Group Research Oral Presentation
and
Literary Analysis Graded Discussion
Assignment:
1. A 10-15 minute group Research Oral Presentation exploring the cultural, historical and
social context of your short story.
2. A 30-minute whole class Literary Analysis Graded Discussion about the big ideas that
arise in your short story.
Purpose:
1. To demonstrate your understanding of the essential questions of this unit.
2. To develop your oral presentation skills (prepared speaking) and showcase your use of
presentation media.
3. To develop your whole group speaking skills (extemporaneous speaking) and ability to
lead others.
Details for the Research Group Oral Presentation:
1. The presentation should be 10-15 minutes long.
2. It should have an introduction explaining what you are going to do and the purpose of the
presentation (30 seconds -1 minute); the presentation itself (10-12 minutes); and a
conclusion that reiterates the purpose of what was accomplished (30 seconds-1 minute).
3. It should address the social / historical / political / cultural context of the story.
4. Specific points you might consider include:
Social and Historical Context
Do some background research about the writer:
 Where was he/she born? When? How is this relevant to the story he/she has
written?
 What is the social-historical context under which this writer worked?
 Identify the social-historical context of the story.
 What evidence of the social-historical context is present in the story and what
does this teach us about culture/identity, if anything?
Cultural Context
Consider the following questions:
 Does your own gender and/or age and/or race and/or religion influence your
perspective of this text? If so, how?
 How might your understanding of this piece differ if you were reading it in a
different century? Explain.
 What assumptions, if any, can you make about the culture based on the events
and characters from this text? Explain why.
5. Your job is to help us get inside the mindset of the characters in the story. Show us
pictures, movie clips, news articles, documentary clips, from that time and place. Teach
us aspects of culture that will enrich our reading/understanding of the text.
6. Make sure everyone in the group participates equally, and shares in the media prep work.
7. Be sure to provide a Works Cited slide to document your sources.
Grading:
1. You will be graded using the Research Oral Presentation Rubric.
2. Please read the rubric closely, paying attention to the detailed criteria of each Broad
Learning Category.
Details for the Literary Analysis Graded Discussion:
1. After your Oral Research Presentation, you will take a seat in the class discussion circle.
2. One person in the group will begin the Literary Analysis Discussion of the story. This
could be in reference to something that came up in the presentation, it could relate
directly to the essential questions, it could be a direct question to the group; you decide
the best way to begin.
3. The whole class will participate in the literary analysis discussion. I will sit outside the
circle and not take part. Your group is to lead the discussion.
4. By leading the discussion, it does not mean that you talk too much or too often. Find the
right balance of speaking, listening, questioning and furthering the discussion.
5. Propose new ideas when there is a lull in the discussion and/or when a topic has been
fully discussed.
6. Refer to the text often: having prepared examples to support your claims is necessary.
7. Invite others into the discussion, especially reluctant students or EAL speakers.
8. Build on one another’s points.
9. Make comments that respond directly to a question or previous statement.
Preparation for the Literary Analysis Graded Discussion:
1. Deal with the three essential questions about turning points and cultural and family
influence on a character’s identity. But do not only talk about these things. Develop
questions, as a group, which point to the heart of a subject or topic, especially its
controversies.
2. Generate multiple plausible answers and perspectives. Research directions leading to
other questions. Cast old knowledge, ideas, texts in a new light; make the familiar strange
and the strange familiar. Lead to discovery and “uncoverage”, as opposed to "coverage."
3. Cause further and deepening interest in the subject.
4. Create provocative, enticing, and engagingly framed questions.
5. Some specific points you might want to consider:
Thematic Concerns
 What sort(s) of cultural themes does this story bring up? Can these same ideas be
found in literature from other cultures? So what?
 How does this story teach us about identity?
Language and Literary Devices
 Consider the writer’s choices: Why does he/she choose this format (essay, memoir,
short story, pamphlet …) Explain the impact of such a choice.
 What “special” words are there in this piece? What terms or phrases are unfamiliar
and/or specific to the cultural context of the piece?
 What language devices and/or techniques does the writer employ to create a cultural
impression? What are the effects of these?
 How can you discuss the elements of a short story?
Grading:
1. You will be graded using the Literary Analysis Graded Discussion Rubric.
2. Please read the rubric closely, paying attention to the detailed criteria of each broad
learning category.