Assignment Nine: Small Group Presentation on Teaching a Short Story
Group List
Teaching A Short Story and Talk to Me About It
Teaching a Short Story (Performance Standard 5C.I)
Working in small groups of three to five, students will prepare an analysis of a short story to be presented to their peers. They will assign individual tasks and develop an outline of the presentation (e.g., theme, plot, character, conflict, setting, critiques), research the story, and present the results of their work to the class using hand outs and/or visual aides accordingly:
Group
• Organizing the presentation: define each group member's responsibilities;
present uniform coverage of each topic; eliminate overlap or gaps in the presentation;
assign student presentations of equal length and responsibility.
• Researching/Using Evidence: cite evidence to support analysis of the short
story; document evidence; apply evidence to the speakers' points.
Individual
• Designing visual aids/ handouts: design to be clear and easy to understand; tie the content of the visual aid/handout to the presentation; identify all sources of information.
• Utilizing presentation technique: appear natural and at ease; use proper public speaking technique; communicate points clearly and accurately; assure nonverbal clues communicate the correct message.
Procedures
1. In order to apply acquired information, concepts and ideas to communicate in a variety of formats (5C), students should experience sufficient learning opportunities to develop the following:
• Match the method of inquiry to the question or problem.
• Use multiple, reliable sources to develop and support major ideas.
• Revise, edit, and proofread.
• Design and present as an individual or group, a written, oral, video, or multimedia project that:
o Effectively communicates the intended message;
o Engages the audience's interest;
o Establishes and maintains a focus;
o Organizes around a structure appropriate to purpose, audience, and context;
o Elaborates ideas through facts, details, description, analysis, and narration;
o Cites or credits sources appropriately; and uses self, peer, or teacher feedback where appropriate.
2. Have students review and discuss the assessment task and how the rubric will be used to evaluate their work.
3. Students will be familiar with methods of analyzing literature (e.g., theme, plot, character).
4. The teacher will review available resources for researching
literary critiques of authors' works.
5. Students will be familiar with good public speaking techniques (e.g., speaking rate, inflection, nonverbal clues).
6. The students will be able to observe examples of good literary analysis and presentation techniques.
7. Each group of students will assign tasks, conduct research on the story, practice their presentation, and prepare supporting visual aids/handouts.
8. Each group of students will be given 15-20 minutes to present their short story to the class.
9. Each student will participate in his/her assigned portion of the presentation.
10. Each group shall distribute a handout or incorporate a visual aid that cites sources of information and summarizes the main points of the presentation.
11. Evaluate each student's performance using the rubric. Add each
student's scores to determine the performance level. Assessment
Rubric located on links at top of this page..
Talk To Me About It (Performance Standard 4B.I)
Students will be divided into small groups and will prepare and present orally an analysis of a short story with sufficient detail accordingly:
• Utilizing appearance and nonverbal clues: appear confident and at ease; use nonverbal clues effectively to reinforce the message; integrate visual aid(s)/technology smoothly with the presentation.
• Utilizing speaking style, voice, language use: pronounce words clearly and distinctly; show no sign of strain or tension in the voice; speak in complete sentences; use word choice appropriate to the message.
• Demonstrating group interaction, roles and duties: demonstrate a defined, balanced role in the presentation.
• Presenting content of the story (student): organize content in a logical manner; present content clearly; integrate content smoothly into the short story presentation.
Procedures
1. In order to speak effectively using language appropriate to the situation and audience (4B), students should experience sufficient learning opportunities to develop the following:
• Communicate effectively the intended message.
• Use effective verbal and nonverbal feedback (response) strategies to adjust message.
• Use a variety of verbal and nonverbal cues (e.g., pauses, posture change, location, tone of voice).
• Use language that is clear, audible, and appropriate.
• Use appropriate grammar, word choice, and pacing.
• Demonstrate effective use of visual aids and available technology.
• Rehearse presentations to overcome communication anxiety and apprehension.
• Recognize and assume differing roles within a group.
2. Have students review and discuss the assessment task and how the rubric will be used to evaluate their work.
3. Each student will be familiar with the fundamentals of literary analysis.
4. Each student will have practiced literary analysis of a short story prior to the assessment.
5. Assign students randomly to groups of no more than five students. Each group will analyze and present the short story assigned to them.
6. Students will research the components of literary analysis and prepare the assignment.
7. Each group will have up to 30 minutes to present the results of their story analysis to the class, using good oral presentation techniques and appropriate handouts and/or visual aids.
8. As each student finishes speaking, the teacher will score the presentation using the Group
Evaluation Sheet.
9. Evaluate each student's performance using the rubric.
Add each student's scores to determine the performance level.
Assessment Rubrics are located on the links at the top of this
page.
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