final speaking project directions autumn 2011

8/3/2019 Final Speaking Project Directions Autumn 2011

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Short Story Public Awareness CampaignSubstantial or Superficial? Will your story STAY…or GO?

The story you selected as being “your favourite” is on the chopping block for elimination (much to your shock and dismay!). The experts have deemed the story as having serious flaws. Most notable, they claim, is that fortoday’s readers, the plot, characters and conflict are too complicated, while the insight(s) lacks relevance. Intheir “esteemed” opinions, the story offers little of merit, especially for teenage students, who deserve to readliterature that is engaging, as well as “broadening and deepening.” Ultimately, the committee has proposedthat your story not be recommended as a text choice for the province-wide English Culture & Literature 103course.

Well-educated, and perceptive, the committee also realizes this proposal will be controversial. They havecreated opportunity for readers to share their concerns; they are, after all, open-minded, and the decision has notreached “written-in-stone” status...yet. Your group will be one of the many groups campaigning in support of

your story, which will be heard at a Committee meeting (Classes #12 & 13).

Your task:

Prepare a campaign in which you REJECT the Quebec Education Committee’s proposal to eliminate

your “favourite story” as a text choice for the English Culture & Literature 103 course.

The “argument” you are ultimately defending is:

The story, _________, by _______ DOES provide readers (especially teens) engagement, PLUS it is

broadening and deepening, in revealing relevant insights into human nature.*

*can be changed to suit your needsSAVE YOUR STORY!

Timetable

Class 9 Directions for multi-genre project (Choosing groups, stories and what week you want to present)

Class 10 - Literary Elements Theory/Writing- Multi-genre Project

Class 11 - Literary Elements Theory/Writing- Multi-genre Project

Class 12 - Literary Elements Theory/Writing

- Oral presentationsClass 13 - Oral Presentations

- Review for Final Writing Exam

Class 14 Revision ExamFinal Writing Exam: Part #1 (Note: Final writing exam will be on the short stories used in class)

Class 15 Final Writing Exam: Part #2

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Story Choices: Scan author’s bio and Literary trends section

One group per story: Choose in Week 9

STORIES GROUP # Presentation Week12 or 13*

The Lady or the Tiger? (pg. 30)

The Nightingale and The Rose (pg. 42)

An Occurrence at Owl Creek Bridge (pg.63)

Hills Like White Elephants (pg.76)Beware of the Dog (pg.86)

The Lottery (pg.99)

The Veldt (pg.110)

The Yellow Sweater (pg.127)

Newton (pg. 138)

Tapka (pg.152)

* Week 12 = 3 teams presenting / Week 13 – 2 teams presenting…. You are responsible for reading all the stories that will be presented. There will be a mini-quiz AFTER the presentations in the scenario of you being on the committee for deciding if the story stays or goes.

Hand in: Class #13, after presentations:

The PROJECT should be presented in a professional, academic manner including:

1. Title Page2. An Opening/Preface/Forward/Introduction that puts forth the

recommendation that your story stays in the 103 curriculum. Shortsummary of major points.

3. Table of Contents4. Five different genres from different categories. Include the names of

the proofreader & writer.a. Rough copy (with proofreading marks)b. Corrected, polished version; ready to show in public

5. PPT/DVD/Webpage (visual)6. Works Cited Page (I am sure that you will do research)

Grading: Each Individual multi-genre piece will be marked individually, however,

everyone gets a group mark for the presentation of the project.

Multi-genre pieces

IDEAS………………………………..…./3

ORGANIZATION…………………….../2

WORD CHOICE………………………./5

SENTENCE FLUENCY………………./5

GRAMMAR………………………….../5

PRESENTATION (originality)……....../5

VOICE…………………………………../5

TOTAL: /30

ORAL Presentations /100 (40-Individual/60-Group) Grid will be handed out in Class #11

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In order to SAVE your story you must do the following activities!

Part One – The multi-genre pieces:• Create five genre pieces from 5 different categories, which relate to your short story: 1

per category. (If you have an idea that is not listed see me for approval please).

• Choose your genre pieces to go connect with your oral presentations: literary elements.

Choose a minimum of 1 from categories #1-5: Each person must write a minimum of 200 words

Category 1: Print Media

• Obituary

• Editorial

• Letter to the Editor

• Advice Column

• Recipe

• Application-job, school, etc.

