Name________________________________ Date _________ Period______

  

Preparing and Delivering a Panel Discussion Interactive Oral

Format of the Panel Discussion

Example of Format

Interactive Oral Packet

Quiz Grade

RESEARCH NOTES

Excellent

Good

Adequate

Inadequate

Effectively paraphrases information in his or her own words and summarizes main points from the source with sufficient detail.

20  19  18

17  16  

15 14

12  10  0

Uses a variety of credible sources and cites the source using MLA 8 (at least one database source is used)

20  19  18

17  16  

15 14

12  10  0

LITERARY TEXT CONNECTIONS

Effectively references concrete details/examples from the literary text

20  19  18

17  16  

15 14

12  10  0

NOTES DURING INTERACTIVE ORAL

Includes a sufficient level of detail in notes from the interactive oral presentations

20  19  18

17  16  

15 14

12  10  0

OUTLINE FOR INTERACTIVE ORAL

Includes an outline of major points to present in interactive oral with research and literary connections

10  9

8

7

6  5  0

OUTLINE FOR REFLECTIVE STATEMENT

Includes three specific points that the student wants to focus on in his or her interactive oral and reflective statement and shows how the research connects back to the book

10  9

8

7

6  5  0

TOTAL SCORE

Preparation Requirements (Quiz Grade)

  1. A Source Sheet for each source with MLA 8 citation information (easybib.org)
  1. Three sources (diverse range--at least ONE or TWO database articles and ONE internet sources)
  1. 3 literary quotes
  2. Outline of panel presentation
  3. Notes from the discussion
  4. outline for the reflective statement

Research Question to Investigate for Interactive Oral

Source Sheet #1

 NOTES--PARAPHRASE, SUMMARIZE AND QUOTE IMPORTANT FACTS: rely on paraphrasing the article or text into your own words. Avoid overusing quotations. Use a quotation when you feel like it is very insightful and poignant and would be hard to reword. Avoid long quotations over three lines.

Source Sheet #2

 NOTES--PARAPHRASE, SUMMARIZE AND QUOTE IMPORTANT FACTS: rely on paraphrasing the article or text into your own words. Avoid overusing quotations. Use a quotation when you feel like it is very insightful and poignant and would be hard to reword. Avoid long quotations over three lines.

Source Sheet #3

 NOTES--PARAPHRASE, SUMMARIZE AND QUOTE IMPORTANT FACTS: rely on paraphrasing the article or text into your own words. Avoid overusing quotations. Use a quotation when you feel like it is very insightful and poignant and would be hard to reword. Avoid long quotations over three lines.

Textual Evidence from the Work

Find three examples from the literary text that connects your research to the text.

1.

2.

3.


Outline for Interactive Oral

Create an outline for your THREE to FOUR minute presentation.

1) Present Research Question

2) Answer to the Research Question

3) Literary Connections

Name___________________________________ Period______ Date __________

PREPARING FOR THE REFLECTIVE STATEMENT (Test grade --300 to 400 words submitted to turnitin.com)

Interactive Oral --Take notes as you listen to the discussion.

REFLECTIVE STATEMENT OUTLINE

Then,  organize your ideas into three points that you can discuss in your reflective statement.

Introductory Statement

How was your understanding of cultural and contextual considerations of the work developed through the interactive oral? How did the discussion  challenge you to think about the work more deeply based on the connections that were made? WRITE ONE SENTENCE THAT INTRODUCES YOUR OVERALL IDEA e.g. Discussing _(literary text) _________   and its cultural and contextual considerations helped reaffirm my thoughts on the text as well as furthered my understanding especially in regards to 1)__________, 2) _____________, and  3)__________.

.  

Point One

What you learned

How it connects back to the literary text

Point Two

What you learned

How it connects back to the literary text

Point Three

What you learned

How it connects back to the literary text

Summary Statement: Write a concluding statement e.g. Overall, the discussion during the interactive oral raised several new questions and helped me to further understand the significance of the ______  and the cultural context of ______ ​.

