A Prayer for Owen Meany Group Presentation Assignment

Analyzing Elements of Fiction – A Prayer for Owen Meany by John Irving

Each small group will be assigned a chapter or chapters from the novel. Use the chapter handouts on the elements of fiction to explain and discuss these elements in Owen Meany and their effect on the reader. Use textual evidence and support whenever possible. Be sure to give the page number(s) so we can all “be on the same page.”

Group Members:

Chapter Assignment:

Each presentation must cover these topics:

Characters

Plot – Setting

Timeline / Time Sequence

Events

Plot Structure

Historical Context

References to real people, places, and events

Characterization Methods (must use textual examples)

Point of View – Type and Reason Used

Literary Devices / Use of Language (Diction): Explain the device and identify specific examples from your chapter. Discuss the effect this device has on the reader. What was Irving’s purpose in using this literary device? What is suggested or implied that enhances meaning from the use of this word, phrase or passage? What is that additional meaning or understanding given to the reader? Literary Devices to consider:

Diction – connotation and denotation

Flashbacks and Foreshadowing

Hyperbole / Overstatement / Understatement

Allusions to the Bible, to mythology, to history, to literature

Simile / Metaphor / Motif

Use of Juxtaposition / Opposition

Symbol / Irony

Symbolism (Names, Places, Objects)

Verbal, Dramatic, Comedic, and Situational Irony

Emotion / Humor

Its use and effects in your chapter

Favorite or significant passage / quotation / section. Each group member must read a passage to the class and explain why he or she selected it.

Theme – Take ONE major theme. Explain and trace its development up to and including your chapter. Consider:

Discussion topics

Questions

Main Ideas

Messages

Moral lessons

Conclude your presentation by giving your opinion. Will it be a classic? Why/why not? Why is it worth reading? What did critical reviewers write (e.g., New York Times, NewRepublic, Washington Post)? Universality, timelessness, charm of text? Originality? Best seller status?

  1. Groups will be assigned.
  1. Meet in your assigned group. Decide what your group needs to present to the class. Your topic is merely a skeleton. You need to add the flesh.
  1. Do your research. For some topics, you will need to use more sources outside the text. All topics require “diving into the text” to find the pearls. Use textual evidence and examples as support. Be sure to give page numbers for any reference you include from the novel.
  1. Share your discoveries with your entire group. Based on what you have found as a group, decide what’s missing. Seek the information missing.
  1. Information is gathered. Now Discuss. Every group member is responsible for the content of the presentation. If one person presents shallow, incomplete, or erroneous information, the group score will be affected. Individual scores, however, will be based solely on an individual’s participation and presentation.
  1. Determine how your group will present your topic information to the class. Make sure everyone knows his/her part and has an equal share in the presentation. Be creative with your presentation. Remember… no one wants to be bored for eight presentations.
  1. Know your individual contribution. Have a “dry run,” a technical rehearsal, a practice. Know your game plan. Going into this without one is sloppy.
  1. Have your books with you during your presentations and send classmates back in the text. Refer to page numbers so we can discover and see, literally, what you see in the text.
  1. Take notes on all presentations. You are responsible for knowing all aspects of the novel.

This assignment is of an independent study nature. Most research and group work will be done outside of class. Your group may use your instructor’s room before and after school. Let your instructor know so she/he can be available and have the room open. Assuming you read Owen Meany over the summer, this should be plenty of time.

Presentations will commence: ______

Names: ______Chapter: ______

Category / Exceeds Expectations / Meets Expectations / Does Not Meet Expectations
Beginning Engages Reader / Group has a creative introduction that states what will be covered and in what order and includes an audience “hook” to get their attention and foster interest in its chapter. / Group has a standard introduction that states what will be covered and in what order and/or may lack an audience “hook.” / Group jumps into the details of the presentation without “hooking” the audience or introducing the topic of the presentation.
Demonstrates Understanding of the Content and Subject Matter, Analytical Interpretation / The entire presentation represents a thorough and deep knowledge of the chapter and analysis of its meaning. Thoughtful, conscious interpretations about use of literary elements (HOW THE AUTHORS USES THEM) are clear in the presentation and tied to the author’s choices. / Substantial parts of the presentation represent good knowledge of the chapter and analysis of its meaning. Clear and reasonable interpretations about use of literary elements are clear in the presentation but may not include author choices. / Significant parts of the presentation are notclear and/or show little to no conscious interpretationsand understanding beyond generalizations.
Quality of Content (Accuracy, Insight, Details). / The entire presentation isconsistently accurate, insightful and details are specific and relevant. Insights are supported by specific textual evidence and answer the question “SO WHAT?” / Substantial parts of the presentation are consistently accurate, insightful and details are specific and relevant. Insights are supported with textual evidence. / The entire presentation exhibits little or no consistently accurate, insightful information, and details are general and/or irrelevant.
Presentation Skills:
Eye Contact
Fluency of Speech
Focused transitions
Posture and Presentation / Group has all of its presentationpracticed and performs with confidence, proper inflection and diction, and professional presence (including engaging visuals and rhetorical techniques). Rare mistakes made but do not detract from presentation. / Group has most of its presentationgenerallypracticed and performs effectively with confidence, proper speech. Includes appropriate visuals and attempts rhetorical techniques. Some mistakes made but do not detract from presentation. Clearly practiced but a student presentation. / Group does not have presentation practiced and struggles with speaking properly OR ad-libs through the presentation. Many mistakes made, detract from presentation. Presentation is dull and screams “Look at me! I’m giving a school speech!”
Conclusion – End of Presentation involves closure for the audience / Presentation wraps up clearlywith personal conclusions from the group about the text and clearly signals “the end.” It leaves the audience with somewhere to go – a question, a thought, something to ponder. / Presentation wraps up clearlywith personal conclusions from the group about the text and clearly signals “the end.” / Presentation trails off or just stops. Audience is left without personal conclusions from the group.

Comments:

Evaluation: / Exceeds Expectations / Meets Expectations / Doesn’t Meet Expectations