Page 44 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

explain how the interviews with survivors in the documentary affected their interpretation of the film)
Teacher prompts: “How might audiences of different backgrounds listening to this radio drama interpret it differently?” “What are the similarities and differences between the two singers’ interpretations of the lyrics?”
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., compare and contrast the values expressed in speeches by two different historical figures; connect the issues discussed in a public forum they attended with their own and their peers’ experiences)
Teacher prompt: “How did the ideas presented in the seminar change your understanding of the poet’s life or work?”
Analysing Texts
1.7 analyse oral texts, including increasingly complex 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., explain how a speaker uses statistics and expert opinions to influence an audience; analyse the use of figura- tive language to establish tone and mood in an audiobook excerpt; compare the tones and ideas evident in the investiture speeches of the current Governor General and a previous one)
Teacher prompts: “How has the speaker used language for effect?” “How does the politician use figurative language to persuade his audi- ence to see his point of view?” “What tech- niques does Shakespeare use in this character’s speech to capture his listeners’ emotions?”
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., track the opinions of one char- acter in a play and comment on any change that occurs; explain the point of view of a speaker on a controversial topic)
Teacher prompt: “What point of view is represented in this oral text? What informa- tion is omitted in order to sustain the point
of view? Whose interests are served by this point of view?”
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., explain the effect on the audience of the repetition of words and phrases and the use of intonation in a radio commercial;5 evaluate the use of tone and emphasis in a soliloquy in a play and assess their function in developing the comedic or dramatic quality of the text; explain how the use of costumes and/or props engages an audience)
Teacher prompts: “How well does the organi- zational structure of the presentation support the group’s argument? What could they have done differently to improve their presentation?” “Which visual aid was the most effective at reinforcing the subject matter?”
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., deliver a parody of a soliloquy in a play; deliver a presentation on an independent study topic, using presentation software; lead a seminar on a literary analysis of a satirical play; lead a panel discussion on media influence;6 introduce or thank a guest speaker)
Teacher prompts: “How did the speaker use the rhythm of the original text to create an effective parody?” “How can you effectively incorporate the language of literary analysis into your seminar?”
Interpersonal Speaking Strategies
2.2 demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences
(e.g., contribute to and lead productive discus- sions;7 use language that all participants will understand; move from delivering a lecture to audience-participation activities based on audience cues; recognize and adhere to time limits and other constraints8)
Teacher prompts: “What strategies can you use to encourage other speakers to express
ORAL COMMUNICATION
5. TL Media 7-10 “Exploring Key Concepts of Media Literacy” 3
6. TL Media 7-10 “Small Group – Evaluating the Effectiveness of 8. TLCC 7-12 “Effective Presentation Skills” 196
Media Messages” 28 7. TLCC 7-12 “Discussion Etiquette” 176
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