In our studies of WWI Poetry, you all will work with your fief to deliver a ten to fifteen-minute presentation on one of the five poems and poets listed below. Discussion questions are not necessary, as you will need to present material that will be included on the semester exam.
Presentations Must Include:*
· Basic biography of poet
· Historical Context at time of poem’s publication
· Assigned poem explicated, including meaning and literary devices.
o You may refer to other fief’s poems if applicable.
· One visual clip – photographs, video, or Power Point/Prezi
· All fief members with a speaking part
· Works Cited page to turn in for group
o Must have at least two textual references.
o You may use Internet resources as well.
March 8, 2012 – Library Research using LibGuide Research
· You will work in the library for this period and find necessary resources.
· I suggest you meet as a fief first and delegate responsibilities.
March 9, 2012 – Fief Collaboration
· You will use this period to meet and plan your presentation for Monday.
· It might be helpful to check out an iPad from the library.
March 12, 2013 – Presentations
· You will EACH be given a test grade based on your fief presentation.
· We can run any visual aides through iPads.
· Grading rubric is attached and includes the following:
o Group Participation as deemed by your peers.
o Information reported in presentation.
o Presentation Style (see rubric)
o Meeting all expectations listed above.*
POEM ASSIGNMENTS:
Begin to read poems to be ready for research on Thursday.
· “Dulce et Decorum Est” by Wilfred Owen
· “The Soldier” by Rupert Brooke
· “Suicide in the Trenches” by Siegfried Sassoon
· “Reveille” by AE Housman
"Rain" by Edward Thomas
| 2 | 4 | 6 | 8 | 10 | |
| Organization | Audience cannot understand presentation, because there is no sequence of information. | Audience has difficulty following presentation, because student jumps around. | Student presents information in logical sequence which audience can follow. | Student presents information in logical, interesting sequence which audience can follow. | Student presents information in logical sequence with transition to next part of presentation. |
| Subject Knowledge | Student does not have grasp of information; student cannot answer questions about subject. | Student is uncomfortable with information and is able to answer only rudimentary questions. | Student is at ease with expected answers to all questions, but fails to elaborate. | Student demonstrates full knowledge by answering all class questions with elaboration. | Student is knowledgeable on his material and other fief members information as well. |
| Style and Elocution | Student mumbles, uses fillers, avoids eye contact while reading report, and incorrectly pronounces terms, and speaks too quietly. | Student incorrectly pronounces terms, uses occasional fillers, and only occasionally looks at audience. | Student's voice is clear. Student pronounces most words correctly. Maintains eye contact with audience. | Student uses a clear voice and correct, precise pronunciation of terms, void of fillers and interrogative tone. Does not need to read notes. | Student speaks clearly, void of fillers and interrogative tone, finds the mot juste using excellent diction, and engages the audience. |
| Group Expectations | Only 1 or 2 items presented | Only 2 or 3 items presented | Only 4 or 5 items presented | All items presented, but some not well developed. | All items presented completely and dynamically. |
| Group Participation Average* | Team member did no research and presented poorly | Team member did little research and presented poorly | Team member did some research, but did not contribute to group collaboration. | Team member did research and collobarated with group. | Team member did exhaustive research and led collaborative efforts. |
| TEST GRADE - out of 50 |
Research: March 4, 2012 until March, 8, 2010
Collaboration: March 9, 2012
Presentations: March 12, 2012