REFLECTIVE STATEMENT INSTRUCTIONS

Students write a 300-400 word reflective statement, which will be submitted through turnitin.com. The reflective statement that goes with the written assignment will be submitted to IB. You will develop a written assignment in May based on one of the  supervised writings you will do from the books this semester.

PROMPT

You will answer the following prompt in your REFLECTIVE STATEMENT:

How was your understanding of cultural and contextual considerations of the work developed through the interactive oral?

Questions for consideration:

Requirements

CONTEXT

“Context” refers to all possible contexts. It is intended to embrace the cultural underpinnings of the works by looking at specifics such as:

·      the time and place in which the work was written

·      information about the author (particularly as it relates to the way in which the author’s ideas as presented in the work do, or do not, accord with situations in the contemporary society)

·      philosophical, political, and social contexts

·      ideas that the students themselves bring to the work.

DEVELOPED

“Developed” is the other key word in the question. It is a personal statement that is most likely to be written in the first person, and should be an honest account of the evolution of understanding. If the student feels that they have not really learned anything, then they should reflect on what they still do not understand.

The aim is to ensure the focus of discussion is sufficiently challenging so that students will be stimulated to think more deeply about some aspect of the work.

The criterion by which students are assessed uses the same words as the question on which the reflective statement is based. If they answer this honestly and fully, then they should be able to achieve the three points.

SAMPLE ONE

Discussing Ibsen’s A​ Doll’s House h​elped me to gain understanding of both the cultural context that surrounded the play at the time it was written and how interpretations of A​ Doll’s House ​differ.  

While I was aware that the lives of women in the 1890s were incredibly restricted, and that gender roles during this time period were confining, I was unaware that the Napoleonic code actually improved the lives of women. Before the Napoleonic code, women were passed from father to husband as a possession, with no need for their consent. The codes ensured that in order for a woman to enter a marriage, she had to be willing. While this was a relatively small step, considering the appalling treatment of women at the time, it did lead to women being viewed less as objects and more as people, and it does raise interesting questions about Napoleon’s views of women. Could Napoleon be considered an early feminist?  

At first glance, A​ Doll’s House ​displays many views similar to those of the feminist movement, and it is easy to assume that Ibsen intended for it to be a feminist play. However, during the interactive oral, we discussed at length different interpretations of the play, and varying perceptions of Ibsen’s intentions for the play. Did Ibsen intend for the play to become what it is often seen as, an early champion for women’s rights? Or did he endeavor to support another cause, such as increasing individual freedoms for both genders? Perhaps the most interesting point brought up in the discussion was that many believe that Ibsen wrote the play as a humanist piece of literature. As humanism places emphasis on common human needs, and feminism promotes the equality of men and women, these causes, altogether, are not that different. However, during the time period in which A​ Doll’s House ​was written, women’s rights were doubtlessly a controversial issue. It is possible that Ibsen chose to represent the play as an advocate for individual freedoms, or human rights, rather than risk alienating an audience that was adamantly against all things that advanced the cause of women’s rights.

Overall, the discussion during the interactive oral raised several new questions and helped me to further understand the significance of the Napoleonic code and the cultural context of A​ Doll’s House ​and to both understand and question varying interpretations of the play.

STUDENT SAMPLE TWO

My exploration of the novel, Perfume, a Bildungsroman, was reminiscent of the form itself, as my experience led to personal and cultural development, a phenomenon I have experienced throughout the IB course as I explore and am exposed to a variety of literary texts, themes, and ideas.

As Grenouille’s journey across France unfolds and existentialist values emerge, readers are encouraged to reflect on their own beliefs. Independent of societal expectations and pressures, Grenouille determines his own fate, suggesting man is responsible for his own destiny and that there is no higher power. Although existentialism contradicts my beliefs, I have grown to respect Grenouille, as his unfaltering dedication to his doctrine initially inhibits yet eventually leads to fulfillment.

As Süskind also satirizes Christianity, the text led me to evaluate my religious beliefs. At the end of the novel, for example, Grenouille, a wretched murderer, douses himself in the distilled essence of innocent virgins. Grenouille then becomes so attractive that the social pariahs inhabiting the Cimetière des Innocents devour him. Through this image, Süskind draws direct parallels to the Eucharist - the Christian ceremony of eating the “body” and drinking the “blood” of Christ - causing me to question the nature of who or what my religion worships.

