The Metamorphosis Informative Group Project
Assignment: Being able to present informative information
which is beneficial to a group of people in a clear and professional manner is
an essential skill for college and career readiness.
For this project, you will work with a group to create an
informative poster or powerpoint that will teach the rest of our class about some
aspect of The Metamorphosis not
immediately obvious to those who have already read the novel (This project is
similar to an Informative Essay, the standards for which are listed on the back
of this sheet).
Your group must choose a topic to research and present your
findings on that topic in such a way that the class will learn something.
Boring, dry, or overly confusing projects are not likely to be informative. One
option is to present an analysis of the book using one of the many types of
literary criticism. The types are listed here:
https://owl.english.purdue.edu/owl/resource/722/1/ (or you can search “OWL
Literary Criticism” on Google).
You can also come up with your own topic (you can study
bugs, for example or you can do research in psychology on stress in the
workplace) but you need to BOTH inform the class about something they do not
already know AND prove that you have read the book. Hopefully, your informative
project will benefit us in some way (you might provide tips on how we can avoid
stress, for example, as one part of your project).
Be sure to see me when you have your topic, so I can approve
it.
Your group will present your poster or powerpoint during
class on Thursday, May 22nd (Due to time limitations, some groups
may need to present on Tuesday, May 22nd, but everyone must be ready
to turn in their projects on the 22nd). Posters must be big enough
for the class to see from anywhere in the room. Powerpoints must be in .ppt
format (not .pptx – although you can create it in .pptx and then convert it to
.ppt when you are finished). You may use Presi instead of powerpoint if you
wish.
A large part of your grade for this project is how well you
present your information to the class. Everyone in your group must come to the
front of the room and speak at least once. Your presentation must be
professional and rehearsed (think, a business presentation).
Grading:
This project is worth 100 points. The following rubric will
be used to grade your project:
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|
A
(18-20 points)
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B
(17-16 points)
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C
(15-14 points)
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D
(13-12 points)
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NM
(0 points)
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Professional
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All group members were professional
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All group members were mostly professional
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Some issues with professionalism
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Mostly unprofessional and/or casual. Laughing, etc.
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Unprofessional
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Informative/
Interesting
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The class really learned something
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The class learned something
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Some members of the class may have learned something
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Only a few members of the class learned anything
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No one (or very few students) learned anything new
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Topic/Research
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The topic was well-chosen with excellent research
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The topic was well-chosen with mostly good research
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The topic and/or research may have had some issues
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The topic and/or research had serious issues
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There was little to no research or the topic was
incorrect. Wikipedia may have been used
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Book
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The group clearly read the book and referenced it in a
meaningful way
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The group read the book and referenced it well with
quotes, etc.
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The book was referenced, but was perhaps not clearly tied
to the topic
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The book was referenced in a non-meanigful way and/or the
group had little knowledge of it
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The book was not referenced and/or poorly referenced. It
was clear that one or more members did not read the book.
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Speaking
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Information was presented clearly with a distict
perspective. Ourstanding, practiced speaking skills.
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Clear presentation with above average speaking skills.
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One or more members may have been too loud/quiet,
slow/fast, etc. Presentation may have lacked practice.
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Obviously unpracticed by one or more members. Unclear in
parts, etc.
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Unclear and unprofessional. For example, we may not have
been able to hear or understand one or more members.
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Standards:
SPEAKING & LISTENING:
Present information, findings, and supporting evidence,
conveying a clear and distinct perspective, such that listeners can follow the
line of reasoning, alternative or opposing perspectives are addressed, and the
organization, development, substance, and style are appropriate to purpose,
audience, and a range of formal and informal tasks.
WRITING:
Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately through the
effective selection, organization, and analysis of content.
Introduce a topic; organize complex ideas, concepts, and
information so that each new element builds on that which precedes it to create
a unified whole; include formatting (e.g., headings), graphics (e.g., figures,
tables), and multimedia when useful to aiding comprehension.
Develop the topic thoroughly by selecting the most
significant and relevant facts, extended definitions, concrete details,
quotations, or other information and examples appropriate to the audience's
knowledge of the topic.
Use appropriate and varied transitions and syntax to link
the major sections of the text, create cohesion, and clarify the relationships
among complex ideas and concepts.
Use precise language, domain-specific vocabulary, and
techniques such as metaphor, simile, and analogy to manage the complexity of
the topic.
Establish and maintain a formal style and objective tone
while attending to the norms and conventions of the discipline in which they are
writing.
Provide a concluding statement or section that follows from
and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