• Wanted Poster

• Headlines/Front Page(titles,

pictures, layout, blurbs)• Dictionary of specific language

• Mission Statement

Category 2: Visual with Words

• Poster

• Invitation

• Ad

• Travel Brochure

• Greeting Card

• Cartoon

• Bumper Sticker

• Business Cards

•Invitation

• Neighborhood Flyers

Category 3: Visual Display

• Picture/Photograph

• Graph/Chart

• Map

• Certificate-award, death, degree

• Storyboard

• Postcard

• Menu

• Scrapbook Page

•Magazine Cover

• Mandala

Category 4: Informational

• Interview

• Timeline

• Directions

• Campaign Speech

• Resume

• Encyclopedia Entry

• Memo

• Lab Report

• Calendar/Agenda

• Membership Cards

•Will

• Police Report

• Pro/con List

Category 5: Creative Writing

• Diary Entry

• Song

• Poem—many variations!

• Conversation

• Pledge

• Top Ten List

• Travel Journal

• Report Card

• Telegram

• Prayers/Meditations

•Eulogy

• Letter

Category: Final Wrting Exam

• Critical Analysis

• Persuasive Essay

Know your story inside and out because you

will be defending it for your writing exam.

• Genre pieces MUST be connected to your story with a similar theme running throughthem. You must be able to explain WHY you created your pieces and the reason must becritical. This should not be a haphazard collage of disjointed elements; you must connectthe genres and what they represent with a central, significant theme or literary element.

Your creative efforts MUST be informed by solid research, including research about thegenres themselves. For example, if you choose an obituary, please see how Englishnewspapers treat this genre, which is much different than the “Progès-Dimanche.”

• Each genre piece must be proofread for correction by someone on the teambefore the FINAL version (so final version will be polished and free of mistakes.)It would be disappointing to have a glaring grammar error in a beautifulfinished work of written art. Each person should proofread another’s genrepiece. This first version is the rough copy and must be handed in with the finalcopy.

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Part Two – The Group Presentation:

In your groups you will prepare and present your story to the class. You will provide therecommendation of saving your story to the rest of the class. Your group’s presentationshould be between 20 – 25 minutes: 5 minutes/person. Plan accordingly so that youdon’t go over the time limit.

Your presentation MUST:A. Have an introduction: Get the audience’s attention:

o You need to hook your viewers. Your group must present a summary of yourstory and author; therefore you must recreate a scene. Here are someexamples:

- a song;

- a dance;- a skit;- a bit of reader’s theatre;

- a reading with commentary;

- a video dramatization- puppet show of scene or two- “TV news” report of incident from

the novel, with background visuals.

B. Include your multi-genre pieces (You may want to use these pieces inpart C):

o Make a few copies of the multi-genre pieces that you have created andpresent them to the class, hand them out etc.

C. Assess & “Sell” the story: (this is the main part of your presentation)

Choose 4 Literary Elements (one for each person) and sell the element tocommittee by using examples from the story and maybe your multi-genrepieces.

Note: Most stories have a dominant literary element, make that your sellingpoint but don’t forget the minor points too.

Plot ()

Characterization (Page 7)

Setting (Page 6)

Theme (Page 9)

Devices of Style & Narrative Point of View (Page 10-13)

Note: Use the “Close Reading” and “Writer’s Craft” sections (found aftereach reading) for ideas of what to talk about. Another good place to findideas is from the “Wrap-up Activities,”

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You may present the literary elements ANY WAY you like. If you would like to presentthem in the main-stream way, ppt, you may. HOWEVER, if you would like to preparea video and present the video in class, you may. I am looking for creativity. Readersaren’t going to read your story unless you give them some good reasons. Include theabove points in an interesting format. Here are some suggestions: a talk show paneldebate, T.V. movie critic style review, “reader on the street” interviews, a letterrecommending the book to a buyer for a bookstore or a library, a consumer report on

the story’s pros and cons. Be creative. Remember your audience. Have fun with it.

NOTE: Visuals must be handed in: DVD/CD/PPT

Story Choices: Scan author’s bio and Literary trends section

One group per story: Choose in Week 9

STORIES GROUP # Presentation Week12 or 13*

The Lady or the Tiger? (pg. 30)

The Nightingale and The Rose (pg. 42)An Occurrence at Owl Creek Bridge (pg.63)

Hills Like White Elephants (pg.76)

Beware of the Dog (pg.86)

The Lottery (pg.99)

The Veldt (pg.110)

The Yellow Sweater (pg.127)

Newton (pg. 138)

Tapka (pg.152)

* Week 12 = 3 teams presenting / Week 13 – 2 teams presenting…. You are responsible for reading all the stories that will be presented. There will be a mini-

quiz AFTER the presentations in the scenario of you being on the committee for deciding if the story stays or goes.