Finally, during the discussion about eighteenth century Paris, I examined my own situation as an expatriate living in Nairobi. I was able to parallel the irony Süskind highlights concerning the fragility of Parisian aristocratic society with the privileged existence I lead. Süskind implies such stark social disparity in a society is immoral, that the circumstance of which I am a part is full of blatant hypocrisies. Because Süskind focuses the novel on the underbelly of society instead of the aristocracy and uses literary realism to reject romantic subjectivism and offer more truthful depictions, my idealistic and warped views of eighteenth century Paris, romanticized throughout art and popular culture, and Nairobi were shed.

Ultimately, Süskind’s use of vivid olfactory descriptions brought the times and places within the novel to life. Because of this unique experience, “seeing” scenes through my nose, I was encouraged to reconsider the power of smell. As Süskind highlights the superficiality of eighteenth century Parisians, obsessed with masking or changing their odor through perfume, I questioned whether modern-day society, with its plastic surgery, airbrushed models and makeup, is similarly artificial, reinforcing one resounding message: that who we are is not good enough.   Words: 400


NAME______________________

Interactive Oral Rubric Test Grade

Criterion A: Knowledge and understanding of the work(s)

•                     How much knowledge and understanding does the student show of the work(s) used in the presentation? To what extent does the student offer a good knowledge of research that ties into the historical or cultural context of the work?

Marks

Level descriptor

0

No discussion

1–2

There is very limited knowledge and virtually no understanding of the research of the work(s) presented.

3–4

There is some knowledge and superficial understanding of the research of the work(s) presented.

5–6

There is adequate knowledge and understanding of the research and some of the implications of the work(s) presented.

7–8

There is good knowledge and understanding of the research and many of the implications of the work(s) presented.

9–10

There is very good knowledge and understanding of the research and most of the implications of the work(s) presented.

Areas of Strength

Areas for Improvement

  1. Overall understanding of the research or content
  2. Effective textual references supported assertions
  3. Perceptive insight into the historical context as it relates to the play
  4. Effective synthesis and application of research to the literary text
  1. More concrete details from your research (facts) would help support claims or assertions in research
  2. Analysis was too brief and needed more depth
  3. Evidence doesn’t fully support assertions or research question
  4. Need more connections between ideas presented in text and society/history
  5. Some ideas could be further elaborated on to support your assertions
  6. Some ideas were confused or too broad or not developed
  7. More research needed to support analysis
  8. Minor stumbling in articulating ideas
  9. Some ideas could have been more concisely stated at times

 Criterion B: Connections of Research to Literary Text

•                     To what extent does the student offer quality insight into the discussion with textual connections from the literature to the research?

Marks

Level descriptor

0

No discussion

1–2

Little textual connections from the literature to the research.

3–4

Inadequately provides some level of contribution to the discussion  with textual connections from the literature to the research.

5–6

Generally provides adequate level of contribution to the discussion  with textual connections from the literature to the research.

7–8

Overall provides some  insight to discussion with textual connections from the literature to the research.

9–10

Offers insight to discussion with textual connections from the literature to the research.

Areas of Strength

Areas for Improvement

  1. Insightful connections back to the text        
  2. Overall understanding of the work
  3. Effective textual references supported assertions

  1. More textual references would help support your connections
  2. Analysis was too brief and needed more depth
  3. Evidence doesn’t fully support assertions
  4. Some connections are too general/could be more concrete
  5. Some ideas could be further elaborated on to support your assertions
  6. Some ideas were confused or too broad or not developed
  7. More textual connections needed to support analysis

Criterion C: Language

•                     How clear and appropriate is the language?

•                     How well is the 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.)

Marks

Level descriptor

0

The work does not reach a standard described by the descriptors below.

1–2

The language was inappropriate, with virtually no attempt to deliver a professional presentation.

3–4

The language was sometimes appropriate, but maybe too colloquial or vague at times.

5–6

The language was mostly appropriate and mostly professional.

