ioP TiMe !

1. ioPTiMe! Now that we’ve got topics… Where do we go from here?

2. The Rubric

3. What to do with your final… • You will NOT be reading notes, instead, you will craft your ideas into a SMASHING presentation (oh yea, you’ll be smashing…) • Think about your FORM & HOW you will present the information in an engaging, creative manner! • You need to make this information come alive! In order to do this well, YOU need to LOVE your topic!

4. Your IOP… • You should know the information well enough to be able to talk about it for 10 minutes  OWN IT! • Remember, you will field questions afterwards. • You will use the template I give you to create an IOP outline. I will collect this and keep it with your official scores! • Look to the assignment, build on the literary aspect of your topic. • Find OH SO many quotes to support your ideas!

5. Your IOP… • Visual elements (i.e. Power Points, posters, etc…), can be helpful in adding interest, especially when what you present is not creative or super expressive • Consider (but NOT mandatory!): • Simply putting the marked passage up for us • Listing your quotes • Dressing in character • Finding some images that relate to your topic • Acting, debating, singing, dancing, etc…  • Posing questions to the class – verbally or written

6. strategies to interest the audience • Let us ponder these key presentation skills: • Proper Introductions • Summative Conclusions • Use of evidence • Vocal Variance • Using Visuals • NOT reading your speech

7. Proper Introductions  Don’ts Don’t: • begin this way: “Umm, today I’m doing the role of the landscape in The God of Small Things” or “My topic is _______”, etc – this is neither purposeful nor persuasive. • downplay the significance of your topic and ideas through excessive humility – do your best to convince your audience that your topic and approach are significant and valid and fascinating! • miss the opportunity to make your claim and main ideas as clear as possible from the outset to the audience (and me!)

8. Proper Introductions  Do’s Do: • begin with a general statement before moving to the specifics of your topic • make sure that your main ideas are concisely conveyed and crystal clear • mention author(s) and title(s) of work(s) • make sure that the audience can see that you have a clear literary focus in mind • be concise – the issues above will use only about 20-30 seconds of your precious time, which means you have plenty left for analysis

9. Use of Evidence • Concision is crucial here • (remember: Describe/Analyze/Reflect) • Introduce a claim, provide quotations/examples, explain/analyze and then move to your next point  • Round off your “verbal paragraph” with a concluding statement which hammers home your main idea. • See the example on your hand out • When done well, listing can be very effective (i.e. listing key words, images, events, etc): • “In the same way that the landscape is “inscrutable”, “brooding”, “formidable” and “silent”, Roy’s characters are also…”

10. Category C: Presentation (Organization) • Think carefully about how you will organize your main points • Make sure every point you deliver is convincingly presented and supported and that ideas are logically ordered • When you type up your presentation notes, make sure your outline is divided into concise paragraph-like units, each focusing on one clear main idea

11. Summative Conclusions • don’t miss the chance to emphatically restate your main points • Finish confidently; work on a clear, concise ending – don’t simply trail off half-heartedly… NO, “And yeah, um, I’m, like… done…” • End on a summative and reflective note; you should never have to tell your audience you are done, the audience should know!

12. Vocal Variance (a.k.a. avoiding the monotone) • Speed (slowing or speeding up pace for effect) • Volume (important words should be louder!) • Use of pauses (give your audience time to think!) • Use a pause instead of an “um” or “like” or “ahhh” • It is okay to breathe and think! • Change in tone (usually denotes change in content)

13. Be an Actor! Mark your “script”… Use Stage Directions for those moments when you have a need to SHOW or emphasize your words. Here's what they're good for . . . • Denoting change in speed (slow or fast…) • Denoting change in volume • Whispering, yelling, etc… • Physical action to be done as the line is being spoken • i.e. thumbs up, pointing, clapping, kneeling, etc… • Action implying the equivalent of a pause • i.e. shaking your head, look of thought, laughing, etc… • Tone of voice or emotional quality of the line: • i.e. sounding sad, overjoyed, excited, etc…

14. Using Visuals Again, there is no special credit for this on the IB rubric These should only enhance or aide what you say, they should not speak for you If using a Power Point, never read your slides to the class Putting up quotes or passages that are already marked or color coded is helpful Simple images can be really powerful

15. NOT Reading Your Speech • Know your information well enough • Talk TO us, not to your notes – maintain eye contact • DO NOT write out every word • May be different for creative pieces (monologues or poetry), but still practice here is KEY, you should still KNOW the piece well enough to maintain consistent eye contact • Use an outline, bulleted list, or flash cards • Smile, breathe, be brilliant 