Page 86 - 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., listen to songs from a movie soundtrack and explain their interpretations of a major theme in it to the class; listen to the dialogue in a radio commercial to identify the product, setting, and main idea)
Teacher prompt: “What messages did you get from the speaker’s tone of voice, body lan- guage, and facial expressions?”6
Extending Understanding of Texts
1.6 extend understanding of both simple and complex 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., discuss their memories of a recent news item in a small group and then review the story online to check the accuracy of their memories; compare the ideas in an oral text to those found in a book, film, or song on the same topic;7 after listening to a movie review, discuss similarities or differences between the reviewer’s opinion and their own opinions8)
Teacher prompts: “Which adaptation of the story do you prefer? Why?” “Which article on the topic is most helpful for your purposes?” “Which news article captures the game just as you experienced it? What is missing from the others?”
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., compare the tone and the ideas emphasized in speeches by opposing candidates in student council elections and suggest how each approach would influence an audience; identify the tech- niques that are used in a general assembly to engage students, and explain which ones are most effective and why; compare the techniques used in various online audio clips to entertain the audience9)
Teacher prompt: “Why did the social con- venor candidate choose that music to intro- duce his/her speech? How did the audience react when the music started again? Why?”
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, identity, and power (e.g., listen for generalizations about groups of people in historic political speeches; do a mock interview with a character from a story to determine how his/her background has influenced his/her behaviour and attitudes;10 identify which words or phrases in a news broadcast signal general- izations or stereotypes about race, gender, cul- ture, ability, or age)
Teacher prompts: ”What values presented by the speaker are stated outright? What values are implied?” “Can you trust the speaker to be a reliable narrator? How can you tell?”
Understanding Presentation Strategies
1.9 explain how several different presentation strategies are used in oral texts to inform, per- suade, or entertain (e.g., assess how an actor changes his/her voice to convey different charac- ters in a segment of a novel on audio tape; examine the use of sound effects in a one-act play to determine how they help the listener interpret the story)
Teacher prompt: “At what point in the story- telling did you notice a change in pace? Why do you think the reader made that choice? What effect does it have on the listener?”
2. Speaking to Communicate
By the end of this course, students will:
Purpose
2.1 communicate orally for several different purposes, using language suitable for the intended audience (e.g., request funding for
a field trip from the principal;11 make a com- mercial for the local radio station to promote
a school function;12 recite an entertaining poem to the class; participate in a small-group discussion about a current issue13)
Teacher prompt: “What should you say to
the principal first? What would be the most effective argument for why she should sup- port the field trip? How would you word it?”
6. TL Library Research 7-12 “Planning for an Oral Presentation” 32
7. TLCC 7-12 “Jigsaw” 170 8. TLCC 7-12 “Place Mat” 162
9. TL Media 7-10 “Examining Multiple Perspectives of an Advertisement” 22 10. TL ESL/ELD Part II “Hot Seat” 14 11. TLCC 7-12
“Determining Key Ideas” 166 12. TL Media 7-10 “Producing a Public Service Announcement” 18 and TLCC 7-12 “Effective Presentation Skills” 196 13. TLCC 7-12 “Discussion Etiquette” 178 and “Jigsaw” 170
ORAL COMMUNICATION
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English
ENG2P