going over OR under time.
Do not simply read note cards. You might want to memorize your speech, but this is not required. Remember, this assessment is an oral activity, not a read/written activity. You must work to sound naturally articulate in speech. This means no language fillers (uh, like, and stuff, etc.) and appropriate register.
Use the text! Quotations / support from the text is required. You do not need to memorize quotations, but they must be part of your presentation.
Be precise in your language. Call the work a “novel,” not a “book.” Know your literary terms. Use them.
Test out all technical needs BEFOREHAND. Come in the morning of your presentation or after school the day before to make sure things work properly. (MANDATORY!!!)
Make sure your interpretation or creative piece and analysis are clearly connected. Your presentation should be cohesive, unified and focused.

15. Begin Brainstorming Topics
Wide Sargasso Sea
The Devil in the White City
Kafka on the Shore