TUTORIAL PRESENTATION: CHAPTERS IN NOVEL

Click here for a Peer Assessment Rubric which students use to assess the presentation of their peers

  1. Place the given chapters in the context of the novel and the plot of the novel. For example, do these chapters cover the exposition of the novel or do they explore the rising action, climax or resolution?
  2. Explore three or more main ways in which these chapters are effective and made interesting by the author. You might consider the style or the relevance of the conflicts for your own society.
  3. Maintain the interest of your target audience through the use of teaching aids as discussed in class - poster, white borad, overhead projector, handouts, a model of some sort etc.

Please note: You are to hand up all notes and preparation, a well as teaching aids used.

TUTORIAL PRESENTATION

OUTCOME

ASSESSED

UNSATISFACTORY

LIMITED

SATISFACTORY

HIGH

VERY HIGH

WEIGHT

MARK
  1 2 3 4 5 6 7 8 9 10    

2(a)

 No personal response is made to the issues/concepts raised in the text Analysis conveys little evidence of a personal response to the issues/concepts raised in the text. Student does not explain why the chapters are effective for them. Analysis conveys some evidence of a personal response to the issues/concepts raised in the text Analysis conveys evidence of a personal response to the issues raised in the text. Student demonstrates that he/she is beginning to develop new ways of reflecting on their world Analysis conveys extensive evidence of a personal response to the issues raised in the text. Student demonstrates personal growth and a political awareness X 1  

2(b)

 Does not discern bias and makes no distinction between his/her own ideas and those of the author Discerns bias used in the text by the author, but only through implication Explicitly discerns bias used by the author and begins to assess its impact on the reader's interpretation of the text Is well aware of the bias used by the author and assesses its impact on the reader's interpretation of the text Discerns bias and its impact on the reader's interpretation of the text, using specific terminology (such as stereotyping, marginalisation) X 1  

3

 Does not present his/her information in the form of a tutorial presentation. Instead, student gives a talk throughout. Struggles with the nature of tutorial presentations. Tends to give a speech or talk for most of the tutorial. Demonstrates an awareness of the nature of tutorial presentations and how they differ from talks or speeches. Reproduces most of the conventions in their own presentation Demonstrates a very solid awareness and application of the nature of tutorial presentations and how they differ from talks or speeches. Has a natural flair for public speaking and tutorial presentations, especially with regards to structure and flow. X 1  

4

 No teaching aids are used and very little evidence of brainstorming. Note taking etc. is discernible Uses a bare minimum of strategies both in the preparation of their analysis and in their presentation Uses a number of strategies both in the preparation of their analysis and in their presentation. Teaching tools are used. Uses a range of strategies both in the preparation of their analysis and in their presentation. Teaching tools are used well. Uses a range of strategies both in the preparation of their analysis and in their presentation. The teaching tools are creative and complement the analysis X 1  

6(a)

 Speech is not clear and no confidence is demonstrated Speaks with clarity sporadically and is not confident Speaks with clarity to the target audience Speaks with clarity and confidence to the target audience Speaks clearly, with confidence and has 'presence' X 2  

6(b)

 Maintains no eye contact with the target audience Maintains very little eye contact Maintains eye contact regularly. Student is aware of importance of body langauge although s/he struggles with it Maintains eye contact for the most part. A positive use of body language is demonstrated Maintains eye contact consistently and uses body language effectively to create interest and draw attention to the content of his/her analysis X 1  

8

 Does not analyse the literary elements but only retells the story Attempts to analyse different literary elements which make the given chapters effective. Analyses the effectiveness of the chapters with reference to the different literary elements. The literary elements chosen are mostly suitable. Analyses the effectiveness of the chapters with reference to the different literary elements. The literary elements chosen are suitable. The literary elements chosen are suitable, challenging and are handled well, in the context of their effectiveness for the chapters. Student has an excellent understanding of how meaning is constructed and conveyed in texts. X3  

10(a)

 Demonstrates very little if no creativity in presentation of tutorial Demonstrates some creativity in presentation of tutorial Is somewhat creative in presentation of tutorial Is very creative in presentation of tutorial Is very creative in presentation of tutorial both with regards to teaching aids and presentation X 1  

10(b)

 Submits no evidence of preparation for tutorial presentation Submits little evidence of preparation for tutorial presentation Submits sufficient evidence of preparation for tutorial presentation Submits sufficient evidence of drafting and other strategies used in preparation for tutorial presentation Uses drafting and other strategies very successfully in preparation for tutorial presentation X 1  

RAW SCORE: _____/120 PERCENTAGE: ____ % GRADE: _________