Hand in: In Class #13, after presentations:

The PROJECT should be presented in a professional, academic and creative manner

(Think of the theme of your story), including:

7. Title Page8. An Opening/Preface/Forward/Introduction that puts forth the

recommendation that your story stays in the 103 curriculum.9. Table of Contents10. Five different genres from different categories. Include the names of

the proofreader & writer.a. Rough copy (with proofreading marks)b. Corrected, polished version; ready to show in public

11. PPT/DVD/Webpage (visual)12. Works Cited Page (I am sure that you will do research)

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Grading: Each Individual multi-genre piece will be marked individually, however,

everyone gets a group mark for the presentation of the project.

Multi-genre pieces

IDEAS………………………………..…./3

ORGANIZATION…………………….../2

WORD CHOICE………………………./5

SENTENCE FLUENCY………………./5

GRAMMAR………………………….../5

PRESENTATION (originality)……....../5

VOICE…………………………………../5

TOTAL: /30

ORAL Presentations /100 (40-Individual/60-Group) Grid will be handed out in Class #11

Multi-genre PROJECT

Group: ____________________________________________

NAMES: _____________________________________________________________________________

Presentation of Material

CONTENT 1

• Title Page

• Opening/Preface/Forward/Intr o

•

Table of Contents

• Five different genres

• PPT/DVD/Webpage (visual)

• Works cited page*

MULTI-GENRE PIECES 5 4 3 2 1

5 PIECES•

Ideas

• Organization

• Word Choice

• Grammar

• OriginalitY

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• Voice

COMMENTS:

TOTAL: ________________/30

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A-1 Summative Speaking Assignment(604-101-03)

Objective:

Your ultimate goal is to create an island that you will sell to a group of investors, tourists, foreignstudents and potential inhabitants. This is the island that your imaginary person was stranded on…and now he/she wants to stay….

1. Create an island.

2. Gather information on the following aspects of your island:

• monetary systerm

• Education/schooling

• Language

• Music and Art

• Traditions

• Clothing

• Food

• Crops

• Map of your island

• Where in the world your island is

• Climate

• Temperature

• Geography

• Population

• Transport

• Flag

• Political system

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Use the readings, listenings and video in Bookmark Essentials. Use college resources such asInternet, CD-Rom and/or encyclopedias to obtain enough information.

3. Length:

Each person MUST speak for approximately three minutes.1 person = 3 minutes minimum / 4 minutes maximum2 people = 6 minutes minimum / 8 minutes maximum3 people = 9 minutes minimum / 12 minutes maximum4 people = 12 minutes minimum / 16 minutes maximum

4. Evaluation Criteria:

Language: grammar accuracy, word choice, level of language(use of simple present/past/future, questions, pronouns)

= P / FNote: You will need to ask two questions to presenters. The two questions need to be

grammatically correct.

Structure: timing, introduction, development, conclusion, organization of ideas, links between

ideas. = P / F

Content: Overall Impression: clarity, richness of information, accuracy of

Information, quality of props. = 10

***ABSOLUTELY NO READING***

HINT: It is easier to work with pictures and visual effects. This will enhance

your presentation and eliminate reading.

PRESENTATION DATE: Week 14 (April 30, 2004)

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Choose an island.

• Monetary system


• Language

• Music and art

• Traditions

• Clothing

• Food

• Crops


• Where in the world

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• Climate

• Temperature

• Geography of the island

• Population

• Transport

www.scholastic.ca/titles/reference/castsolution.htm -

(This idea was contributed by Dale)

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This idea is based on Desert Island Discs.

Explain the scenario... you are going to be on a desert island, alone, for one month (or more according toage). Let the class come up with a story as to why they are there. Make sure you write out this story and

display it. Make lists for the following which will help you to survive (make the time there be a good one)and say why each item is included.

You can have 5 of each of the following. Tools, clothes, foods, drinks, books, records, animals, friends,plus one luxury which can not be alive.

