3.6 Say It On Texts

Internal Assessment Resource

Subject Reference: English 3.6

Internal assessment resource reference number: English/3/6 – B version 2

“Say It On Texts” Supports internal assessment for: Achievement Standard: 90725 Construct and deliver an oral presentation Credits: 3

Student Instructions Sheet

In this activity you will: • construct and deliver a presentation on a literature topic • integrate a range of oral and visual language techniques Your presentation will be structured and your delivery techniques carefully planned. You could consider including oral and visual language techniques such as dramatisations and group or whole class activities. If group or class activities are included, they are expected to form some part but not to dominate the presentation and to be efficiently facilitated. You may use audio / visual resources as required. Give careful thought as to how an overhead projector, whiteboard, Powerpoint presentation, video or DVD, posters, photocopied resources or other items could be integrated to make your presentation more effective. As you construct your presentation, check with your teacher that the techniques and resources you plan to use in various parts of your presentation are suitable and appropriate for your purpose. You should also focus on developing effective delivery techniques such as stance and gesture as well as variation in voice including, tone, volume, pace and stress. You will use homework and class time to prepare your presentation. You will deliver your presentation in class. Your presentation will be at least six minutes long and probably longer if group work is included. You will be assessed on how well you: • construct and deliver an effective presentation. • develop and support idea(s). • use a range of appropriate presentation techniques for a specific purpose and audience.

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Task 1: Developing presentation topics a) In consultation with your teacher select a literature topic which interests you. The topic or issue could be developed from an initial class study of a text. Look over a selection of presentation topics selected and developed by students following class studies of the following texts. The shaded boxes indicate how the presentations were developed from class studies linked to various externally assessed achievement standards from a range of Level 3 assessment programmes. With your teacher’s input list the texts your class will study and possible presentation topics. You could set your ideas out in same way. You could also develop your presentation on a text from outside the class programme. T e x t : THE ENGLISH PATIENT

T e x t s : KATHERINE MANSFIELD’S

Some of the individual presentations following a text study linked to the external Achievement Standard 3.2 ‘Respond critically to written text(s) studied.’

POSSIBLE PRESENTATION TOPICS DEVELOPED FROM THE TEXT STUDY COULD INCLUDE: • Social structure as a negative force • Overcoming the restrictions of the short story genre • Moments of revelation in

POSSIBLE PRESENTATION TOPICS DEVELOPED FROM THE TEXT STUDY COULD INCLUDE: • How the novel personalises history • How characters reflect society • The search for identity

T e x t : HENRY V

POSSIBLE PRESENTATION TOPICS DEVELOPED FROM THE TEXT STUDY COULD INCLUDE: • Agincourt - according to Shakespeare • The qualities of leadership • Henry V - Shakespeare’s anti war ©Crown 2004

Some of the individual presentations following a text study linked to the external Achievement Standard 3.3 ‘Respond critically to

Shakespearean drama

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Task 2: Developing the content of your presentation a) Using this layout, develop a planning template for your presentation. Introduction:

Topic or issue / the focus of your presentation: • • Body: What will be your main points? What short quotations or examples will you add to support your points? How will you link the various points together in your presentation to draw conclusions and make judgements?

First main point: • Supported by: Examples / short quotations • •

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Comments • •

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Second and further main points: (repeating this structure) Conclusion: What points will you make in summary?

Summary of findings / final observations / closure: • • Task 3: Developing an effective presentation a) Your presentation will be unsuccessful if you attempt to read material from your planning template, an essay or your research report to the class. There are important decisions for you to make about how you will present your ideas. As you work with your material to prepare your presentation, consider a range of appropriate presentation techniques: •

You could use visual techniques to support your material and help you make your specific points clearly. This could include OHTs, video clips or Powerpoint presentations. You will need to practise using resources in order to integrate this material successfully. For example: • an OHT will not be effective if it is merely switched on and left in the background. You should be prepared to point to important points as you speak to your audience and to integrate the resource into your presentation. • a Powerpoint presentation will have little impact if you simply read out the text projected. Your audience can read what is displayed. You must practise ‘talking to’ or expanding your Powerpoint material, not simply repeating it.

•

You might choose to incorporate dramatic techniques such as role play or dramatisation. Using a presentation on an aspect of the text study as an example, a student might decide to present a short role play to highlight a key aspect of a relationship or a character’s personality. Dramatisation needs rehearsing so that it is integrated into your presentation. It must help your audience better understand an aspect of your text, not just entertain the audience.

