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Task In groups you are to complete a research inquiry on a topic in relation to your studies of
Philip Pullman’s play adaptation of Mary Shelley’s novel Frankenstein.
Additionally you will be required to prepare an oral presentation in a 7.30 Report or The
Project style to your class based on your inquiry. This presentation must make use of
multimedia and/or props to make it more engaging for an audience.
B. Written explanation and reflection. This will accompany your presentation and
will support your inquiry. This will be completed in your Writing Folio.
Structure A. Oral Presentation – each group member must have a speaking role in your
presentation and each role should be equal. You should include multimedia to
enhance your presentation.
Assessment The oral presentation and group work component of this task receives a score out of 50
marks. You will be given a percentage mark on your report. 50% is a pass mark. If you
achieve less than 50%, you will need to complete additional work.
Your written explanation and reflection will be assessed as part of your Writing Folio.
How to submit your The research and planning for your task will be completed in class, however you may have
task to do extra work at home.
You will be given five lessons to research your topic and prepare your one page
explanation sheet and presentation.
Presentations will take place in class. You must be prepared to present on the
due date.
Resources https://8englishfrankenstein.weebly.com has been created to help you with this task,
especially to guide your research. There is also a Checklist on the last page of this
document to help you.
Due date
If you need an None available for this task.
extension
Topic Possible sub-questions Facts/important information
Think of some of your own to help you guide your Use your research skills to make notes.
research The website provided can help you.
1. How relevant is Example – Why is Frankenstein studied in
the story of English classes?
Frankenstein
today?
2. What is the Example – What are some modern day
impact of gothic examples of gothic literature?
literature on
popular culture?
3. Is science today Example – What is involved in the process of
playing the role IVF?
of God?
4. How can Example – How has science helped in curing
scientific diseases that we thought were incurable?
progress create
or cure human
suffering?
5. Why do good Example – What are the motives behind
people do bad historical leaders who have done bad things?
things?
6. How does the Example – How can negative talk impact on
way we are self-esteem?
treated limit
who we can
become?
Speaker 3: And I’m ______________________. Many people would have read Mary Shelley’s novel ‘Frankenstein’
but even those who haven’t are familiar with her Monster, created by an ambitious scientist and then abandoned.
NS VL L M H VH
CONTENT Student can Student can Student can explore Student can Student can identify
Knowledge of chosen topic identify the mention key ideas one main idea and explore multiple connections
Not shown topic and state that connect to the connect it to the ideas and between the topic
one idea topic topic connect to the and the text
main topic
EVIDENCE Student can Student can state Students can Students can Student can use
Use of appropriate evidence to support use a facts from research consistently make consistently make multiple sources of
presentation Not shown statement or that are connections connections research and
statements of inconsistently between a source of between multiple textual evidence to
personal related to the topic research and one sources of support their
opinion main idea research and their presentation
ideas
AUDIENCE Student can Student can Student can support Student can Student can
Awareness of audience needs and ability to show some demonstrate viewer support and influence or affect
cater for these for engagement Not shown awareness of understanding of understanding and engage the the viewer through
audience audience begins to engage viewer through precise and
expectations, expectations and the viewer through deliberate sustained choice of
attempting to orients the viewer language choices language choices language. Can
Pres Is able to establish a strong
orient the by providing to reveal values
create an credible voice and
viewer by sufficient and attitudes.
appropriate encourage
providing basic information for the relationship with Student can reflection.
information viewer to follow the viewer (e.g. evoke an
presentation easily polite, formal, social emotional
distance, response.
personal
connection)
SPEAKING AND LISTENING Student can Student can control Student can Student can Student can control
Expressive and fluent use of oral language to present in front pace and volume maintain a clear maintain pace pace, volume and
engage the audience of the class during the delivery volume throughout and volume inflection to engage
with of their presentation. the presentation. throughout the with audience. They
Not shown inconsistent Attempts to use presentation. Is can demonstrate a
volume, pace some inflection to able to use deliberate use of
and fluency. support inflection to tone and emphasis
engagement. support to evoke an
engagement. emotional
response.