This is a project which has a half term life. Presentation can be verbal, produced with ICT, or anycombination of words & pictures from any source. In the last wek of half term each group has 5 min to

present their choice. This must be displayed in some form.

On the last day of half term the class votes for the choice they like best. You can't vote for your own

choice! There must be an approptiate prize.

Next term do your best to get as many of the items from all of the lists into the classroom and prepare a

Desert Island Survival Kit. Use the book lists to find books to read to your class and record lists to playthen into and out of class at the start and end of each day, or week. Each group's presentation should be

prepared as a displayable sheet (this could be done during computer time) and displayed in the

classroom.

Introduction

You have been selected to take an exciting journey. You and some of your

classmates will be traveling from San Diego to San Francisco. You will travel by car,

boat, or by motorcycle, and you won't need a

driver's license! You will use the Internet and

other sources of information to take a virtual

journey, recording your "experiences" as you visitthe cities and towns along a 600 mile route that

will take you through big cities, farmland, hot deserts, beach communities, and

rugged mountain passes. For the next several days, you will learn how people live,

where they work, and how they play. You will record

your journey in a Traveler's Graphic Journal. You

will join a Travel Team and work together to write a

narrative of your experiences illustrated with

photographs, maps, charts, and othe graphics.

Get ready for a wonderful experience. Students..... start your engines!

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http://www.teachtheteachers.org/projects/DBoin2/index.htm



The Task

Using internet resources, you will create an illustrated journal documenting a

simulated journey from San Diego, California to San Francisco. This journalwill include written descriptions of many of the places you may "see" along the

way, including pictures of interesting places, people, map references,

historical references, graphics, and references to web sites foradditional information. You will be creating this journal as part of a

research team. You and your team will combine your talents tocreate a well written, graphically interesting, and exciting account of

a 600 mile journey. Your completed journal will be printed and

bound and may also be placed on the Travel Adventure web site so

the whole world can learn from your descriptions, resources, and conclusions.

"Every Journey Begins with a Single Step"

Your First Step

Join a Research Team

After the Research Teams have been formed,

click on the name of the job you have selected and read

about your activities and responsibilites......

Your Second Step Select from three routes:San Diego to San Francisco

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http://www.teachtheteachers.org/projects/DBoin2/index.htm



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Figure 1PASSPORT TO PARADISE

Components

Products Student Learning Activities Scaffolding

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• castaway pack

• islands project

• worksheets

• maps

• castaway adventure

• Internet & library

research

• letter writing

• creative writing

• discussion

•

drawing maps

• island geography

• grammar

CASTAWAY

1. Write a letter to a friend inviting him/her to come on a holiday cruise with you.

2.Write a letter in return.

Where will you meet?

Name of cruise ship.Where are you going? What must you take? Who is paying? Did you win the cruise? What season is it? What will your cabins be like?

3. You are now on board your holiday cruise liner. Write a section of the Captain’s logbook for the cruise.

Include about 3 or 4 days, leading up to the storm. You can include details like the date,the ship’s position, speed, direction, weather and ports of call.

4. The captain radios the information about his lost passengers and the news soonreaches Sydney.

SCRIPT THE RADIO CONVERSATION BETWEEN THE CAPTAIN AND THEAUTHORITIES IN SYDNEY.

5.Design the front page of a Sydney newspaper.

The main story is about the two passengers lost overboard. Include:

headlinereport

picture

Project

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Choose an island.

• Monetary system


• Language

• Music and art

• Traditions

• Clothing

• Food

• Crops


•Where in the world

• Climate

• Rainfall

• Temperature

• Geography of the island

• Population

• Transport

Students create an Castaway Pack and put it on display.

