Presentation Requirements and Steps: Each individual will annotate the group's poem.Choose your groups. You will be able to choose your own groups (no group smaller than 3 people and no group bigger t

Presentation Requirements and Steps:

Each individual will annotate the group’s poem.
Choose your groups. You will be able to choose your own groups (no group smaller than 3 people and no group bigger than 4 people…including you).
- Reach out to your classmates via “People.”
- Choose classmates with strong ideas and high participation based upon your previous interactions and discussion board posts.
- Compare schedules and make sure you can find times to practice together–successful students will rehearse their presentations.
- Presentations will take place between November 14th-November 20th and November 21-22, if needed (Thanksgiving Week). Groups will sign up for presentation times next week.
- Students will be asked to turn on their cameras for the presentation. Dress appropriately (as you would for an in-person class, although you may dress more formally, if you’d like) and sit on a chair–do not lie in bed. You will also need to show your free Collin College student ID (or driver’s license) and keep your camera on as you present. Similar procedures will follow for the final exam. If this causes you any concern, you may email me individually or choose the research paper option. There will be no public recording or sharing of your ID with the class (this will be handled privately and confidentially and is only for ID verification purposes). Each student must log in separately on Zoom and display his/her/their full name.
Group members will share individual annotations and thoughts about the poem with the group.
The group will come together, discuss, and work TOGETHER to interpret the poem. Arrive at an analysis and united reading of the poem.
- Use the handouts such as Talking Back to a Poem.Actions
  - What does the poem mean and how does it mean what you say it means?
  - What’s the best way to teach the poem to the class?
  - How can you clearly communicate your group’s reading?
  - What details/textual evidence from the poem is best to support your analysis.
  - What will your classmates need to know to better understand the poem?
- Remember to work together–do NOT divide and conquer. You will work together online–in-person meetings are discouraged due to the need for social distancing. Your presentation will lack cohesion and strength (and points) if it’s a taped/glued together project made from separate pieces. Learn from the mistakes of others and don’t do it. Work TOGETHER.
- Use Zoom, Google Hangouts, FaceTime, Teams, etc.
Discuss presentation approach, style, and format.
- Be creative and engaging to your classmates.
- Remember that the primary focus is clarity–clearly analyze the poem and convince the class that your group’s reading of the poem is supported by the poem and there’s significant evidence in the poem to support your reading/interpretation.
- Remember that each student must present an equal portion of the presentation content/analysis (reading the poem does not count towards this requirement).
- No specific format is required, so you may create a PPT/Google Slides/Prezi/Other OR simply display the poem and point to specifics as you go.
- Presentations MUST begin with a reading of the poem. Look up the words you don’t know how to pronounce and practice. Pause where the punctuation dictates–do not stop reading or interpreting at the end of a line. Pay attention to and follow punctuation. One or more students may complete the reading, but remember that the reading alone does not count.

Goal: Teach the class a poem by explicating it closely and using details from the poem to support your group’s reading and interpretation. (I will assign each group a poem randomly from the assigned poems in the poetry folders.)

Demonstrate Group Work: Demonstrate how you are working together to create your presentation. To document your group work, your group can request a live group Zoom with me OR record a group Zoom session (without me) OR document group participation in another format (e.g. Google Docs with students’ notations and contribution of content connected to their names). Upload it here.

Lifelines: Each group receives 3 lifelines that you may use at anytime before the presentation to ask me a yes/no question (total of 3). If the answer is “no,” I will elaborate to get you on the right track. Use your lifelines wisely. These can be redeemed during office hours with the entire group and/or you may request an in-person group Zoom before the presentation date to redeem lifelines or get assistance, but you may also redeem them via email (copy all group members’ Collin email addresses).

Assigned group poem is “Aunt Jennifer’s Tigers”