Internal Assessment Resource Subject Reference: English 3.

Internal assessment resource reference number: English/3/6 – B version 2

“Say It On Texts”

Supports internal assessment for:

Achievement Standard: 90725

Construct and deliver an oral presentation
Credits: 3

Student Instructions Sheet

In this activity you will:

• construct and deliver a presentation on a literature topic
• integrate a range of oral and visual language techniques

Your presentation will be structured and your delivery techniques carefully planned.

You could consider including oral and visual language techniques such as
dramatisations and group or whole class activities. If group or class activities are
included, they are expected to form some part but not to dominate the presentation
and to be efficiently facilitated.

You may use audio / visual resources as required. Give careful thought as to how an
overhead projector, whiteboard, Powerpoint presentation, video or DVD, posters,
photocopied resources or other items could be integrated to make your presentation
more effective. As you construct your presentation, check with your teacher that the
techniques and resources you plan to use in various parts of your presentation are
suitable and appropriate for your purpose.

You should also focus on developing effective delivery techniques such as stance and
gesture as well as variation in voice including, tone, volume, pace and stress.

You will use homework and class time to prepare your presentation. You will deliver
your presentation in class. Your presentation will be at least six minutes long and
probably longer if group work is included.

You will be assessed on how well you:

• construct and deliver an effective presentation.
• develop and support idea(s).
• use a range of appropriate presentation techniques for a specific purpose
and audience.

©Crown 2004 1
 Task 1: Developing presentation topics

a) In consultation with your teacher select a literature topic which interests you. The
topic or issue could be developed from an initial class study of a text.

Look over a selection of presentation topics selected and developed by

students following class studies of the following texts. The shaded boxes indicate
how the presentations were developed from class studies linked to various
externally assessed achievement standards from a range of Level 3 assessment
programmes.

With your teacher’s input list the texts your class will study and possible
presentation topics. You could set your ideas out in same way. You could also
develop your presentation on a text from outside the class programme.

T e x t :
THE ENGLISH
PATIENT

Some of the
individual POSSIBLE PRESENTATION
presentations TOPICS DEVELOPED FROM
following a text THE TEXT STUDY COULD
T e x t s : study linked to the INCLUDE:
external Achievement
KATHERINE • How the novel personalises
Standard 3.2
MANSFIELD’S ‘Respond critically history
to written • How characters reflect
text(s) studied.’ society
• The search for identity

POSSIBLE PRESENTATION TOPICS

DEVELOPED FROM THE TEXT
STUDY COULD INCLUDE:
• Social structure as a negative Some of the
force T e x t : individual
• Overcoming the restrictions of the presentations
short story genre following a
HENRY V text study
• Moments of revelation in linked to the
external
Achievement
Standard 3.3
‘Respond
POSSIBLE PRESENTATION TOPICS critically to
DEVELOPED FROM THE TEXT STUDY Shakespearean
drama
COULD INCLUDE:
• Agincourt - according to Shakespeare
• The qualities of leadership
• Henry V - Shakespeare’s anti war

©Crown 2004 2
Task 2: Developing the content of your presentation

a) Using this layout, develop a planning template for your presentation.

Introduction:

Topic or issue / the focus of your presentation:

•
•

Body: What will be your main points? What short quotations or examples will you
add to support your points? How will you link the various points together in your
presentation to draw conclusions and make judgements?

First main point:

•

Supported by:
Examples / short quotations Comments
• •
• •

©Crown 2004 3
Second and further main points: (repeating this structure)

Conclusion: What points will you make in summary?

Summary of findings / final observations / closure:

•
•

Task 3: Developing an effective presentation

a) Your presentation will be unsuccessful if you attempt to read material from your
planning template, an essay or your research report to the class. There are
important decisions for you to make about how you will present your ideas.

As you work with your material to prepare your presentation, consider a range of
appropriate presentation techniques:

• You could use visual techniques to support your material and help you make
your specific points clearly. This could include OHTs, video clips or Powerpoint
presentations. You will need to practise using resources in order to integrate this
material successfully. For example:
• an OHT will not be effective if it is merely switched on and left in the
background. You should be prepared to point to important points as you speak
to your audience and to integrate the resource into your presentation.
• a Powerpoint presentation will have little impact if you simply read out the text
projected. Your audience can read what is displayed. You must practise
‘talking to’ or expanding your Powerpoint material, not simply repeating it.

• You might choose to incorporate dramatic techniques such as role play or

dramatisation. Using a presentation on an aspect of the text study as an example,
a student might decide to present a short role play to highlight a key aspect of a
relationship or a character’s personality. Dramatisation needs rehearsing so that it
is integrated into your presentation. It must help your audience better understand
an aspect of your text, not just entertain the audience.

