© International Baccalaureate Organization 2007 Individual Oral Presentation Part 4: Options

© International Baccalaureate Organization 2007 Goal Demonstrate knowledge and understanding of at least one Part 4 work Page 2

© International Baccalaureate Organization 2007 Process  Student chooses a topic and the IB has provided three options  Student undertakes self-chosen task Page 3

© International Baccalaureate Organization 2007 Assessment Oral presentation in front of class Look at assessment criteria Page 4

© International Baccalaureate Organization 2007 Part IV Overview:  Freedom to choose texts  Work in translation optional  Three works SL/HL  Any combination of texts may be chosen  Focus:  national/local requirements  a particular genre, period, or region  Literary merit should be chosen  Three printed works (or their equivalent)? must be studied Page 5

© International Baccalaureate Organization 2007 Develop students’ ability to:  Acquire knowledge and understanding  Present an individual, independent response  Develop presentation skills:  powers of expression through oral presentation  interact/hold attention of an audience Page 6

© International Baccalaureate Organization 2007 Option 1: Prose other than fiction:  Examples of genres:  Travel writing  Autobiography  Letters  Essays  Speeches  More contemporary experiments in “creative non-fiction” examples?  Various forms of student writing. Page 7

© International Baccalaureate Organization 2007 Option 1: cont’d Students will:  Study form and content  Grasp literary techniques for personal writing  Explore these forms through personal writing  Understand conventions  Acquire detailed understanding of effective authorial choices in these forms  Ex. Use a critique of their own writing as the basis for their oral presentation ??? (ask participants how they think it means)  Provide sample?? Page 8

© International Baccalaureate Organization 2007 Option 2: New Textualities Rapidly Evolving Text Forms: Graphic novels (ex. Persepolis by Marjane Satrapi) Hypertext narratives (Shelly Jackson, Michael Joyce, etc.) Fan fiction Page 9

© International Baccalaureate Organization 2007 Option 2: cont’d  Original texts, not adaptations of previous literary texts  Evidence of aesthetic/ intellectual merit  Appreciation of new textualities within a critical framework  Explore their relation to conventional written texts  Relevance of these forms to the larger context of changing modes of literacy ??? (How is reading changing? How do the kids read in your school)? Page 10

© International Baccalaureate Organization 2007 Option 3: Literature and Film  Three works at the centre of this study must be printed works  Adaptation, remediation,??? (rephrase in Option 3) comparative narrative strategies, or the skills of reading and viewing??? (write this in a way that works for me— from option 3)  This is NOT a media study unit  Appreciation of how literature and film work in their respective ways???  Merges students’ often uncritical experience of film and TV with a deeper reflection Page 11

© International Baccalaureate Organization 2007 Option 3: cont’d Students will develop the ability to: Compare films and their literary roots from a literary perspective Analyse the reasons for the choices made when adapting a film from a literary work Acquire an understanding of how characters evolve in a specific time and space Page 12

© International Baccalaureate Organization 2007 Option 3: cont’d Students will develop the ability to: Understand the use of symbolism and how it can be translated from one medium to another Understand and evaluate the importance of elements such as music, sound, and inserts in films Page 13

© International Baccalaureate Organization 2007 Activity: What works would you select for Part IV given the three available options? 1. Your own option : 2. Option 1: 3. Option 2: 4. Option 3: Page 14

© International Baccalaureate Organization 2007 Individual Oral Presentation (IOP):  Oral presentation to the class  15 minutes with discussion: Be adamant!  Adapt register to the task and audience  Familiarize students with rubric beforehand  Internally assessed/IB moderated  Presentation recordings not sent to the IB. Page 15

© International Baccalaureate Organization 2007 Creative IOP  Students who do a creative piece must write / submit a rationale for what they’ve done, and why. (p. 63, Guide) (AV--the guide does not say “in writing”— NEED TO ASK/ IB)  Students encouraged to do comparative study  Suggested activities p 63  Suggested texts – shared area Page 16

© International Baccalaureate Organization 2007 Individual Oral Presentation (IOP):  Assessment:  Criteria similar at SL and HL.  3 criteria; 10 points each  Compare/contrast SL/HL criteria (66-67; 75-76) Page 17

© International Baccalaureate Organization 2007 Activity: Create Oral Presentation Groups of four: 1.Choose an Topic either from the options or from your own. 2.Write list of titles for Part IV 3.Proposal/outline for a Part IV presentation 4.Structure your presentation Sample Outlines on pages of the workbook Share presentation ideas Page 18