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TOP

Content

Knowledge Skills

• islands

• geography

• island cultures

• drawing maps

• survival

• letter writing

• journalism

Idea

Title

Award

Date

From

7236

Survivor 11-14yr

Special Mention

Sept. 2003

Joanne in Sherwood Park, Alberta, Canada

Survivor Birthday Party for the 11 - 14 year old. I couldn't decide what to do so I combined my ideas of "Survivor", African, and a slumber party in one. INVITATIONS: On heavy pieces of paper with scorchededges, write: You have been selected to participate in Survivor Africa. Please meet at _______ on ________, at which you will be relocated to your castaway destination with 15 other individuals." Includethe time of party (have it start mid-afternoon Saturday and last until noon Sunday), activities, necessaryclothing (one formal outfit, one casual outfit, and a bathing suit) and to bring one luxury item. Roll theinvitations up and place them in a piece of bamboo 12" long, and hand deliver to the guest's homes (placein mailbox).Tie a piece of heavy paper to the bamboo with grass ribbon that says "Invitation enclosed".SCHEDULE: Let the girls gossip/talk until everyone arrives at the scheduled time. (Have the girls dress intheir formal outfit before they arrive). Have a limosine pick them up and take them to the hotel room. (If you live in Edmonton, Alberta - book the African luxury theme room at Fantasyland Hotel - definite bonus). The parent should ride up with the driver while the girls sit in the back. Ask if beverages can beserved in the limo, and if so, serve either soft drinks (Sprite in martini glasses is especially classy) or sparkling cider.Provide options so you can cater to everyone's personal tastes. Take everyone to the WestEdmonton Mall Waterpark (if you do not live in Edmonton, have an alternative like a public pool) andspend 1 - 2 hours on the slides and in the waterpark. At the Waterpark you can rent the private areaespecially for birthday parties, where you can serve dinner, or, for the more expensive budget, try going tosome of the great restaurants in West Edmonton Mall (something more modern and fun would be great for a birthday party - themed restaurants (especially an African theme) or Red's in WEM (again, if not inEdmonton, find an alternative) and have dinner. If the girls are older, like 14, let them eat dinner bythemselves (give them a budget of $50 - $150 depending on the amount of guests) and let them order by

themselves while you, the parent, decorate the hotel room. After dinner, take the girls up to the hotel roomand tour the facilities. Then, Survivor really begins. Have everyone's luxury item in a secure place, andthen let them change into their casual clothes, if they haven't done already after playing in the Waterpark.Have a burlap bag with two different colors of bandanas - for an African theme, try bright colors - or, if they are available, prints like leopard or a picture, like African animals. It would be ideal to have bandanaswith animals, i.e. a leopard and a rhinoceros, and call the tribe names accordingly. Have tribe nameschosen beforehand and let the girls divide up into their tribes. If you have 16 guests and only several hoursfor the Survivor game, then you might consider eliminating one girl from each tribe after each TribalCouncil. Note: If you don't want hurt feelings, then have them vote for the best performance at TribalCouncil, and that person recieves a small favor (African-themed animal minatures work especially well).Have 8 challenges, four of reward and four of immunity. Some suggestions for challenges (that you can do

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http://www.discover.tased.edu.au/ec/pbl/projects/Islands/#topofpage

http://www.birthdaypartyideas.com/html/survivor_party.html

http://www.birthdaypartyideas.com/html/survivor_parties_3.html

http://www.birthdaypartyideas.com/html/survivor_parties_1.html

http://www.discover.tased.edu.au/ec/pbl/projects/Islands/#topofpage



in a hotel room) include: 2 Truths and A Lie; "Animal Hunt" - use plastic animals; food challenge - have16 "snacks", some tasty and some disgusting (not really, really disgusting ... just like olives, mushrooms,onions, etc.); making rafts out of wooden dowels and string; a relay race; etc. Make sure that the ImmunityChallenges and Reward Challenges are not in a row. For Reward Challenges have the winning teamrecieve a small prize (candy,etc.) and for Immunity Challenges have an Immunity Idol for which thewinning team will recieve. The losing team must vote off 2 members (or see alternative above). Thewinner of the entire game should recieve a grand prize (i.e. a makeup box filled with makeup products,candy, necklaces, rings, hair accessories, music CDs, etc.). After the Survivor game have the girls relax inthe jacuzzi and then watch a movie (or, for the real Survivor fan, Survivor Africa replays). I suggest achick flick that is age appropriate, such as Save the Last Dance, What A Girl Wants, Charlie's Angels, etc.

After that (it should we almost midnight by now) have the girls play some of those juicy slumber partygames (Truth or Dare in the jacuzzi is alot of fun!)or painting nails and giving makeovers until theyeventually start to nod off. Have the birthday girl sleep in the big bed and draw names from the burlap bagfor who can sleep in the bunk beds. Everyone else can sleep on the floor in their sleeping bags. When theywake up, go down to breakfast in a restaurant, and then go shopping or have manicures at a nearby spauntil the parents pick them up. Really fun!!

Deserted Island: You're a castaway on a deserted island. But there's no million dollar prize. How willyou spend your time alone, in the middle of nowhere?

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final speaking project directions autumn 2011

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