I.A.O/I.O.P. Reference Pack
Step by Step- Interactive Oral Process
Step 1: Select a specific topic from your assigned group. Use the bulleted topics as a guideline in your selection.
However, students are encouraged to find relevant topics that are significantly important in this category to their novel.
Step 2: Locate at least one passage regarding your topic in the novel. Make sure this passage is rich with detail and has significant importance to your assigned topic.
Step 3: Research your topic and collect at least three sources that directly apply to your topic and the contents of the passage you selected from the novel.
Step 4: Highlight the relevant information in the sources you found that directly connect to your selected passage.
Step 5: Make notes on the connections between the highlighted sections of your research and your selected passage(s).
Step 6: Find precise references in your selected passage that support your research and identify the importance of this topic to the novel.
Step 7: Locate and make notes of literary features within your selected passage(s) that further support the importance of your topic to the novel.
Step 8: Find relevant and attractive visuals which complement your topic.
Step 9: Create your power point using bulleted information that includes: aResearch bReferences cLiterary features dVisuals
Step 10: Be prepared to present the significance of your topic in an oral format of 5-10 minutes in length.
Fiela’s Child, Perfume, and Persepolis
Directions:
1.
Plan a 30 to 40 minutes presentation.
2.
Organize an effective order of materials.
3.
Create an introduction, then your topics, and a conclusion.
4.
The emphasis is on “an interesting use of software”.
5.
Avoid over use of text, reading things out, or using too many visuals.
6.
Make sure that each person in the group has nearly an equal amount of presentation time.
7.
Include the following sections in your presentation: a.
In what ways do time and place matter in this work? b.
What was difficult or easy to understand in this work in relation to social and/or cultural context and issues? c.
What connections were discovered between issues in this work and your own culture and experiences? d.
What aspects of the author’s style are interesting in this work?
8.
The evaluation for this presentation will be awarded individually as well as an overall group grade on content, presentation style, and delivery of the information.
Students not presenting will take notes on the other presentations. It will be from these notes and your own presentation that the three reflective statements will be created. Please take careful and detailed notes.

Basic I.O.P. Format
1.
Thesis
2.
Introduce concept that will be addressed
3.
1 st Point of Argument- Topic Sentence
4.
Research that correlates with topic
5.
Set scene for first reference
6.
First Reference
7.
How does subject come up in reference?
8.
Literary feature that supports topic
9.
Discuss Direction
10.
Transition to Second Point
11.
2 nd Point of Argument- Topic Sentence
12.
Research that correlates with topic
13.
Set scene for second reference
14.
Second Reference
15.
How does subject come up in reference?
16.
Literary feature that supports topic
17.
Discuss Direction
18.
Transition to Third Point
19.
3 rd Point of Argument- Topic Sentence
20.
Research that correlates with topic
21.
Set scene for third reference
22.
Third Reference
23.
How does subject come up in reference?
24.
Literary feature that supports topic
25.
Discuss Direction
26.
Transition to Conclusion
27.
Conclusion
Step-By-Step Structure for Oral Presentation of a Passage
1Topic Sentence - Is an argument. You are stating a theory on the subject matter- Be specific. It needs to contain the name of the literary work, the author, the passage you are referring to, the subject and the direction.
2Introduction - Facts - Definitions-Overview of Topic
3Set the scene - Who- What- Where- When- and How of the passage you are discussing.
41 st Quote
5Discuss how your subject is evident in the quote.
6Identify the most prominent Literary Techniques used in quote that help support your subject and direction : Tone- Syntax- Diction- Imagery- Type of Imagery- Structure-Connotations/Denotations of words.
7Literary Analysis : Explain how the Tone/Syntax/Diction etc. affect the quote. How does it help with the point you are trying to make?
8Personal Response : Original thought- your interpretation of what this quote does or suggests about your topic
9Transition between first point & second Point
102 nd Quote
11Discuss how your subject is evident in the quote.
12Identify the most prominent Literary Techniques used in quote that help support your subject and direction : Tone- Syntax- Diction- Imagery- Type of Imagery- Structure-Connotations/Denotations of words.
13Literary Analysis : Explain how the Tone/Syntax/Diction etc. affect the quote. How does it help with the point you are trying to make?
14Personal Response : Original thought- your interpretation of what this quote does or suggests about your topic
15Transition between second point & third point
16CONTINUE STEPS UNTIL YOU HAVE MADE ALL YOUR POINTS
17Transition between last point and Conclusion
18Conclusion : Here is where you would make any connections to the novel as a whole. How is this passage important to the novel as a whole?

