Class time for the next three weeks. May 16th - June 2nd
As we begin our internal assessments (the IOP), our class time will be split between these presentations and you working on your resume in the CCC.
Presentations:
Regarding your work in the CCC: your task is to build a resume and upload it to Naviance. There is a check-in sheet in the CCC. Be sure you sign in each day you are working there. There is a packet of information for you with instructions, an edit check list, and sample resumes. Please don't take them home, as they are to be used in the CCC.
As we begin our internal assessments (the IOP), our class time will be split between these presentations and you working on your resume in the CCC.
Presentations:
- those presenting May 16-20 are in the classroom. All else are in the CCC. On May 24th the groups swap. If you are presenting on the last day, June 2nd, I will let you decide.
Regarding your work in the CCC: your task is to build a resume and upload it to Naviance. There is a check-in sheet in the CCC. Be sure you sign in each day you are working there. There is a packet of information for you with instructions, an edit check list, and sample resumes. Please don't take them home, as they are to be used in the CCC.
70% of people have an intense fear of public speaking
How to Improve your Presentation Skills: While these videos might not be directed at you, the high school student, the tips and skills are completely appropriate for any presentation. Worth your time!
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iop schedule period 2 |
iop schedule period 3 |
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building and preparing for your iop
While there is no blueprint for the IOP, there are many tools you can use to build a first class presentation.
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Sample IOPs online
Lady Macbeth character analysis: Following this creative interpretation of Lady Macbeth, this student (I hope) demonstrated how the dance connects to the particular textual evidence (quotes) and what significance is in the music.
Sample IOP: classroom situation with student, powerpoint, ... You be the judge.
Sample IOP: classroom situation with instructor, powerpoint ... You be the judge.
and another ...
Lady Macbeth character analysis: Following this creative interpretation of Lady Macbeth, this student (I hope) demonstrated how the dance connects to the particular textual evidence (quotes) and what significance is in the music.
Sample IOP: classroom situation with student, powerpoint, ... You be the judge.
Sample IOP: classroom situation with instructor, powerpoint ... You be the judge.
and another ...
Help, Advice, Tips, Suggestions for the IOP
Straight from the horses mouth. Click here for the official IB page for part four and the IOP
Click here to visit the IB Survival site
Another resource moderated by students with suggestions on the IOP
Click here to visit the IB Survival site
Another resource moderated by students with suggestions on the IOP
Each student will make a ten to fifteen minute oral presentation around a novel studied in Part Four of the course (choice). This novel will NOT be written about in the World Literature Essays.
Part four (choice) studied this year [2013-14]
To supplement their analysis, students may use a variety of creative formats including interview, point of view, dramatic reading techniques, structured discussions, role play, etc. Students are instructed to include literal, inferential and evaluative reasoning in their analysis.
Presentation is from a literary critical viewpoint. Students may choose topics that reflect their personal interests. Topics may be based on any aspect(s) of the work studied, including:
Presentation format: Candidates will choose a format appropriate to the topic selected.
Assessment Criteria
1. Knowledge and understanding of the work(s) (score zero to ten)
Scoring: a five/six meets standards, seven/eight approaches mastery, nine/ten meets mastery.
Part four (choice) studied this year [2013-14]
- The Meursault Investigation by Kamel Daoud
- A Gathering of Old Men By Ernest Gaines
- A Handmaid’s Tale by Margaret Atwood
To supplement their analysis, students may use a variety of creative formats including interview, point of view, dramatic reading techniques, structured discussions, role play, etc. Students are instructed to include literal, inferential and evaluative reasoning in their analysis.
Presentation is from a literary critical viewpoint. Students may choose topics that reflect their personal interests. Topics may be based on any aspect(s) of the work studied, including:
- Cultural setting of the work and related issues
- Application of a particular literary lens (critical theory)
- Thematic focus
- Characterization
- Literary techniques and style
- Author’s attitude to particular elements of the work as demonstrated by literary techniques, style, character, theme.
- Interpretation of particular elements from different perspectives
- A specific literary aspect: character, plot, setting, theme, symbolism, conflict, etc., to illustrate your understanding of text and subtext. The aspect is placed in context of a) the whole novel or the collection of stories and b) a larger representation such as the author’s life, written works, a literary lens, universal theme
Presentation format: Candidates will choose a format appropriate to the topic selected.
- You may include class participation in your time but remember: you are the expert.
- If you choose a dramatic or creative form, you must give sufficient time to provide a rational to demonstrate knowledge and understanding of text.
- The best presentations will elicit thoughtful questions from the audience and hopefully begin a brief discussion.
Assessment Criteria
1. Knowledge and understanding of the work(s) (score zero to ten)
- How much knowledge and understanding does the student show of the work(s) used in the presentation?
- 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 materials)?
- How accurate, clear and precise is the language used by the student?
- How well is the student’s 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.
Scoring: a five/six meets standards, seven/eight approaches mastery, nine/ten meets mastery.