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Signup Schedule
| Assignment Overview |
Grading Criteria
Signup (don’t
forget to mark the date!)
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SMH Chapter
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Date
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Section 27
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Section 28
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10 s-v agr. |
2/19 |
Aaron B. |
Deborah N. |
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11 p-a agr |
2/24 |
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12 adj./adv |
2/26 |
Tania P. |
Stephanie B. |
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13 pronoun ref. |
3/3 |
Tracy T. |
Deborah N. |
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14 shifts |
3/5 |
Steve H. |
Boushra R. |
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15 cs/fs |
3/10 |
Josue M. |
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16 frag |
3/12 |
Andrea A. |
Diane C. |
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17 mod |
3/17 |
Dan S. |
Edwin F. |
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18 inc |
3/19 |
Maria S. |
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19 es |
3/31 |
Margaret R. |
Mike H. |
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23 memorable prose |
4/2 |
Benito G. |
James C. |
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26 vocab |
4/7 |
Stefanie T. |
Mike D. |
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27 diction |
4/9 |
Kristin D. |
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30 commas |
4/14 |
Marianne M. |
Christine C. |
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31 & 32 ; and end
punc. |
4/16 |
Danielle R. |
Reed B. |
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33 & 34 apos. and
quotation marks |
4/21 |
Scott K. |
Dennis T. |
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35 other punct. |
4/23 |
Martha (Isabel) M. |
William J. |
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48 understanding
disciplinary discourse |
4/28 |
Sultan R. |
Socrate J. |
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49 writing about
literature |
TBA (Rich) |
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36 & 38 caps &
ital. |
4/30 |
Steven L. |
Ben B. |
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37 & 39 abbrev.,
numbers, and hyphens |
5/5 |
Niall G. |
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You are asked to assume the role of teacher; you
will teach a specific section of grammar (see above) to the class. You are not
required to follow Freire's teaching methods, but experience has proven that the
best presentations tend to be dialogical, not narrative, in form.
Date:
|
See above schedule |
Scope of Presentation:
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The concepts covered in your particular
chapter(s). |
Purpose:
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To teach your peers and to develop effective
oral composition skills |
Time Allotted:
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No fewer than 10 minutes; no more than 20 |
Weight:
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5% of your grade |
Your grade is based on the criteria listed in the
Green Box in SMH 50a (Preparing Text for An Oral Presentation). Here are some
tips, strategies, and hints:
 | Have you covered the concepts within the
chapter(s)? |
| How well have you learned the concepts?
If you haven't succeeded in teaching yourself, chances are you won't be able
to guide others. If the presentation in SMH doesn't help, do a bit of research
online or at the library. |
| Are you teaching, or are you preaching? Audience
engagement is one of the most effective strategies when presenting; most
people don't want to be spoken at, but talked with. |
| What have you written to prepare? This is not a
formal writing assignment, but most presenters work from some sort of written
guideline. My lesson plan (for those 75 minute presentations that I give every
Monday and Wednesday night) takes the form of an outline with keywords. I
often jot down an expected time frame for each point. This leads to... |
| How are you doing on time? Whether you're in a
classroom, a board room, or an interviewer's office, you need to be conscious
of the amount of time you're using, and you have to make sure you're using it
effectively. |
| If you're using visuals or using a game to get
class participation, ask yourself whether what you're doing will facilitate
comprehension (yay!), simply be "cool" (sigh!), or just give you something to
hide behind while you're teaching (boo!). Whether your students are playing
Grammar Jeopardy! or looking at sentence diagramming posters, they need to
be able to use the information "in real life." This leads to my final
suggestion: |
| When preparing for this assignment, be able to
verbalize exactly what your goals are for your students. Be precise. If you're
covering Chapter 49 (Writing About Literature), a poorly-conceived goal might
read like this:
 |
At
the end of the lesson, I want my students to know about writing about
literature. |
This is
not helpful. How about something like this?
| At the end of the lesson, I want my
students: to gain familiarity with main terms used in literary
interpretation; to be able to use such terms in developing a critical
stance, thesis, and paper; and to understand how understanding this precise
vocabulary enables them to become strong(er) readers--and writers--overall.
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|
You may think this is a long and wordy goal, but
by phrasing it within one sentence, you have organized your ideas and
given yourself a focus for your presentation. From there, you can develop your
keywords and outline.
Good Luck!
(though planning, not luck, will have
the most to do with success)
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