I.O.P Policies and Procedures
Notes:

Maximum of 10 note cards can be used during the presentation. Student can write on the front and back on note cards if necessary.

There can be no complete sentences or paragraphs on the note cards. Only bulleted points are acceptable.

References/quotes can be read from note cards or a separate sheet of paper.

Candidates must show their moderator the note cards before presenting.
Presentation:

Each candidate must state the following information at the beginning of their presentation:
1.
Name
2.
Period
3.
Date
4.
Thesis Statement
Classroom Environment:

ABSOLUTELY NO TARDIES! The door will be locked and the tardy students will be marked absent.
Students must make necessary arrangements to arrive to class on time.
 All electronics must be off; not on silent or vibrate but OFF! No IPOD’s or MP3 players can be used during or after presentations. Students that do not comply will be referred to Mrs. Graham.

There will be no entering or exiting the classroom during a presentation. This includes bathroom breaks, early dismissal, appointments, etc. No Excuses.

There should be no distractions such as shuffling of papers or rummaging through a bag, during a candidate’s presentation.

Students should be active listeners and support their fellow classmates during presentations.

Name: _____________________________
Group Number: ______________________
Date: ______________
Period: _____________
Excellent:(A) 5pts. Good:(B) 4pts. Satisfactory:(C) 3pts. Unsatisfactory:(D) 1-2pts. Fail:(F) 0pts.
Aspect
Introduction & Conclusion
Organization
Use of Visuals
Overall Effect
Presentation
Intro contains a complete and well organized overview of topic. Driving question is addressed in conclusion and its effects on the work are discussed.
There is clear attention to a purposeful and effective presentation of information. The presentation follows a logical pattern and is easy to follow.
Visuals are used to complement presentation and interest audience; information is in bulleted format & used to cue speaker; pictures/media is purposeful and discussed
Presentation clearly addresses the driving question and each bulleted topic purposefully enhances the audiences understanding of the topic in relation to the work. Purposeful strategies were implemented to inform as well as interest the audience.
Total Points
Score
Comments:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________________

Excellent:(A) 5pts. Good:(B) 4pts. Satisfactory:(C) 3pts. Unsatisfactory:(D) 1-2pts. Fail:(F) 0pts.
Aspect
Introduction & Conclusion
Organization
Knowledge & Understanding of
Topic
Analysis of References & Effects of Literary Features
Speaking Skills
Presentation
Student introduces their specific point; transitions between slides and subject matter; has a concluding statement for their portion.
Student presents information logically and purposefully; points are easy to follow and understand.
Student is clearly knowledgeable about their topic and understands how it relates to the work.
Discusses comfortably using visuals as aids.
Student clearly explains & thoroughly analyses each reference; literary features are correctly discussed as well as their effects; maintains focus on their topic & shows clear connections between topic and reference
Student gives detailed explanations; is easily understandable and has good volume and tone; keeps good eye contact with audience; uses appropriate language and register suited for a literary presentation.
Total Points
Score
Comments:
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
_______________________________________________________________

Criterion A: Knowledge &
Understanding of the work(s)
(0) 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 work(s) presented.
(3-4) There is some knowledge and superficial understanding of the content of the work(s) presented.
(5-6) There is adequate knowledge and understanding of the content and some of the implications of the work(s) presented.
(7-8) There is very good knowledge and understanding of the content and most of the implications of the work(s) presented.
(9-10) There is excellent knowledge and understanding of the content and the implications of the work(s) presented.
Criterion B:
Presentation
(0) The work does not reach a standard described by the descriptors below.
(1-2) Delivery of the presentation is seldom appropriate, with little attempt to interest the audience.
(3-4) Delivery of the presentation is sometimes appropriate, with some attempt to interest the audience.
(5-6) Delivery of the presentation is appropriate, with a clear intention to interest the audience.
(7-8) Delivery of the presentation is effective, with suitable strategies used to interest the audience.
(9-10) Delivery of the presentation is highly effective, with purposeful strategies used to interest the audience.
Criterion C: Language
(0) The work does not reach a standard described by the descriptors below.
(1-2) The language is rarely appropriate, with a very limited attempt to suit register and style to the choice of presentation.
(3-4) The language is sometimes appropriate, with some attempt to suit register and style to the choice of presentation.
(5-6) 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) The language is clear and appropriate, with register and style consistently suited to the choice of presentation.
(9-10) The language is very clear and entirely appropriate, with register and style consistently effective and suited to the choice of presentation.

