Page 71 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

1. Listening to Understand: listen in order to understand and respond appropriately in a variety of situations for a variety of purposes;
2. Speaking to Communicate: use speaking skills and strategies appropriately to communicate with different audiences for a variety of purposes;
3. Reflecting on Skills and Strategies: reflect on and identify their strengths as listeners and speakers, areas for improvement, and the strategies they found most helpful in oral communication situations.
1. Listening to Understand
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | English
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Purpose
1.1 identify the purpose of a variety of listening tasks and set goals for specific tasks (e.g., listen to a teacher read a prose selection aloud in order to identify how the rhythm of the sentences enhances the mood; clarify and extend the ideas of others in a class discussion;1 synthesize information from a guest speaker’s presentation)
Teacher prompt: “How can you plan a response when listening to an opponent’s presentation during a debate?”
Using Active Listening Strategies
1.2 select and use appropriate active listening strategies when participating in a variety
of classroom interactions (e.g., ask questions and respond to the ideas of others during a class discussion about a short story;2 maintain attentiveness and focus during a guest speaker’s presentation)
Teacher prompt: “How do you acknowledge others’ ideas during a class discussion?”
Using Listening Comprehension Strategies
1.3 select and use appropriate listening compre- hension strategies before, during, and after listening to understand oral texts, including increasingly complex texts (e.g., make jot notes during a class discussion about character devel- opment; discuss, in a small group, other classmates’
ideas about a controversial issue in order to understand divergent opinions3)
Teacher prompt: “What makes it hard for you to understand ideas during a class discussion? What strategies could you try that might help?”
Demonstrating Understanding of Content
1.4 identify the important information and ideas in oral texts, including increasingly complex texts, in a variety of ways (e.g., listen to a read-aloud of a scene from a Shakespeare play and summarize the content; use a graphic organizer to compile the main ideas and supporting details from several television newscasts about a current event/issue4)
Teacher prompt: “What conflict is being devel- oped in these two scenes from the play? Which scene do you understand most clearly? Why?”
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., explain how the narrator’s tone in the voice-over influenced their interpretation
of the visuals in a movie trailer; explain similar- ities and differences between the deliveries of
a monologue in the stage and film productions of a play)
Teacher prompt: “What lines in the voice- over in the movie trailer did you interpret differently from your partner? How does the dialogue in the scene clips support each of your interpretations?”
ORAL COMMUNICATION
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TLCC 7-12 “Discussion Etiquette” 176 and “Group Roles” 158
2. TLCC 7-12 “Discussion Etiquette” 176
3. TLCC 7-12 “Triangle
Debate” 186 4. TLCC 7-12 “Most/Least Important Ideas and Information” 44