Technology Achievement Standard

Internal assessment resource reference Eng/2/7_A5

PAGE FOR TEACHER USE

2007

Internal Assessment Resource

Subject Reference: English 2.7

Internal assessment resource reference number:

Eng/2/7_A5

I know where you’re coming from

Supports internal assessment for:

Achievement Standard 90374

Deliver a presentation using oral and visual language techniques

Credits: 3

Date version published: April 2007.

Ministry of Education For use in internal assessment from

quality assurance status: 2007.

Internal assessment resource reference Eng/2/7_A5

PAGE FOR TEACHER USE

Teacher Guidelines:

The following guidelines are supplied to enable teachers to carry out valid and consistent assessment using this internal assessment resource.

Context/setting:

In this activity students prepare and deliver a presentation to the class about an aspect in their history that has had a significant influence in shaping their lives, such as a place, an event, their culture, traditions, beliefs, ancestors, family, role models. The topic is deliberately general to give all students the opportunity to select details they feel comfortable in sharing with their class.

Teachers should ensure that students are familiar with what is appropriate material and language in this context.

Teachers should also ensure that students feel comfortable with sharing the material they have prepared and that an atmosphere of safety and respect is established.

Conditions:

This activity requires both classroom and homework time.

Students should be given class time to peer critique and rehearse what they say with sufficient homework time to follow up the suggestions made, ready for the final delivery in class.

Resource requirements:

Students will need:

· copies of the annotated transcripts of students work included in this activity

· copies of the peer and self evaluation templates

· access to a video camera and TV for self evaluation (optional)

· access to research materials

· access to audio and visual resources such as OHPs, DataShows, whiteboards as appropriate to their delivery.

Internal assessment resource reference number Eng/2/7_A5

PAGE FOR STUDENT USE

2007

Subject Reference: English 2.7

Internal assessment resource reference number: Eng/2/7_A5

I know where you’re coming from

Achievement Standard 90374

Deliver a presentation using oral and visual language techniques

Credits: 3

Student Instructions Sheet

This activity requires you to prepare and deliver a presentation of at least four minutes to your class and teacher. Your presentation will be about an important aspect of your history such as a place, your culture, traditions, beliefs, ancestors, family, or your role models.

You will need to prepare and deliver your presentation so that it:

· gives the audience important information about this aspect of your history

· shows the effect it has had on your life.

You will be assessed on how well you:

· develop and organise ideas about your topic

· integrate visual and verbal delivery techniques to communicate your ideas to your audience.

Introduction

Our lives are shaped by many different things: our culture, beliefs, ancestors, family, the people we come to know, places and events, have all helped make us who are we today.

Task 1: Getting Started

a) Brainstorm some oral history topics - about particular people, places, and events - from your ‘history’ that have helped make you into the person you are today. One of these topics could form the basis for the oral history you will present to the class.

b) Choose one topic from your brainstorm that you wish to focus on and could talk about. It should be a topic that you are interested in, that your classmates would find interesting and informative, and one which you would feel comfortable sharing with your class.

c) You should try to incorporate anecdotes linked to your topic. Some television documentaries focus on people and their stories to bring a subject to life. You should try the same approach to interest your audience. The oral history you present will be more than a list of facts. Think about the stories you could focus on.

d) Get into pairs. Talk to your partner for one minute. You could start by telling them a story or anecdote linked to your oral history topic. If you run out of things to say your partner could ask you some clarifying questions like:

· ”Why did she want to leave her home country?”

· “Could you describe what she looked like?”

· “What happened to him when he got older?”

· “Could you explain what you meant when you said….?”.

Swap roles and repeat the activity.

e) Write on your topic for about 30 minutes. Try to get your ideas down on paper as fast as you can. This is just a first draft so don’t worry too much about the organisation, or correctness of your writing.

f) Make a final decision on your topic. Be sure that your oral history topic is broad enough to allow you to speak for at least four minutes, that it will be informative and interesting to your class, and that you feel comfortable about sharing it with your class. Briefly discuss your topic with your teacher before developing it any further.

Task 2: Research your topic

a) Read the table below that shows the key questions and possible sources of information that one student used to help her research her oral history about her great great great grandfather who came to New Zealand from Wales in the 1870s:

Key Questions / Possible Sources
· Why did Charles want to leave Wales and come to New Zealand? / My grandfather knows stories that his grandfather Charles used to tell him about his childhood in Wales.
· What would the voyage to NZ have been like? / I’ll find a book in the library about 19th Century sea voyages to NZ
· What would settler life have been like for Elizabeth Davies, his wife? / I’ll ask my aunt and grandfather but if they can’t tell me much I could find out what it was probably by reading a book about settlers. I could ask my history teacher Mr Ulu.
· What were Charles’ main achievements and how did he achieve them? / My aunt has done lots of research into our family tree and she has got lots of information about Charles.

b) Make up a table with a set of key questions and possible sources of information for your own topic.

c) Research your key questions keeping a record of all the information you find.

Date / Source / What I found out
17 June / ‘Settler Life’ by Jane Brown / It told me all about how women used to cook and how lots of things we take for granted they didn’t have back then. Women used to cook on an open fire because there weren’t any stoves. They had no fridges so they had to always have fresh food. Most people in the country would milk cows and have chickens for eggs. Early settlers would eat wild pork.

d) Look back at what you already knew about your topic by reading what you wrote in Task 1(e) above. Select the details that you want to include in your presentation and write a short paragraph giving an overview of your topic.