The Reflective Statement
The reflective statement is a short writing exercise and should be completed as soon as possible following the interactive oral. Each student is asked to provide a reflection on each of the interactive orals. The reflective statement on the same work as the student’s final assignment is submitted for assessment.
The reflective statement must be based on the following question:

How was your understanding of cultural and contextual considerations of the work developed through the interactive oral?
LENGTH : 300-400 words. If the limit is exceeded, assessment will be based on the first 400 words. Over the 400
word limit will have a one point deduction.
SUBMISSION: The reflective statement about the work used in the student’s final assignment (essay/paper) is
submitted together with the paper.
ASSESSMENT: The reflective statement is awarded a mark out of 3using assessment criterion A.
ADMINISTRATION: All reflective statements must be kept on file at the school. Students are required to
respond to each of the works studied in a written exercise undertaken during class time.
The Supervised Writing
The supervised writing is intended as a springboard to elicit ideas from the student. From these ideas the student develops a topic and the final essay.

The recommended time is 60 minutes and the writing must be in continuous prose. (per work)

At the end of the session the writing must be handed to the teacher and an unedited copy kept on file until the end of the examination session. (The paper is completed.)

Teachers will provide three or four prompts for each work studied.

There must be NO opportunity for students to prepare beforehand, so it is essential that students are not given the prompts prior to the lesson.

The aim of the prompts is to encourage independent critical writing and to stimulate thinking about an assignment topic.

Students will choose ONE of their pieces of supervised writing and develop that into the paper (essay) required for submission.

There must be an apparent connection between the supervised writing and the final essay, but students are encouraged to provide their own title and to develop the chosen prompt in an independent direction.
Written Assignment Rubric
Reflective Statement: 3 points – 300 to 400 words in length
Criterion A

0 – The work does not reach a standard described by the descriptors below.

1 – Reflection on the interactive oral shows superficial development of the student’s understanding of cultural and contextual elements.

2 – Reflection on the interactive oral shows some development of the student’s understanding of cultural and contextual elements.

3 – Reflection on the interactive oral shows development of the student’s understanding of cultural and contextual elements.

( The reflective statement shows that a student is still working through questions about the context of the novel, which may or may not become part of his/her final paper. The reflective statement examines your understanding of the cultural and contextual considerations of the work developed through the interactive oral.)

Literary Essay: 20 points – 1200 to 1500 words in length
Criterion B: Knowledge and understanding



0 – The work does not reach a standard described by the descriptors below.
1 to 2 – The essay shows some knowledge but little understanding of the work used for the assignment.
3 to 4 – The essay shows knowledge and understanding of, and some insight into, the work used for the assignment.

5 to 6 - The essay shows detailed knowledge and understanding of, and perceptive insight into, the work used for the assignment.

(Focused on argument, flow of paper, clarity of points in the argument, effective and appropriate use of references)
Criterion C: Appreciation of the writer’s choices

0 – The work does not reach a standard described by the descriptors below.

1 to 2 – There is some mention, but little appreciation, of the ways in which language, structure, technique, and style shape meaning.

3 to 4 – There is adequate appreciation of the ways in which language, structure, technique and style shape meaning.

5 to 6 – There is excellent appreciation of the ways in which language, structure, technique, and style shape meaning.

(the use of literary techniques: figurative language and syntax, personal beliefs/opinions of the author, the author’s style)

Criterion D: Organization and development

0 – The work does not reach a standard described by the descriptors below.
1 – There is some attempt to organize ideas, but little use of examples from the works used.

2 – Ideas are superficially organized and developed, with some integrated examples from the works used.

3 – Ideas are adequately organized and developed, with appropriately integrated examples form the works used.

4 – Ideas are effectively organized and developed, with well-integrated examples from the works used.

5 – Ideas are persuasively organized and developed, with effectively integrated examples from the works used.

(use of clear concise references that directly support the topic or direction of the argument, points of the argument are organized in the order of significance, the points of the argument effectively flow and build on one another, there is a clear and relevant introduction that narrows to the thesis, there is a clear and relevant conclusion that contains the important of the subject of the thesis and/or explains the topic’s support of an author’s message)
Criterion E: Language


0 – The work does not reach a standard described by the descriptors below.
1 – Language is rarely clear and appropriate; there are many errors in grammar, vocabulary and sentence structure, and little sense of register and style.

2 – 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 – 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 – 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 – 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.

(use of active/present tense verbs, variety of sentence structure, grammar, scholarly use of vocabulary that is relevant, register and style: a student’s own unique “voice” that is consistently used – sound like yourself. The writing style that is most natural for you in your most scholarly form.)