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Course:English9H
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Victorian Era Individual Oral Presentations
As we study Great Expectations by Charles Dickens, you will work independently on a research
project and presentation to enhance your understanding of the novel. For this project, you will
develop a research question, design a research strategy and finally create and present project
that shows understanding of your research. You will also be required to show how the topic you
have researched influences your understanding of Great Expectations. Research will culminate
in a two-day Victorian Symposium during which all students will deliver their presentations!
Goals:
1. To practice the research process and to learn MLA formats for outlines and citations
2. To increase understanding of the historical, social and cultural aspects of a given time
period and to become an informed expert on an aspect of the text
3. To utilize historical, social and cultural knowledge to analyze Great Expectations, an
example of a great work of literature from the Victorian Era
4. To practice and improve public speaking skills and to explore creative, analytical and
engaging approaches to oral presentations
Focus:
The focus of each oral presentation will depend on the nature and scope of the topic chosen.
Whatever topic and type of presentation the student chooses to develop, students will be
expected to show:
 Knowledge and understanding of an aspect of the Victorian Era and
 Knowledge and understanding of the novel Great Expectations
 Good use of strategies to engage an audience during an oral presentation
 Delivery of the presentation in a manner that is appropriate to the task
Structure of the individual oral presentation:
The structure of each oral presentation depends largely on the topic the student has
researched, the connection that he or she makes to the text and the overall strengths and
decisions made by each individual student when designing his or her presentation. It is the
responsibility of the student to develop a presentation that most effectively enables the overall
presentation goals and student specific presentation goals to be realized. Whatever the
approach, all presentations must have a coherent structure.
Research and Preparation for the Individual Oral Presentation (IOP):
Students will receive a couple of class blocks to conduct research and students are expected to
complete most research in that time. Additional research may need to be done outside of class
time. Students are expected to prepare and practice for their presentation outside class hours.
Students should follow the basic process outlined below in order to have a successful
presentation.
 Develop a preliminary research question (refining the question for breadth and depth will be
an ongoing part of the research process)
 Consider how this question will help you to understand some aspect of Great Expectations
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Develop a research strategy with the help of the librarian, Ms. Mandel and through
exploration of the various sources available. Complete your “Daily Goals and
Accomplishments” Logs
Research the topic or topics to discover the answer(s) to your research question
Take thorough notes as you research. Be diligent about keeping track of sources and the
notes that came from each source as you research
Select appropriate content from your research and from Great Expectations to develop the
presentation
Organize the material into a coherent structure
Choose a means of presentation and delivery that is suited to the topic and the text.
Complete an IOP proposal form
After your proposal is accepted complete an outline and works cited page for an analytical
presentation OR a product and statement of intent for a more creative presentation.
Remember that you should provide the class with an oral statement of intent on the day of
your creative presentation (this statement will count in your overall time limit)
Rehearse and time your presentation
Deliver your presentation to the class
Suggested Presentation Ideas:
The following list provides examples of the wide range of presentation activities that are
acceptable. When developing your individual oral presentation remember this list is neither
exhaustive nor prescriptive. Students should devise a presentation that is most appropriate to
the topic they have chosen to research.
1. A student starts with a question such as, Why did Charles Dickens spend much of the
novel writing about the motif of money? This student might research several aspects of
how money impacted Charles Dickens’ actual life. The student might then develop an
analytical presentation comparing research about Charles Dickens’ life circumstances
with several passages from Great Expectations that share commonalities with Dickens’
actual life circumstances.
2. A student starts with a question such as, Why were rules about social etiquette and
conversations between men and women so restrictive during the Victorian Era? This
student might research the etiquette regarding conversations between Victorian men
and women. The student might then develop a creative presentation where he/she
gives a play-by-play etiquette critique on a reenacted conversation between Pip and
Estella.
3. A student starts with a question such as, Why were criminals sent to Australia during the
Victorian Era? This student might research crimes during the Victorian Era warranting
exile to Australia and conditions in Australia for convicts. The student might develop a
creative presentation in which he or she writes accurate but fictitious diary entries from
Magwitch while he resides in Australia. The student should use partial passages from
the novel and details about the characters when constructing the diary entries. Then he
or she would perform a dramatic reading of the entries in front of the class.
4. A student starts with a question such as, How did opportunities for work differ for men
of different social classes during the Victorian Era? This student might research social
class during the Victorian Era and find several different jobs available to men of different
classes. The student might then develop an analytical presentation comparing and
contrasting the jobs of two male characters from the novel.
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5. A student starts with a question such as, How were educational opportunities different
for men and women of the same social class during the Victorian Era? This student
might research gender and education among the upper class during the Victorian Era.
The student might develop a creative presentation in which he/she took on the persona
of a minor character such as Mr. Pocket. Then he or she would have Mr. Matthew
Pocket deliver a monologue describing the differences in education for characters such
as Estella and Pip. The student should use partial passages from the novel and details
about the characters when constructing the monologue.