An example of how one student did this is shown here:

Task 3: Choosing a presentation style

a) Choose a creative, interesting and appropriate way to present your material. Some possibilities are:

· presenting a teaching seminar incorporating audio-visual materials such as music, OHPs, photographs, or posters.

· taking on the role of a character(s) in the oral history by speaking in the first person. If you decide to present your oral history in this way, you may need to step out of role to introduce your character or move to a different part of the story.

· using an interview format where you prepare the questions and give them to another class member to ask you while you are in role. You could adapt this question/answer format as a type of ‘This is Your Life’ special. Another student could take the host role and read your prepared questions while you answer them as a character(s) in your oral history. Your speaking role should be at least four minutes long.

· including an object (like an item of clothing, a photo, a letter) as part of your presentation. If you plan to bring a valuable item to school you should talk about this first with your family and your teacher.

b) The style of your presentation must be appropriate to your material and purpose, and should help make your material clear to the audience.

c) You must gain your teacher’s approval for your oral history topic and presentation method before you continue with the other activities.

Task 4: Organising your ideas and writing

a) The presentation method you use will affect the way you organise your oral history.

Read the two samples below. The boxes on the right give details about the structure of the speech. Sample A is a seminar presentation, whereas Sample B presents the same content in a question and answer format, as a type of ‘This is Your Life’ special.

Sample A: Charles Davies – Seminar style presentation

Sample B: Charles Davies – ‘This Is Your Life!’ style presentation where the student takes several roles. Her partner reads the host’s role.

a) Organise all the details you have chosen to include in your presentation under three or four subheadings. If you have chosen a question and answer style of presentation you should organise your material under different questions.

b) Refer back to Sample A and Sample B for possible subheadings and questions.

c) Write an introduction for your presentation. This should grab the attention of your audience and give them an overview of your topic.

d) Now write the body of your presentation by developing the ideas you listed under the subheadings in above. Expand your ideas with anecdotes, facts, dates, quotations, names of people and places. Clearly separate each section with a topic sentence or topic question at the beginning.

e) Write a conclusion. This should briefly sum up your main ideas, and explain how these factors have influenced you, how you feel about them, and how you think they will affect you in the future.

Task 5: Planning your delivery

a) Choose some audio/visual aids to enhance your presentation.

For a seminar presentation these could include: photographs, illustrations, maps, diagrams, family trees, music, video, and PowerPoint. A monologue or ‘This is Your Life’ style of presentation could use costume, props, make up, and music.

Consider how you will present these materials, taking into account factors such as the size of your audience, the venue for your presentation, and what resources are available to you.

b) Be prepared.

· Check with your teacher before your presentation so that she/he can book TVs, OHPs, or DataShows. Check that all equipment is working, and cue up any audio or video tapes before you begin your delivery.

· Make sure everyone in your audience can see the materials you bring. In some instances it may be appropriate to pass a photograph or object around the class but it will usually be better to enlarge it somehow. You can make slides by photocopying photographs onto overhead transparencies. If you bring a small object to discuss you could photograph it and copy onto an OHT so that it can be clearly seen.

· If you wish to use the whiteboard, write as much of your material as you can before you deliver your presentation.

· Use audio/visual aids selectively. Sometimes using too many aids, or using them inappropriately, can distract your audience so be careful that they really will help make your presentation clearer.

c) Read the following two oral histories extracts again. They are examples of how you can plan your use of audio/visual aids and delivery techniques. Sample A shows delivery techniques used in a seminar, Sample B shows delivery techniques for a ‘This is Your Life’ presentation.

Sample A: Seminar (extract)

Sample B: This Is Your Life! (extract)

a) Annotate a copy of your speech to show exactly when you will use each of your audio/visual aids as well as delivery techniques such as pause, change in pace, pitch or volume, gesture, facial expression and movement.

b) Before delivering your speech, look at the exemplars on the NCEA Level 2 Speeches and Performances video issued to schools by the Ministry of Education and available through www.vislearn.co.nz. Discuss their strengths and areas they could be improved. You may not use this material in your own presentation.

Task 6: Rehearsal and presentation

a) Rehearse your presentation. Make sure that

· your voice is loud and clear

· you use eye contact

· you are not too reliant on your notes.

b) To help prepare for your delivery to the class, you could video yourself delivering your presentation to a small group. Each person in your group will complete the peer and self review template and give back to you. Watch the video and complete the peer and self review template yourself. Use the suggestions on the templates to help you improve your presentation.

Peer and Self Review Template

Delivery Technique /

Standard

· E=effective
· S=satisfactory
· I= improvement required / Suggestions for improvement:
Eye contact
Use of notes
Body language
Gesture
Voice
Use of resources

c) Deliver your presentation to your class and teacher.

Internal assessment resource reference number Eng/2/7_A5

PAGE FOR TEACHER USE

Assessment Schedule: Eng/2/7_A5

Deliver a presentation using oral and visual language techniques

Descriptor

Example

Achievement

/ Communicate straightforward ideas.
Use appropriate oral/ and visual language and presentation techniques for a specific audience and purpose.
Present material clearly. / Refer to achievement exemplars on the Level 2 Exemplar video tape.

Achievement with Merit

/ Communicate developed ideas.
Combine appropriate oral and visual language and presentation techniques for a specific audience and purpose.
Present material coherently and confidently. / Refer to merit exemplars on the Level 2 Exemplar video tape.

Achievement with Excellence

/ Communicate fully developed ideas.
Integrate appropriate oral and visual language and presentation techniques for a specific audience and purpose.
Present material coherently and confidently in ways that are striking or innovative. / Refer to excellence exemplars on the Level 2 Exemplar video tape.