Page 112 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

the oral and visual cues used in it to effective- ly support their interpretations (e.g., compare and contrast a historical speech and a current one that call for social action; create a dramatic presentation that focuses on a silent character from an oral text; rehearse, tape, and analyse a reading of a text they have chosen and explain why they made the choices they did 5)
Teacher prompt: “On your tape, why did you choose to read this section of the text with more emotion and that section in a more subdued manner? What changes would you like to make to your reading of the text?”
Extending Understanding of Texts
1.6 extend understanding of oral texts, including increasingly complex or difficult texts, by mak- ing effective connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., use a Think/Pair/Share activity to clarify and expand their understanding of the topic;6 explain how an oral text has given a new per- spective to a previous personal experience or helped them develop new insights;7 compare the main ideas presented by a speaker with research they have done on the topic)
Teacher prompt: “What connections did your partner make with the oral text? How do those connections relate to or compare with your own experiences? How have your partner’s connections given you a new perspective?”
Analysing Texts
1.7 analyse oral texts, including increasingly com- plex or difficult texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/ viewer’s response (e.g., compare the content and delivery of two speeches by award winners on a music or film award show;8 examine the use of repetition of information in radio advertisements to persuade the audience;9 identify the strengths and weaknesses of the arguments given in a student presentation)
Teacher prompt: “What techniques did the award winner use to connect with the audi- ence? Was there anything surprising in the speech? How did the audience respond?”
Critical Literacy
1.8 identify and analyse the perspectives and/or biases evident in oral texts, including increas- ingly complex or difficult texts, and comment with growing understanding on any questions
they may raise about beliefs, values, identity, and power (e.g., compare the contents and perspectives of their peers’ speeches during a class debate; assess how viewpoints about a local community or social issue are presented by a television panel; analyse the values that are conveyed in radio sports broadcasts)
Teacher prompts: “What two viewpoints are represented in the television debate? Does the host treat them in a balanced way? How do you know? How can you assess whose position is more valid from your point of view?” “How do you distinguish fact from opinion in an all-candidates meeting?” “How can you determine whether someone is side-stepping the issue by using language to cloud meaning?”
Understanding Presentation Strategies
1.9 evaluate the effectiveness of a variety of pres- entation strategies used in oral texts, including increasingly complex or difficult texts, and suggest other strategies that could be used effectively (e.g., listen to audio clips from vari- ous online news sources covering a controversial issue to compare the strategies that each source uses to engage and sustain audience attention, and suggest other possible strategies; analyse how humorous anecdotes and asides can be used in an oral presentation to establish a rapport with the audience; examine how gimmicks or props can provoke curiosity in an audience, and analyse the advantages and limitations of this technique)
Teacher prompts: “What props did the speaker use? What is the connection between the props and the message? What other types of presen- tations would benefit from a similar strategy?” “When would it be inappropriate to use props or costumes in an oral presentation?”
2. Speaking to Communicate
By the end of this course, students will:
Purpose
2.1 communicate orally for a range of purposes, using language appropriate for the intended audience (e.g., present each side of an argument to different audiences; role-play making a pres- entation to solicit a business start-up loan from a lending institution; dramatize a scene from a work of prose; deliver a presentation to a younger class on suitable attire and behaviour in an employment interview; respond appropriately to audience questions during a presentation)
ORAL COMMUNICATION
5. TL Library Research 7-12 “Planning for an Oral Presentation” 32
6. TLCC 7-12 “Think/Pair/Share” 152 7. TLCC 7-12 “Place Mat” 162 8. TL Media 7-10 “Evaluating the Effectiveness of Media Messages” 28 9. TL Media 7-10 “Examining Multiple Perspectives of
an Advertisement” 22
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English
ENG4C