Historical Context and Biographical Influence on Literary Criticism

 

Objective: Deliver a research-based presentation in which you present and document information about the historical or biographical background of a literary topic.

 

Start Date: Friday, April 24th

Due Date: Tuesday, May 19th

 

Parameters:

  1. Presentations may be individual or pair collaboration
  2. Presentations will be about 10 minutes
  3. Presentation topics may not be repeated
  4. Topics must be presented in the context of the influence on the interpretation/ understanding of literature
  5. Presentations must include at least 2 visual aids of mixed media; i.e., a PowerPoint presentation is one visual aid, then a picture, map, model, etc. would count as another visual aid
  6. On the due date, all students will turn in presentation outline and annotated bibliography.  All students should be prepared for presentation on May 19th. 

 

Options:

Independent Option #1 – Read a biography

 

Students who chose this option will read an adult-level biography or autobiography of an author/ artist (literary, film, music, art, etc.).  The focus of the research/ presentation will relate the influence of the author’s life experience on the writing/ art.  This may also include details of the cultural impact on the author’s life experiences.  The presentation will review the book and identify the significant influential factors in the artist’s culture.  Presentation will also include a timeline of the artist’s life and a photo(s).  Finally, reflect on the lesson learned from the biography/autobiography.

 

Independent Option #2 – Read Historical Fiction

 

Students who chose this option will read an historical fiction novel (at least 100 pages) and then conduct research to learn more about the historical context of the novel or biographical background of the author.  This is much like we did as we read the short stories in class.  The presentation will provide background information about the historical time period and the author.  The presentation will then report the details in the book with emphasis on the details that are better understood with knowledge of the author/historical context.

 

Pair Option – Historical or Biographical Context

 

Students who chose this option will gather sources (at least 3) to create a history or biography report on some time period or artist related to literature or art.  The focus of this report should show how the historical context or the author’s biographical context influenced work.  The presentation should include relevant artifacts that show timelines, pictures, or other cultural elements.  The presentation should also include a list of books or other art that are related to this time period or artist that can be better understood with the knowledge of the historical or biographical context.  This can easily be obtained with a subject search of library catalog or online media retail.  

 

Process:

All students must have their topic approved with Mrs. Oehler before research begins.

 

The class will meet in the media center library beginning on Monday, April 27th.  We will report to the Media Center all week.

 

Monday May 4-15th report to the House 2 computer lab. 

NOTE: 9/10th period report to media center computer lab on May 15th

 

Students will report to the class room on May 18th for last-minute planning.  Students will begin presentations on May 19th


 

Informational Presentation Outline

Just as it is important to plan your writing, it is important to plan your presentations.  Use the materials you had prepared for your presentation or the note cards you used for research to create an outline of your presentation on your own sheet(s) of notebook paper.  Use the outline format modeled below.  Thoughtfully respond to the following questions in order to prepare for your Informational Presentation.

 

I.                   Introduction

a.       The purpose of an introduction is to catch your audience’s attention and to provide a “roadmap” for your presentation.

b.      Write your attention-grabbing introduction.  Make sure to include your thesis statement so that your audience knows what the paper is about. (Yes, you must write your whole introduction.)

II.                 Body

a.       Just as every paper needs to have a beginning, middle and an end, your presentation also needs to have these three parts.

b.      Identify the topics you will discuss in your presentation.  Make sure to provide support for the topics you identified in your thesis statement.

c.       The body of your presentation should have at least 3 topics to support your thesis statement.

d.      Include a description of the visual aids you will use where applicable in the outline. Remember, you must have a minimum of 2 visual aids.

e.      DON’T FORGET!! You must assess the class based on the content in the presentation in order to measure their learning and comprehension.

III.               Conclusion

a.       The purpose of your conclusion is to “tie it all together.”  Your conclusion should restate your thesis in a new way and remind the audience why that subject is important.

b.      Write your conclusion.  Make sure that it summarizes, extends, and/or elaborates on ideas you discuss in your presentation.  (Yes, you must write your whole conclusion.  No, it is NOT okay to say, “That’s my presentation; I hope you learned something new about _____.”)

 

When you have finished the outline of your presentation...

Share your outline with someone near you.  You will each describe your presentation to each other, making sure to use an attention-grabbing introduction and an effective conclusion that ties it all together.  As you are describing your presentation, make sure to consider how you will be delivering the information to your audience.  It is NOT okay to just read from your PowerPoint presentation or poster.  You should have note cards or research notes to support the facts that you are presenting.

                              

As a peer-reviewer, you must ask at least three questions about your partner’s presentation.  Ask about elements such as the thesis statement, the research or sources they used for their facts, the visual aids they plan to use and how they are informational about the topic, and the conclusion they will use to tie it all together.  Write the questions you asked on the bottom of the outline and sign your name.

 

Grading:

In addition to the presentation grade, there will be several grades throughout the process of this project – note and source cards, annotated bibliography, outline, participation and preparedness.

The presentation grade will be based on achievement toward the following indicators:

 

Content of Presentation: 25 points

 

Ø      Demonstrates an understanding of the topic and presents event or ideas in a logical sequence.

 

Ø      Supports the controlling idea or thesis with well-chosen and relevant facts, details, examples, quotations, statistics, stories, and anecdotes.

 

Ø      Includes an effective introduction and conclusion and uses a consistent organizational structure.

 

Ø      Uses appropriate visual materials and available technology to enhance presentation.

 

Ø      Draws from multiple sources, and identifies the sources used.

 

Delivery of Presentation: 15 points

 

Ø      Demonstrates an understanding of the rules of the English language and selects language appropriate to purpose and audience

 

Ø      Is confident and engaging in the presentation.

 

Ø      Reflection on the process