IOP PLANNER

Agakhan Academy

IB English HL  2010-2011

Oral Presentation Planner:   Worksheet

NAME OF WORK:

 Thesis statement: Identify the larger purpose or argument. What question are you trying to answer?

In ‘Othello the Moor of Venice’, Shakespeare uses physical setting to punctuate the action of the plotline. It is through the setting that Othello’s contasting traits are juxtaposed

                                                        

What is the context (time, place, event) in the text.

Important Element	LITERARY TERMINOLOGY	How it SUPPORTS THESIS
What is the context (time, place, event) in the text. Venice and  Cyprus	Symbol of metropolis and the colonised	Affects Othello’s personality
Function of my presentation in the overall text.  Why is this important?	Venice-Othello an officer, cultured	Jealous and irrational. Private side of his life
What is the significance of specific lines/phrases/symbols?
Illustration 1: Connector- In order to understand how setting is significant
Illustration 2: Connector- For instance, Iago tell Othello that the women of	Rhetoric- logos
Illustration 3: Connector
Illustration 4: Connector
Illustration 5: Connector Finally

Additional IOP Ideas

·          Analogy Strategy:  In this activity, you could enact a personal experience that parallels in some way a scene from the reading.  Make sure that you think about the tone, the urgency of the situation, and the emotions conveyed in creating a parallel situation.  You will mime your parallel situation.  Then, explain the literary function of your analogy:  does it reinforce themes, foreshadowing, archetypes, tone, purpose (it should cover at least three of these areas)

·          Slide Show:  Create a series of “slides” to tell about the major scenes from the chapter.  You may add a caption to each of your slides analyzing the literary importance of each slide.  Be prepared to answer some questions about each of your slides concerning how and why you decided to depict the particular scene in the way you did.

·          Hotseating:  Role play a character and answer questions as if at a press conference about the character, their motivations, etc .  Write a script as the “inner self” of the character telling what that character might be really thinking, feeling, and wanting to say.   Make sure to emphasize the literary importance and significance of the revelations.

·          News Brief:  Conduct a news brief about what happened in this scene/chapter/book/character/situation.  You may choose to interview someone from the scene, the author or create an outside character.  Ensure to focus on the literary importance of the events: conflict, climax, rising action, resolution, theme, moral, characterization, etc..

·          Imagery:  Artistically represent an aspect of the work focusing on the literary elements:  pop up books, dioramas, portraits, still life, comic book, story map.  Ensure you include symbolism, significant details, and can explain the literary significance of the elements portrayed.

·          Dramatic Play:  “Enter into character” and act out a scene from a work.  However, you should incorporate acting out imagined conversations and interactions between/among characters depending on your interpretation of those characters’ thoughts and feelings going deeper into the meaning of characters actions, motives, thoughts etc. 

·          Missing Scenes:  Create a missing scene or missing scenes that you feel were implied by the story or could have happened that will have literary importance.  You will act these out for the class and be prepared to have supporting evidence from the text that shows these scenes might have logically occurred.  Be able to explain the literary significance of the scene, its purpose, why the author would want the scene/not want the scene, etc. 

·          Defining narrative development. Students will define the causal relationships between unfolding story events, as well as predict story outcomes based on knowledge of prototypical genre storylines.  This should not be a summary, but a deeper understanding of how the story was created, why it unfolded the way it did, and the significance of the events.

·          Elaborating on connections to other texts.  Students will reflect and elaborate on connections between the current text and similar images, characters, storylines, or themes from previous texts.

·          Positioning/stances.  Take the view of a minor (flat/static) character and create a round/dynamic character out of them explaining why they were portrayed the way they were (author’s purpose) and why you are portraying in this way (what you hope to reveal).  Students will define how they are being positioned to respond according to certain invited stances and negotiate or resist those stances.

·          Voices/language/discourses.  Students will identify characters’ uses of different voices and social languages in terms of the discourses and ideological stances operating in the text.   Analyze what the character’s language means in the context of the work, genre, social history, etc. 

·          Devise a WebQuest.   Go beyond simply providing tasks to exploit the use of Web-based tolls, address an issue or question, learn more about the characters, setting, plot, theme, etc using web-based resources Reflect on and extend the material you acquire from the web; assuming the perspective of a role-a song writer, detective, movie producer, scientist, city planner, etc., who must address a problem or issue or who must produce a final product. 

·          Archetypes.  Analyze the role of archetypes in work, the veracity of the archetypes, the purpose and how it relates to theme, genre, setting, mythic aspects etc.  You may focus on the initial initiation of the hero in preparation for the quest, linking the hero’s initiation to your own experiences of initiation in their own lives. 