7–8

The language was clear and appropriate overall and was presented in a professional manner.

9–10

The language was very clear and entirely appropriate and presented in a professional manner.

 

Areas of Strength

Areas for Improvement

  1. Appropriate tone and professional demeanor
  2. Appropriate use of vocabulary e.g. literary terms, terminology, etc.
  3. Ideas are elaborated on in an articulate way.
  4. Ideas are clearly connected in a meaningful way.
  1. Unclear on how to pronounce some words
  2. Unclear of some of the terminology used.
  3. Pacing was fast which impacted some articulation of ideas.
  4. Ideas at times were not connected and may have lacked some fluency of thought
  5. More elaboration was needed to develop ideas.
  6. Some minor stumbling
  7. Maybe be too wordy at times and not directly to the point
  8. Some parts were not clearly communicated
  9. Some statements were rushed or unclear
  10. Tone was not always appropriate to context of presentation e.g. informal language or gesturing, etc.
  11. Elevating word choice more would help with formal presentation
  12. More precise language would have helped develop ideas (avoiding being too general or vague)
  13. At times more precise language would have helped connect ideas in a more coherent way

Scale

1

2

3

4

5

6

7

Marks

1  2  3  4  5

6  7  8 9  10

11  12  13

14  15  16 17

18  19  20 21

22  23  24  25

26  27  28  29  30

40  42  44  46  48

50  52  54  56  58

60   64  68

72  74  76  78

82  84  86 88

92 93 94  95

96  97  98 99 100

%

40-49%

50-59%

60-69%

70-79%

80-89%

90-95%

96-100%

COMMENTS


Reflective Statement

1X TEST GRADE

(Turn in through turnitin.com)

Criterion A: Knowledge and understanding

•                    IB Criterion A: Fulfilling the requirements of the reflective statement.

To what extent does the student show how his or her understanding of the cultural and contextual elements was developed through the interactive oral?

Marks

Marks

Level descriptor

1

21  17

The work does not reach a standard described by the descriptors below.

2

24  26

Reflection on the interactive oral shows superficial development of the student’s understanding of cultural and contextual elements.

3

29

Reflection on the interactive oral shows some development of the student’s understanding of cultural and contextual elements.

4

31

Reflection on the interactive oral shows development of the student’s understanding of cultural and contextual elements.

5

33   34

Reflection on the interactive oral shows an insightful  development of the student’s understanding of cultural and contextual elements.

 Criterion B:  Learning from the oral

•                     To what extent does the student appreciate how the writer’s choices of language, structure, technique and style shape meaning?Make specific links to text and what you learned from the oral .

Marks

Marks

Level descriptor

1

21  17

The work does not reach a standard described by the descriptors below.

2

25  23

Inadequate links to the text and what student has learned from the oral

3

28

Adequate links to the text and what student has learned from the oral

4

30

Good links to the text and what student has learned from the oral

5

33  32

Very good links to the text and what student has learned from the oral

Criterion C: Language

•                     How clear, varied and accurate is the language?

•                     How appropriate is the choice of register, style and terminology? (“Register” refers, in this context, to the student’s use of elements such as vocabulary, tone, sentence structure and terminology appropriate to the task.)

Marks

Level descriptor

1

21  17

Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence construction, and little sense of register and style.

2

25  23

Language is sometimes clear and carefully chosen; grammar, vocabulary and sentence construction are fairly accurate, although errors and inconsistencies are apparent; the register and style are to some extent appropriate to the task.

3

28

Language is clear and carefully chosen, with an adequate degree of accuracy in grammar, vocabulary and sentence construction despite some lapses; register and style are mostly appropriate to the task.

4

30

Language is clear and carefully chosen, with a good degree of accuracy in grammar, vocabulary and sentence construction; register and style are consistently appropriate to the task.

5

33  32

Language is very clear, effective, carefully chosen and precise, with a high degree of accuracy in grammar, vocabulary and sentence construction; register and style are effective and appropriate to the task.

Scale

1

2

3

4

5

6

7

%

40-49%

50-59%

60-69%

70-79%

80-89%

90-95%

96-100%