GUIDELINES FOR NOTE CARDS, RESEARCH AND IN-CLASS INDIVIDUAL ORAL PRESENTATIONS
Our symposia will include two full days of oral presentations. Each presentation should be no
more than 7 minutes long and no fewer than 5 minutes long. Please remember that the
presentation has a different objective from the research. The research is the foundation for the
final presentation but your research question is what guides your presentation. Students will
not be able to present all the material gathered during the research and note taking; students
will need to select material carefully, prepare, practice and time presentations. Presentations
should be organized, engaging, informative, and should show high level analysis and creativity.
Though information you present must be historically accurate, the presentation mode itself may
include anachronisms (like a TV talk show). All students will be required to create a handout for
the class to accompany the presentation. Students should distribute a copy of the handout to
all student audience members and the teacher (and a copy of the works cited page to the
teacher) on the day of his/her presentation. Students are free to use any technology available in
the room to enhance his/her presentation, but all students must present “live” for no fewer
than 5 minutes
NOTE CARDS
Students will take notes on the research conducted in the library. Students will be required to
use 3 x 5 or 4 x 6 index cards for notes. Note cards will be known as data cards and works cited
cards will be known as source cards. Note cards will eventually be developed into the student’s
presentation handout (see below) and source cards will eventually be developed into the
student’s works cited page (see below). Cards will be checked periodically and some cards will
be collected and graded so don’t lose them! An envelope, rubber band or paper clamp will help
you to keep your cards from getting lost. We will review the appropriate form for recording
data and works cited cards.
HANDOUT
Each student must prepare a one page handout to accompany the presentation. Students may
utilize outlines for the handout or may decide to design a more creative handout. I will
duplicate materials that need to be passed out to the class as long as the materials meet the
page limits and I receive your material by the class meeting prior to the presentations. I cannot
make color copies. Handouts must be ready when students enter the class on symposium day
to be considered on time.
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WORKS CITED PAGE
Each student must prepare a works cited page to be submitted to the teacher on the day of the
symposia. Students do not need to copy the works cited page for the class, however, all
information on the handout (and any accompanying aides) must include proper in-text citations
where necessary. Students need to have at least three (3) sources on the works cited page. At
least one (1) of these sources must be print source. The others may be Internet sources or
websites. Each student must complete one website evaluation if a website is used. Please see
the “Website Evaluation” page
FAQS
How and why do I take notes on the note cards?
Note cards are the best way to teach careful note-taking skills that will prevent against
unintentional plagiarism. Note cards are also very valuable in converting information gathered
during the research process into a well-structured presentation. Please see the “Note Cards for
Research” page for how to create note cards.
What are the correct citation formats?
Please see A Writer’s Reference e-book at <www.dianahacker.com/resdoc> or the “Student
Style Manual” located online (MK library website) or within the student planner for examples of
works cited formats. Students may use EasyBib or the Citation Machine to create the final
works cited page, but students are responsible for verifying that the information is properly
cited.
What sort of information should I look for when researching?
Look for engaging ideas, historical facts, customs, bibliographical information, repeated points,
etc. Bring some sticky notes and a flash drive (in addition to everyday school supplies) when
conducting research in the library. Mark points that interest you with sticky notes. Then come
back to these points, and complete your note cards. Take some time to browse through
materials before beginning note cards.
How will the research process change?
At first, students may be uncertain about whether the research question they have established
is too broad or too narrow, too speculative, or too challenging or too simple. It is important to
remember that the early stages of research will require a skilled researcher to have patience; a
skilled researcher gradually shapes his or her question to fit the scope and goals of the project
as they become more immersed in the subject matter. Remember to use a variety of search
terms in the early stages of your research. After the first research day, examine your focus by
completing the goals and accomplishments page; compare your research status to the
parameters established within the Victorian Era IOP project handout. If you are uncertain, ask
the teacher or librarian for guidance in assessing the scope of your research question.
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REQUIRED ELEMENTS AND ASSESSMENT
Handout and works cited page will be due on the first day of the symposia. Materials to be used
during presentation must be distributed to the teacher and class prior to beginning the actual
presentation.
 Data cards and source cards (4 points each, daily or as requested by Ms. Mandel)
 Goals and accomplishments page (10-20 points, daily or as requested by Ms. Mandel)
 Handout (40 points)
 Works Cited Page (40 points)
 1 Website Evaluation Form (1 per website, 20 points each)
 Individual Oral Presentation skills (90 points, see rubric)
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Individual Oral Presentation Rubric
A: Knowledge and Understanding
of Topic and Text
-How much knowledge and
understanding does the student show
of the research topic and text used in
the presentation?
B: Presentation
-How much attention has been given to
make the delivery effective and
appropriate to the presentation?
-To what extent are strategies used to
interest the audience (for example,
audibility, eye contact, gesture,
effective use of supporting material)?
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.)
0
The work does not reach a
standard described by the
descriptors below.
