Page 72 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

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., compare their own delivery of a Shakespearean monologue with deliveries by their classmates or in professional productions; use role play and drama to explore ideas, emotions, and issues presented in oral texts; listen to a professionally recorded play and then explain how a character’s struggle resonated with a personal experience)
Teacher prompt: “What issues in Shakespeare’s play are still important today? Why are they important? How are the same issues addressed in the modern play that we watched?”
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 how a fellow student has used a combination of personal anecdotes and research to support his or her opinion in a pres- entation; review a radio news broadcast and examine the effective use of“sound bites”to inform and engage the audience)
Teacher prompts: “What elements in the oral presentation strengthened your understand- ing of the issues discussed in class?” “What effect did the speaker’s anecdotes have on your response to the topic?”
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 to and then dis- cuss mock interviews for a variety of job types; assess“testimonial”commercials; analyse the language used in role plays)
Teacher prompts: “How does the speaker’s use of slang, idioms, or figures of speech allow the speaker to appeal to the perspective of a par- ticular audience? What effect does this have?” “Which of the speaker’s statements are facts? Which are opinions? Is there a balance between the two? Which make the presentation more convincing?” ”Do you think the speaker’s position on the subject is balanced or fair?” “What in the speaker’s background or expe- rience [e.g., ethnocultural heritage, economic status, gender, sexual orientation, race, age, religion] might affect his or her position on the subject?”
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., examine how body language and vocal inflection enhance the delivery of a dramatic monologue; detect the use of emotionally laden language to persuade the audience to accept a point of view, and assess its effectiveness; evaluate the balance between the use of multimedia slides and the performance of the speaker in order to assess the effectiveness of the delivery of the message5)
Teacher prompts: “How did the actor’s body language reveal his character?” “What sug- gestions would you offer the presenters to help them engage their audience more effectively?”
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., prepare a group read-aloud of
a short story for a school-wide literary festival; prepare a “Speakers’ Corner” message about a contemporary issue;6 create and present a skit involving characters who hold opposing views on a topic; make a class presentation on the issues affecting Aboriginal communities)
Teacher prompt: “How could you use differ- ent voices and varying volume to strengthen the effectiveness of your group read-aloud?”
Interpersonal Speaking Strategies
2.2 demonstrate an understanding of a variety of interpersonal speaking strategies and adapt them to suit the purpose, situation, and audi- ence, exhibiting sensitivity to cultural differ- ences (e.g., adapt speech according to the role/ responsibility assumed in a reading-circle dis- cussion; negotiate consensus, when appropriate, by identifying the commonalities among the var- ious points of view; use language and forms of address that are appropriate for the level of for- mality of the situation7)
Teacher prompts: “How does your awareness of your audience affect the way you prepare to deliver a presentation?” “What strategies do you use to keep the audience engaged while you refer to your notes during the presentation? How can you minimize your use of notes?”
ORAL COMMUNICATION
5. TL Media 7-10 “Reading Graphical Texts” 6 6. TLE 10-12 “Speakers’ Corner” 80 7. TLCC 7-12 “Discussion Etiquette” 176
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