•

You could consider group techniques as well. For example you might choose to involve your audience in a ‘question and answer’ situation. In order for this to be effective it will require careful preparation. You could present your audience with some brief activity (for example, a short significant quotation from your text) and lead a brief ‘question and answer session’ based on the quotation. Another possibility is for you to set some kind of group exercise and then lead the group discussion or report back that arises from this work.

Consider which of the following techniques from various student presentations could be appropriate in your presentation: ©Crown 2004

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To open your presentation:

You could open with a short question and answer session to elicit what students know about the topic, using student responses to move into introducing the presentation.

use the whiteboard to show the seminar plan, refer to the plan to give an overview at the beginning of the seminar, then use the plan as a reference point during the seminar.

establish broad understandings first: Eg a comparison of the key features of non fiction and fiction as a way lead in to how the novel can personalise history.

During your presentation:

You could model how to carry out a task as a formative step to a whole class activity. play short video clips to the class, with each clip accompanied by close reading questions and commentary: Eg on the connotations of the music and effects used in a soundtrack.

match graphics with content in a Powerpoint presentation: Eg flags to represent the nationalities of different characters.

read aloud short passages during the presentation then direct questions to the class based on each reading.

display an OHT with key extracts from your text which you reveal at relevant stages during the presentation.

present a role play illustrating an aspect of a character’s personality, or a dramatisation of a key moment in the text.

To close

You could present bulleted points on an OHT to summarise key ideas in the presentation.

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your presentation:

conclude with questions and feedback from the class on the presentation topic.

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Task 4: Rehearsal and final delivery a) You must rehearse your presentation: • to achieve the necessary degree of familiarity with your material. • to ensure that you integrate delivery techniques effectively. You might focus your rehearsal on certain sections: eg • delivering the opening section working on an appropriate tone, pace and volume, while imagining your class is in front of you • projecting the overhead transparency(ies) you will use then practising how you will highlight key points displayed for your audience, talking to those points and integrating the resource(s) into your presentation • rehearsing your instructions for setting up a group activity: eg dividing the class into groups, noting on the whiteboard the key steps in the group activity to reinforce the instructions you give verbally • trying out the paper based resources you have prepared for the class as if you are a student seeing them for the first time. b) Rehearse your presentation with a partner or in a small group so that other students can give you feedback. They could use the checklist on page 9 as a starting point and customise it to include other techniques you are using. As well as giving you valuable feedback, this process will help other students consider how techniques can be effectively incorporated into their own presentations. c) Look at selected videoed exemplars. Focusing on the delivery techniques used, discuss these techniques with your teacher and consider techniques which could be suitable for your presentation. You may not repeat content material from the videoed exemplars. Deliver your presentation to the class.

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C S

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Providing an overview at the opening of the presentation Indicating transitions between key points and stages during the presentation

Incorporating an effective closure, possibly integrating key ideas from the presentation with feedback from a group activity (if applicable)

 D E L I V E R Y

T E C H N I Q U E S :

Sustaining an appropriate level of audience contact Using a suitable stance, gesture, and voice (including, tone, volume, pace and stress)

Using appropriate language Integrating audio / visual equipment and other resources as appropriate  F A C I L I T A T I O N

T E C H N I Q U E S :

for group/ class activities you facilitate as part of the presentation (if applicable):

Setting up the activity effectively through ♦ spoken instructions also reinforced in some other way: eg through a written resource or key details recorded on the whiteboard ♦ clear division of the class into groups

Signalling an appropriate time frame for the activity Checking that instructions are understood Moving around groups, asking and answering questions to clarify and promote discussion

Structuring the feedback process ©Crown 2004

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Assessment schedule: 3.6 Construct and deliver an oral presentation

Achievemen t

Descriptor Construct and deliver a presentation which communicates with an audience.

Example Refer to video achievement exemplars.

Develop and support idea(s).

Merit

Use a range of appropriate presentation techniques for a specific audience and purpose. Construct and deliver a presentation which communicates effectively with an audience.

Refer to video merit exemplars.

Develop and support detailed idea(s).

Excellence

Combine a range of appropriate presentation techniques for a specific audience and purpose. Construct and deliver an effective presentation which convinces and / Refer to video excellence or challenges an audience. exemplars. Develop and support detailed idea(s), showing insight and / or originality. Integrate a range of appropriate presentation techniques for a specific audience and purpose.

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