The work does not reach a
standard described by the
descriptors below.
The work does not reach a
standard described by the
descriptors below.
1-2
There is little knowledge or
understanding of the content
of the research topic/ text
presented.
Delivery of the presentation is
seldom appropriate, with little
attempt to interest the
audience.
The language is rarely
appropriate, with a very limited
attempt to suit register and
style to the choice of
presentation.
3-4
There is some knowledge and
superficial understanding of
the content of the research
topic/ text presented.
Delivery of the presentation is
sometimes appropriate, with
some attempt to interest the
audience.
The language is sometimes
appropriate, with some attempt
to suit register and style to the
choice of presentation.
5-6
There is adequate knowledge
and understanding of the
content of research topic and
its implications on the text
presented.
Delivery of the presentation is
appropriate, with clear
intention to interest the
audience.
The language is mostly clear
and appropriate, with some
attention paid to register and
style that is suited to the choice
of presentation.
7-8
There is very good knowledge
and understanding of the
content of research topic and
most of the implications on
the text presented
There is excellent knowledge
and understanding of the
content of research topic and
the implications on the text
presented
Delivery of the presentation is
effective, with suitable
strategies used to interest the
audience.
The language is clear and
appropriate, with register and
style consistently suited to the
choice of presentation.
Delivery of the presentation is
highly effective, with
purposeful strategies used to
engage and inform the
audience.
The language is very clear and
entirely appropriate, with
register and style consistently
effective and suited to the
choice of presentation.
9-10
Score X 2 = _____/90
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Victorian Individual Oral Presentation Rubric
Written Component
Name:
Scheduled Date:
Actual Date:
Topic:
Time:
Outline or Creative Handout-40 points
Informative and accurate
Includes main points and details of the topic
Engaging, Attractive and/or creative
Follows MLA outline format if outline
Presenter’s name is included or MLA heading
Submitted to turnitin.com
1 page or concise if creative
________________
Works Cited Page 40 points
Ready on day of presentation
Follows MLA formats
Submitted to turnitin.com
Minimum of 3 sources (1 print)
________________
Total
__________/80
Comments
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Taking Note (Data) Cards for Research Papers
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Use a separate card for each topic or main idea.
All notes on a card should be from the same source. (Therefore, notes for a single article
covering several topics or ideas might use up several cards)
It is a good idea to number the cards as you go
Each card should include the following information:
1.
2.
3.
4.
5.
YOUR FIRST AND LAST NAME
Topic or main idea
Source (author’s name or source name when author’s name is unavailable and page number)
*Possible* Subtopic
Direct quotation and reaction to quotation and/or paraphrased notes on the topic or idea
Sample Card on the Victorian Education Topic:
1A
Types of Schools
(Wallace 83-84)
Courses offered to women only
---College Preparatory Schools: preparing women for higher education opportunities
---Form Schools: preparing women for social customs of married life
“Under the watchful eye of women chaperones, the girls at prep schools
attended lectures and submitted essays in the subjects of their choice.”
My Reaction: Why were the girls watched so carefully while going to school? Is
this because some people in society didn’t want women to be educated? Were they
afraid that women might become too successful?
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Taking Works Cited (Source) Cards for Research Papers
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Use a separate card for each source or work that you will cite
Number the works cited cards as you go so that they correspond to the note cards from that
source
Each works cited card should include the following information:
1. YOUR FIRST AND LAST NAME on one side
***On the other side, but not necessarily in this order***
2. Author’s (or editor’s) last name and then first name or usually the source name when author’s
name is unavailable
3. Title of book, article, source, webpage or entire website (if not quoting from a particular page on
a website)
4. Name of entire website
5. Publisher, date of publication or last known update AND date of access for all electronic sources
6. URL
7. Edition
8. Source type
Below is a sample explanation and works cited entry for a short work from a website such as The Victorian
Web:
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Name:
Fake Srudent
Today’s Date: Anyday this year
Daily Goals and Accomplishments
My research question so far is…
Why was education so different for women and men during the Victorian Era?
Short term goals
Accomplishments
1. Define search terms: Victorian education, schools-what else?
Used these search terms, also found out about
specific schools during the VE and used those as
search terms: ragged schools, dame schools
2. Look up the dates of the Victorian Era in a reliable source
Done
3. Find out about whether there were specific schools and classes for women
Ongoing
Sources consulted:
1. Victorian Encyclopedia
2. Victorian Web
How will you use this research to enhance your understanding of Great Expectations:
I’m thinking of linking this information to Biddy’s and Estella’s educations somehow and comparing their educations to the education received by Pip, Drummle and Startop
Questions or issues for the teacher:
I don’t know how to cite the Victorian Web, can you show us?
Need your help with search terms for specific classes for women
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Name:
Today’s Date:
Daily Goals and Accomplishments
My research question so far is…
Short term goals
Accomplishments
Sources consulted:
How will you use this research to enhance your understanding of Great Expectations:
Questions or issues for the teacher:
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