Page 87 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Grade 10, Applied
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | English
Interpersonal Speaking Strategies
2.2 demonstrate an understanding of several dif- ferent interpersonal speaking strategies and adapt them to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., use phrases such as “In my opinion...”,“I believe...”,“I think...”, to soften their opinion during small-group and class discussions;14 respond receptively to suggestions in a student-teacher conference)
Teacher prompts: “How can identifying your audience help you choose speaking strategies to use during your speech?” “If your teacher says something about your work during a private conference and you disagree, what are some effective ways to respond?”
Clarity and Coherence
2.3 communicate in a clear, coherent manner appropriate to the purpose, subject matter, and intended audience (e.g., determine the most effective means of organizing a presentation: chronological, least important to most important, comparative; prepare a presentation that out- lines a procedure)
Teacher prompt: “Which organizational structure did you use to plan your speech? How might you reorganize it for a younger audience?”
Diction and Devices
2.4 use appropriate words, phrases, and terminol- ogy, and several different stylistic devices, to communicate their meaning and engage their intended audience (e.g., describe special school programs to members of the community; role- play advising a younger sibling on how to han- dle a problem with a friend; use literary termi- nology in a book club discussion15)
Teacher prompt: “What words and phrases that we use in class every day are ‘special- ized terminology’? How can we help new- comers and visitors to understand them?”
Vocal Strategies
2.5 identify several different vocal strategies and use them selectively and with sensitivity to audience needs (e.g., use changes in voice to read different characters’ lines in a scene from a multicultural play; adjust the pace of speaking for effect and to hold the audience’s attention in a readers’ theatre presentation;16 use variations in volume and tone to create mood while making a speech)
Teacher prompts: “Why would the character choose to raise his voice at this point in the story?” “What vocal effects should we prac- tise to communicate the ideas in the narra- tion?” “How does trying to create the voice of the character help you to understand the character better?”
Non-Verbal Cues
2.6 identify several different non-verbal cues and use them, with sensitivity to audience needs, to help convey their meaning (e.g., capture the essence of a story from a non-Western culture in tableaux; use facial expressions to capture the emotions of a rap poem or song during a class presentation; practise eye contact to reflect the difference between interaction with a friend and interaction with a stranger17)
Teacher prompt: “What does the character’s physical position suggest about how she feels? What do the visual cues, such as body position, facial expressions, and the use of space tell you about the relationships represented in the tableaux? How can we use this information to help us become better communicators?”
Audio-Visual Aids
2.7 use several different audio-visual aids to sup- port and enhance oral presentations (e.g., use sound effects to enhance a presentation; use arte- facts to illustrate ideas; use a story map when telling a story to a small group)
Teacher prompt: “How did the use of a specific visual aid help you organize and present the information and ideas you gathered?”
86
14. TLCC 7-12 “Discussion Etiquette” 178 15. TL Library Research 7-12 “Planning for an Oral Presentation” 32 16. TLCC 7-12 “Effective Presentation Skills” 196 17. TLCC 7-12 “Effective Presentation Skills” 196