From Mrs. Beach IB English 11^th Grade

Preparing for the Individual Oral Presentation

Individual Oral Presentation (15% of A1 Assessment)The Individual Oral Presentation is based on a work or works studied in Part 4 of the syllabus. Each candidate chooses a topic for this exercise in consultation with the teacher.

Choice of Topic

Candidates may choose topics which reflect their personal interests. Topics may be based on any aspect(s) of the work(s) studied, including:

• cultural setting of the work(s) and related issues
• thematic focus
• characterization
• techniques and style
• author’s attitude to particular elements of the works such as character(s), subject matter
• interpretation of particular elements from different perspectives.

Activities (Individual Oral Presentation)

The following lists contain examples of the wide range of activities which are acceptable for the Individual Oral Presentation. These lists of examples are neither exhaustive nor prescriptive. They are only suggestions and may be added to by teachers, or by candidates with the approval of teachers. Candidates should select the activity most appropriate to the topic chosen.

Structured Discussions

• Class discussions where a candidate has been given special responsibilities (advance preparation, particular topics, a short report, a provocative position). The whole class may participate, but only the presenter will be assessed.
• The presentation of material lending itself to discussion within the class, such as the offering of two opposing readings of a work (the presenter will take questions from the class).
• Interview of a candidate by the teacher on an agreed topic or work(s).

Oral Exposés

• An introduction to a writer, a work or a particular text.
• An explanation of a particular aspect of an author’s work.
• The examination of a particular interpretation of a work.
• The setting of a particular writer’s work against another body of material, such as details on social background or political views.
• A commentary on the use of a particular image, idea or symbol in one text or in a writer’s work.
• An imitation of a poem being studied. This activity should be followed by some explanation of, and discussion on, what the candidate had attempted to do.
• A comparison of two passages, two characters or two works.
• A commentary on an extract from a work studied in class which has been prepared at home.
• An account of the candidate’s developing response to a work.

Role Play

• 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 defence of the work against a charge of subversion, or immorality, before a censorship board.

Candidates who choose role play should provide a rationale for what they have done.

Focus of Individual Oral Presentation

The focus of each oral presentation will depend on the nature and scope of the topic chosen. The sophistication of literary criticism expected is indicated in the descriptors for the Internal Assessment criteria and is expected to be greater at Higher Level than at Standard Level. Whatever the topic and type of presentation chosen, candidates will be expected to show:

• knowledge and understanding of the works
• thorough appreciation of the aspect discussed
• knowledge and use of the linguistic register appropriate for the type of presentation, where register refers to the candidate’s sensitivity to elements such as the vocabulary, tone, sentence structure and idiom appropriate to the task.
• At Higher Level, where appropriate, a consideration of the effects of the means by which the author(s) have explored the aspect discussed.

Structure of Individual Oral Presentation

The structure of each oral presentation depends largely on the type of activity selected for the topic. Some activities, such as the structured discussion and the oral expose, may be well suited to formal discussions which follow a logical sequence, while others, like the role play, may not. It is the responsibility of the candidate to select the type of presentation which most effectively enables the objectives of the topic to be realized. Whatever the activity chosen, all presentations must have a coherent structure.

Preparation of Individual Oral Presentation

It is expected that candidates will prepare for their Individual Oral Presentation outside class hours. When candidates have chosen the topic for their presentation it will be their responsibility to:

• select appropriate material for the presentation
• organize the material into a coherent structure
• choose and rehearse the linguistic register appropriate for the presentation.

Presentation and Subsequent Discussion (HL & SL 10-15 minutes)

Teachers must allow candidates to do their presentation without any interruption or assistance.

When the presentation is completed teachers should engage in a discussion with candidates in order to probe further into their knowledge and understanding of the work(s) or topic. Teachers must be satisfied that candidates have justified their selection of:

• the material used in the presentation
• the activity chosen to convey the topic
• linguistic register for the presentation.

The whole class may participate in the subsequent discussion.

Information taken directly from IB A1 Subject Guide, 2001

Individual Oral Presentation

We have completed Part 4 of the syllabus and you are now preparing for your Individual Oral Presentations. Please find a few tips on he IOP below. Do not hesitate to ask any questions, I will try and answer them and  encourage the rest of the class to respond as well. Goodluck

Here are some links with tiops on the IOP

http://www.ibsurvival.com/topic/9498-tips-for-a1-individual-oral-presentation/

http://en.wikibooks.org/wiki/IB_English/Internal_Oral_Presentation 

What do many candidates forget?

They forget to analyse the author(s)’ style and technique. Some presentations are quite interesting and creative however, don’t forget to analyze literary features and their impact on meaning!

Do I need to submit a paper with my IOP?