Page 58 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

of the same text and explain possible reasons for differences)
Teacher prompts: “How did the speaker’s ironic tone affect the meaning of what she was saying?” “How do you know from the dialogue that the character in the play is driving?”
Extending Understanding of Texts
1.6 extend understanding of simple oral texts and some teacher-selected complex texts by mak- ing connections between the ideas in them and personal knowledge, experience, and insights; other texts; and the world around them (e.g., role-play to explore issues, ideas, or emotions expressed in an oral text;3 discuss, in a small group, the choices made by the main character of an oral text, drawing on ideas about what they might have done in the same situation;4 outline similarities and differences between a newspaper article and a radio broadcast on the same topic, using a graphic organizer)
Teacher prompts: “What choices could the character make here? Which ones make the most sense to you? Why?” “In what way is the description of the situation in the radio broadcast similar to/different from the description in the newspaper article?“
Analysing Texts
1.7 analyse oral texts, focusing on the ways in which they communicate information, ideas, issues, and themes and influence the listener’s/ viewer’s response (e.g., analyse the ideas emphasized and the tone used in a public service announcement about drinking and driving and suggest how these elements might influence an audience; explain how a motivational speaker gains the trust and inspires the hopes of his or her audience)
Teacher prompt: “What devices do the creators of this public service announcement use to get the response they want from their audience? What would you do to make the announce- ment more effective?”
Critical Literacy
1.8 identify the perspectives and/or biases evident in simple oral texts and some teacher-selected complex texts and comment on any questions they may raise about beliefs, values, and identity (e.g., identify diverse views on identity revealed by the panellists in a televised town hall meet- ing; discuss, in a small group, their reactions to a major news event, and explain why the opinions of the group members might differ)
Teacher prompts: “Why is it important to be aware of cultural differences when consider- ing opinions?” “What effect does listening to an alternative point of view have on your own opinion?”
Understanding Presentation Strategies
1.9 identify how a few different presentation strategies are used in oral texts to inform, per- suade, or entertain (e.g., use of technology, inflection, pitch, level of language, specialized vocabulary, humour, pauses, pace, repetition, rhetorical devices, anecdotes)
Teacher prompts: “How did the speaker’s use of facial expressions, vocal effects, and body language contribute to the text?” “What parts of the presentation were the most convinc- ing? How did the visual aspects help to per- suade or entertain you as a listener?” “How did the speaker use audio-visual aids to emphasize key points?”
2. Speaking to Communicate
By the end of this course, students will:
Purpose
2.1 communicate orally for a few different pur- poses and audiences (e.g., make a proposal for a school club to the principal; retell an Aboriginal story to the class; make a school-wide announce- ment to fellow pupils;5 engage in daily class-related conversations, using appropriate language and tone; tell an entertaining anecdote6)
Teacher prompts: “How will you capture your peer audience’s attention while reading a poem aloud?” “What words will you use in your school-wide announcement to address the audience – Ladies and gentlemen? Girls and boys? Fellow students?”
Interpersonal Speaking Strategies
2.2
demonstrate an understanding of a few differ- ent interpersonal speaking strategies and adapt them to suit the purpose, situation, and
audience, exhibiting sensitivity to cultural dif- ferences (e.g., ask questions related to the topic;7 speak in turn; acknowledge alternative points of view during a small-group discussion;8 demon- strate an awareness of behaviours and conven- tions associated with speaking, such as body language, degree of physical proximity, gestures, level of assertiveness, and facial expressions)
Teacher prompts: “How would you communi- cate the same idea in a different situation? To a different audience? To someone who has
ORAL COMMUNICATION
3. TLE 10-12 “Readers’ Theatre Part II” 126 4. TLCC 7-12 “Place Mat” 162
5. TLCC 7-12 “Effective Presentation Skills” 196 6. TLCC 7-12 “Discussion Etiquette” 178 7. TL Media 7-10 “Focus Questions” 25 8. TLCC 7-12 “Discussion Etiquette” 178
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