SPEAKING AND LISTENING Student can Student can present Student can utilise Student can Student can
Expressive and fluent use of body language to present in front in front of the class frequent eye contact maintain effectively use eye
engage the audience Not shown of the class by making inconsistent throughout the appropriate eye contact to connect
reading directly attempts at eye presentation. contact. Assumes with audience. Use
from script or contact. Heavy Attempts correct a strong posture. of hand gestures or
cue cards reliance upon script posture but is Attempts to use actions is natural
or cue cards. fidgety or hand gestures or and aides in the
Posture is casual disengaged. Some actions to support delivery of their
and/or disengaging. reliance upon script presentation but presentation.
or cue cards. seem unnatural or Minimal use of
awkward. script or cue cards.
SPEAKING AND LISTENING The group used The group used one The group used The group used The group used
Use of multimedia and props to enhance one element of element of multiple elements of multiple elements multiple elements of
presentation Not shown multimedia that multimedia to multimedia that of multimedia and multimedia,
did little to effectively enhance enhanced their included props to relevant props and
enhance their their presentation presentation enhance their an element of
presentation. presentation. audience
participation to
enhance their
presentation.
LISTENING Student attends Student attends the Student can Student is able to Student is able to
Ability to listen and respond to presentations the presentation. demonstrate demonstrate demonstrate active
Not shown presentation Student is unable to attempts at active active listening listening throughout
but does not show signs of active listening (looking at throughout the the presentation. Is
appear to be listening (looking at presenters, positive presentation and able to reflect upon
listening presenters, positive body language), but is able to answer the presentation
and has body language) but is not able to questions related
through the
distracting does not exhibit respond to to the
generation of own
behaviour distracting questions or ideas presentation.
behaviours. from the questions and/or
including
presentation. providing their own
noises or
thoughts/opinions
movements
on material
presented.
COLLABORATION Student shows Student shows a Student participates Student Student participates
Participation, attitude and engagement in reluctant willingness to willingly in group participates confidently in group
group work Not shown participation in attempt tasks, tasks. Tends to willingly in group tasks and
group task. however, tends to procrastinate but tasks and demonstrates an
Student procrastinate and always gets things demonstrates a enthusiastic attitude
performed disrupt group done by the positive attitude to to the project.
some duties harmony. Talks deadline. A the project. Provides useful and
assigned by about things other satisfactory group Provides useful relevant ideas when
team, but often than the project. member who does ideas when participating in the
needed Sometimes provides what is required. participating in group. Uses time
reminders to useful ideas when Listens to others but the group. Uses well throughout the
get on task. participating in the often sides with time well project,
Makes little group but is often friends instead of throughout the demonstrating
effort to work critical of others. considering all project. Works to strong leadership
with others. Student is able to views. create a positive and effort. Works to
Rarely listens perform most duties atmosphere create a positive
to, shares with assigned by team. during atmosphere during
or supports the independent and independent and
efforts of group work time. group work time.
others. Group Gave Equally listened to
has to adjust consideration to and talked with
deadlines or others’ views. teammates. Helps
work Gives criticism in team to reach fair
responsibilities a constructive decisions. Creates
because of way. and maintains
inadequate harmonious
time relationships.
management.
/50
Checklist
In order to successfully complete the tasks below. They have been broken up into different sections to help
you. Tick off these as you go so you don’t forget anything.
During research and planning lessons I need to:
Write a script that talks about multiple ideas that link to my overall topic and/or sub-question
Use multiple sources to research my answer
Use evidence from my research to back-up my question e.g. statistics, expert opinions
Make deliberate language choices that will engage my audience – hooks, intensity in my word choice
to convey meaning, KAPOW! words
o My audience is the class so I need to think about what will engage them – how are they
engaged? What do they want to listen to? Put these in my work
Try and get an emotional response from the audience – how could I make them feel excited,
saddened, grossed out, frightened, shocked, curious?