Page 85 - 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. ListeningtoUnderstand
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 several different listen- ing tasks and set goals for specific tasks (e.g., listen to an oral presentation to determine the main ideas and relevant supporting details; understand others’ points of view during a con- versation;1 identify and understand two sides of a news story about an Aboriginal issue or event)
Teacher prompt: “Why is it important to have a focus for listening? How does your focus change in different situations, such as listening to music versus participating in a conversation?”
Using Active Listening Strategies
1.2 identify and use several different active listen- ing strategies when participating in a variety of classroom interactions (e.g., ask clarifying questions during a guest speaker’s presentation, when appropriate; acknowledge others’ ideas using appropriate body language and facial expressions2)
Teacher prompts: “What questions come to mind when you listen to the speaker? At what point would you ask them?” “In what ways can you use body language to encour- age a person to continue speaking?”
Using Listening Comprehension Strategies
1.3 identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts (e.g., prepare a note-taking template before listening to a guest speaker; make notes to identify main ideas while listen- ing; summarize an oral text for a partner after listening 3)
Teacher prompt: “How can you prepare to listen to an oral text so that you will under- stand the text better? How might your prepa- ration be different when you are preparing to listen to exam instructions than when you are preparing to listen to a dramatic reading? Why would your preparation be different?”
Demonstrating Understanding of Content
1.4 identify the important information and ideas in both simple and complex oral texts in several different ways (e.g., tell the class about the main ideas in a partner’s reflections after a Think/Pair/ Share;4 use a poster or map to represent the important ideas in an oral text; use a graphic organizer to summarize the contents of a
podcast 5)
Teacher prompts: “What is the purpose of the podcast? How and when is the main idea introduced?” “Which graphic organizer is the most effective to use when summarizing the guest speaker’s presentation? Why?”
ORAL COMMUNICATION
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TLCC 7-12 “Group Roles” 158 and “Discussion Etiquette” 176
2. TLCC 7-12 “Discussion Etiquette” 176 3. TLCC 7-12 “Timed Retell” 156 4. TLCC 7-12 “Think/Pair/Share” 152 5. TLCC 7-12 “Most/Least Important Ideas and Information” 44