Page 44 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Interpreting Texts
1.5 develop and explain interpretations of both simple and complex oral texts, using evidence from the text and the oral and visual cues used in it to support their interpretations (e.g., discuss possible underlying meanings in the lyrics of a popular song after listening to it in class; compare written responses to a read-aloud of a short story)
Teacher prompt: “Which words and phrases in this campaign speech have multiple mean- ings or are open to a variety of interpretations? How can you tell whether the speaker was being serious or sarcastic?”
Extending Understanding of Texts
1.6 extend understanding of both simple and com- plex oral texts by making connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., listen to a reading circle member’s opinion of a text and respond
by sharing their own opinion;5 investigate topics presented in an oral text, using online sources, in order to assess the speaker’s credibility)
Teacher prompts: “How is your interpretation of the presentation different from another classmate’s interpretation?” “How can you relate the ideas discussed in the book club meeting to your own experiences?”
Analysing Texts
1.7 analyse both simple and complex oral texts, focusing on the ways in which they communi- cate information, ideas, issues, and themes and influence the listener’s/viewer’s response (e.g., analyse how the meaning of the poem is reinforced through the use of choral reading elements; analyse how a guest speaker uses humour to make the audience more receptive
to his or her ideas)
Teacher prompts: “How did the changes in the actor’s voice affect your understanding of the character?” “In what ways did the speaker try to influence your response to the issue?”
Critical Literacy
1.8 identify the perspectives and/or biases evident in both simple and complex oral texts and comment on any questions they may raise about beliefs, values, and identity, (e.g., assess the use of accents or dialects in oral texts to determine whether they are being used to reveal character or to create a stereotype or caricature; identify persuasive words or phrases in a radio advertisement aimed at a teenaged audience)
Teacher prompts: “Who is the speaker’s intend- ed audience? How can you tell? How might the message of the text change if the audience were different?” “Does the speaker make any generalizations? Do these generalizations confirm or challenge your own beliefs?” “What action could you take, based on what you have heard?”6
Understanding Presentation Strategies
1.9 explain how several different presentation strategies are used in oral texts to inform, per- suade, or entertain (e.g., describe how the actor changes his voice to arouse sympathy; examine the use of charts or statistics in a presentation to establish credibility or authority;7 evaluate the use of a“hook”in an oral presentation to intro- duce the topic and engage the interest of the audience, and suggest alternative strategies)
Teacher prompt: “What impression does using a chart in your presentation make on your audience?”
2. Speaking to Communicate
By the end of this course, students will:
Purpose
2.1 communicate orally for several different pur- poses, using language suitable for the intend- ed audience (e.g., tell a story to an elementary school class;8 participate in a classroom debate on a social issue; participate in a book-club dis- cussion;9 discuss changes to an essay in a student-teacher conference)
Teacher prompt: “What changes would you make in your presentation of the story to make it appropriate for a younger audience?”
Interpersonal Speaking Strategies
2.2 demonstrate an understanding of several different interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., speak in turn;10 paraphrase
or restate group members’ contributions to a dis- cussion when reporting on the discussion to the rest of the class)
Teacher prompts: “How can you re-engage your audience if they lose interest midway through your presentation?” “What can you do to encourage your peers to participate during small-group discussions?”
ORAL COMMUNICATION
5. TLE 7-9 “Reading Circles” 64 6. TL ESL/ELD Part II “I’ve Got an Idea” 2 7. TL Media 7-10 “Reading Graphical Texts” 6 8. TLE 10-12 “Readers’ Theatre – Part I” 122 9. TLCC 7-12 “Discussion Etiquette” 176 and TLE 7-9 “Reading Circles” 64 10. TLCC 7-12 “Discussion Etiquette” 176
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