• You could consider group techniques as well. For example you might choose to
involve your audience in a ‘question and answer’ situation. In order for this to be
effective it will require careful preparation. You could present your audience with
some brief activity (for example, a short significant quotation from your text) and
lead a brief ‘question and answer session’ based on the quotation.
Another possibility is for you to set some kind of group exercise and then lead the
group discussion or report back that arises from this work.

Consider which of the following techniques from various student presentations

could be appropriate in your presentation:
©Crown 2004 4
 To open your
presentation:

You could
open with a short question and answer
session to elicit what students know about
the topic, using student responses to move
into introducing the presentation.
use the whiteboard to show the
seminar plan, refer to the plan to
give an overview at the beginning of
the seminar, then use the plan as a
reference point during the seminar.

establish broad understandings first:

Eg a comparison of the key features of non
fiction and fiction as a way lead in to how
the novel can personalise history.

During your
presentation:

You could
model how to carry out a task as a
formative step to a whole class activity.

play short video clips to the class,

with each clip accompanied by close
reading questions and commentary:
Eg on the connotations of the music and
effects used in a soundtrack.
read aloud short passages during the
presentation then direct questions
to the class based on each reading.
match graphics with content in a
Powerpoint presentation:
Eg flags to represent the
nationalities of different characters. display an OHT with key extracts from
your text which you reveal at relevant
stages during the presentation.
present a role play illustrating an aspect
of a character’s personality, or a
dramatisation of a key moment in the text.

To close your presentation:

You could conclude with questions

and feedback from the
present bulleted points on an OHT to class on the presentation
summarise key ideas in the presentation. topic.

©Crown 2004 5
Task 4: Rehearsal and final delivery

a) You must rehearse your presentation:

• to achieve the necessary degree of familiarity with your material.
• to ensure that you integrate delivery techniques effectively. You might focus
your rehearsal on certain sections: eg
• delivering the opening section working on an appropriate tone, pace and
volume, while imagining your class is in front of you
• projecting the overhead transparency(ies) you will use then practising how
you will highlight key points displayed for your audience, talking to those
points and integrating the resource(s) into your presentation
• rehearsing your instructions for setting up a group activity: eg dividing the
class into groups, noting on the whiteboard the key steps in the group
activity to reinforce the instructions you give verbally
• trying out the paper based resources you have prepared for the class as if
you are a student seeing them for the first time.

b) Rehearse your presentation with a partner or in a small group so that other

students can give you feedback. They could use the checklist on page 9 as a
starting point and customise it to include other techniques you are using.

As well as giving you valuable feedback, this process will help other students
consider how techniques can be effectively incorporated into their own
presentations.

c) Look at selected videoed exemplars. Focusing on the delivery techniques used,

discuss these techniques with your teacher and consider techniques which could
be suitable for your presentation. You may not repeat content material from the
videoed exemplars. Deliver your presentation to the class.

©Crown 2004 6
 C H E C K L I S T
S T R U C T U R E :

Providing an overview at the opening of the presentation

Indicating transitions between key points and stages during the
presentation

Incorporating an effective closure, possibly integrating key ideas from the

presentation with feedback from a group activity (if applicable)

D E L I V E R Y T E C H N I Q U E S :

Sustaining an appropriate level of audience contact

Using a suitable stance, gesture, and voice (including, tone, volume, pace
and stress)

Using appropriate language

Integrating audio / visual equipment and other resources as appropriate

F A C I L I T A T I O N T E C H N I Q U E S :
for group/ class activities you facilitate as part of the presentation (if
applicable):

Setting up the activity effectively through

♦ spoken instructions also reinforced in some other way: eg through a
written resource or key details recorded on the whiteboard
♦ clear division of the class into groups

Signalling an appropriate time frame for the activity

Checking that instructions are understood
Moving around groups, asking and answering questions to clarify and
promote discussion

Structuring the feedback process

©Crown 2004 7
 Assessment schedule: 3.6

Construct and deliver an oral presentation

Descriptor Example
Construct and deliver a
Achievemen presentation which communicates Refer to video achievement
t with an audience. exemplars.

Develop and support idea(s).

Use a range of appropriate

presentation techniques for a
specific audience and purpose.
Construct and deliver a
Merit presentation which communicates Refer to video merit exemplars.
effectively with an audience.

Develop and support detailed

idea(s).

Combine a range of appropriate

presentation techniques for a
specific audience and purpose.
Construct and deliver an effective
Excellence presentation which convinces and / Refer to video excellence
or challenges an audience. exemplars.

Develop and support detailed

idea(s), showing insight and / or
originality.

Integrate a range of appropriate

presentation techniques for a
specific audience and purpose.

©Crown 2004 8