Some ideas for Individual Oral Presentation

 Introduce a poem, a story, or a chapter of the novel with relevance to the

important literary features.
 Present a passage commentary.
 Write a chapter or poem in the manner of/in imitation of a text; read it and
explain the process.
 Do a piece of original writing in response to the text; explain the process and
critique your work.
 Become a character in a novel or play and write a dramatic monologue, or more
than one, and perform it (them). Costumes and props may be useful here.
 Paint a painting or make a collage of images/structure of a novel; describe it and
explain your choices (ranging from medium to form as well as content).
 Write a passage modeled on a novel; read it and explain.
 Mime a basic relationship or conflict in a novel; explain how the mime reflects
the text.
 Present a verbal collage of striking sentences/images from a work or a collection
of poems. You may add your own images/sentences if you want. Explain your
choices.
 Prepare and present a series of visual responses to a text; explain.
 Lead a class discussion.
 Add a chapter, a prologue, or an epilogue to a text; explain the process and
critique your writing.
 Write music and/or lyrics to reflect a text; perform, singing or playing an
instrument. Explain the process.
 Choreograph a dance to reflect a text; perform, or direct a performance,
explaining the process.
 Compare/contrast passages from two works.

Actual IOPs from the past

Note: the successful presentations included an explanation of the creative process
that revealed understanding and analysis of the text.

 a poem in the manner of Sylvia Plath, based on the character of Marie in Boll’s
The Clown.
 chapter 19 ½ in the novel The Clown, based on themes, incidents and
characters and attempting to reproduce Boll’s style.
 a poem based on O’Brien’s The Things They Carried. Explanation showed fine
understanding of the text and literary devices therein.
 a translation of chapter 14 of The Clown, comparing hers to the official one.
 a poem written in four parts, based on images and lines from the four stages
of Janie’s life in Their Eyes Were Watching God, with illustrations representing
each part.
 a dramatic recitation of Plath’s “Daddy,” with explanation of process.
 a translation of “Daddy” into Hungarian, with a discussion of what worked and
what did not and why.
 a new chapter for The Things They Carried, including all kinds of moments,
images, variations of sentence patterns, dialogue…
 a dance choreographed and performed in response to Plath’s “Tulips.”
 a poem and collage reflecting The Clown.
 ideas for turning The Things They Carried into a film.
 a comparison of Janie from Their Eyes Were Watching God and Hans from The
Clown.
 a comparison of the fictional setting in The Great Gatsby to actual locations in
New York City and Long Island with relevance to the social significance of
various settings
 a comparison of Basho to other major Japanese poets

(United Nations International School. 2008.)