Page 62 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Interpreting Texts
1.5 develop and explain interpretations of oral texts, including increasingly complex texts, using evidence from the text and the oral and visual cues used in it to support their interpre- tations (e.g., describe and explain the comic techniques used by a favourite stand-up comedi- an; view two news broadcasts from different net- works and compare the effectiveness of each speaker’s use of visual cues3)
Teacher prompt: “How did the speaker use pauses, changes in pace, and facial expres- sions to help communicate the message? What changes would you suggest?”
Extending Understanding of Texts
1.6 extend understanding of oral texts, including increasingly complex texts, by making connec- tions between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., assess other speakers’ ideas in relation to their own and consider modifying their own ideas in response;4 share observations on thematic connections between oral texts during a small-group“Place Mat” activity 5)
Teacher prompt: “How did hearing about the connections other people made influence your thinking? Which connections were the most unusual or surprising to you?”
Analysing Texts
1.7 analyse oral texts, including increasingly com- plex 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 the techniques a radio commercial uses to spark the listener’s interest in the product; explain the techniques that the host of an open-line call-in radio show uses to inform and entertain his audience)
Teacher prompt: “What do you hear in the background? What does it make you think of? How is the background noise connected to the narration? What effect does it have?”
Critical Literacy
1.8 identify and analyse the perspectives and/or biases evident in oral texts, including increas- ingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., listen for bias in radio broadcasts or in television comedy shows; explain how an oral presentation on a controversial topic helped change their perspective on the topic; identify points that are relevant to a speaker’s argument but have not been included)
Teacher prompts: “How are social injustices presented and addressed in this podcast?” “What rhetorical devices does the speaker use to reinforce her point of view?” “How does the speaker use hyperbole or an invoca- tion of authority to perpetuate prejudice, stereotypes, or social inequities?”
Understanding Presentation Strategies
1.9 evaluate the effectiveness of a variety of pres- entation strategies used in oral texts, including increasingly complex texts, and suggest other strategies that could be used effectively (e.g., listen to an actor’s reading of a novel on audio- tape to examine how she uses tone to reveal character; compare an audiotape or CD and a videotape of a comic monologue and explain how the performer adjusts the material to suit the format)
Teacher prompt: “To what extent does the actor’s reading of that character’s dialogue match your interpretation of the character? What is different? What are some possible reasons for the differences between interpretations?”
2. Speaking to Communicate
By the end of this course, students will:
Purpose
2.1 communicate orally for a variety of purposes, using language appropriate for the intended audience (e.g., role-play a job interview; present a monologue from the point of view of a charac- ter from a work of prose fiction; explain how
an object from a career of their choice is used; interview a Grade 8 student for a research proj- ect on how their high school is perceived by
the community)
Teacher prompts: “What kinds of things do you have to keep in mind when speaking to the whole class rather than a small group?” “What strategies do you use to prepare for formal speaking? How can practising speak- ing in everyday situations prepare you for more formal occasions?”
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., speak at appropriate cue points, such as pauses; stay polite in public or formal situations;6 ensure that each member of their group has an opportunity to speak during small-group
ORAL COMMUNICATION
3. TL Library Research 7-12 “Planning for an Oral Presentation” 32
4. TLE 7-9 “Save the Last Word for Me” 60 5. TLCC 7-12 “Place
Mat” 162 6. TLCC 7-12 “Discussion Etiquette” 176
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