Page 129 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

their intended audience (e.g., select words that are relevant to their topic, such as the names of First Nations, Métis, and Inuit communities and significant individuals, and pronounce them correctly when delivering a presentation; use metaphors and analogies to enhance the message of a speech; use rhetorical questions to engage their audience and to spark small- or large-group discussions)
Sample questions: “How will this metaphor engage your listeners?” “How could you change your diction to evoke the character in the role play more effectively?” “How might you effectively embed humour into your oral presentation?”
Vocal Strategies
B3.5 identify a variety of vocal strategies, including tone, pace, pitch, and volume, and use them effectively and with sensitivity to audience needs and cultural differences (e.g., use a calm tone in a debate to maintain a non-adversarial atmosphere when expressing an opposing view; adjust pitch and volume to ensure that their audience can hear clearly; clearly enunciate words to communicate the nuances of their message)
Sample questions: “How can you use context clues such as audience, subject matter, and intention to determine the appropriate volume for speaking? What examples can you give?” “How might you use silences to communicate meaning in an oral presentation?”
Non-Verbal Cues
B3.6 identify a variety of non-verbal cues, including facial expressions, gestures, and
eye contact, and use them effectively and
with sensitivity to audience needs and cultural differences to help convey their meaning (e.g., use body language, physical proximity, and gestures that are culturally appropriate to their audience; identify an interviewer’s use of non-verbal cues
to determine their effectiveness and applicability, and use them when conducting their own interviews; use facial expressions that convey impartiality when presenting information that their audience may find controversial or surprising)
Sample question: “What background knowledge enables you to determine the types of non-verbal communication that are appropriate for you to use in a discussion with peers?”
Audio-Visual Aids
B3.7 use a variety of audio-visual aids effectively to support and enhance oral presentations on subject matter related to First Nations, Métis, and Inuit cultures, and to engage their intended audience (e.g., incorporate interactive elements
into a presentation to encourage audience involve- ment; use visual materials such as photographs and video clips to illustrate key points; use sound recordings of First Nations, Métis, or Inuit speakers to support a presentation on Indigenous oral traditions)
Sample question: “How can you ensure that your audio-visual materials are a support rather than a distraction?”
B4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
B4.1 explain which of a variety of strategies they found most helpful before, during, and after listening to and speaking about texts from and/or related to First Nations, Métis, and Inuit cultures, then evaluate their areas of greater and lesser strength in oral communication and identify the steps they can take to improve their skills (e.g., explain how they adapt their participation strategies to the context in culturally diverse groups; set specific goals for raising their current oral communication knowledge and skills, and keep
a personal journal to monitor their progress; plan to improve their presentation skills by identifying effective strategies and skills used by other presenters)
Sample questions: “How does rehearsing the pronunciation of unfamiliar words help both you and your intended audience?” “What strategies do you see others using that you could adapt to strengthen your oral presentation skills?”
Interconnected Skills
B4.2 identify a variety of skills they have in reading, writing, viewing, and representing, and explain, with increasing insight, how these skills help them interpret and discuss oral texts from and/or related to First Nations, Métis, and Inuit cultures more effectively (e.g., describe various ways in which viewing muted videos of debates and interviews helps them improve their use of body language and facial expressions when speaking; explain how reading background material about First Nations, Métis, and Inuit cultural protocols helps them select and use appropriate listening skills during oral teachings)
Sample question: “How has the knowledge of cultural diversity you have gained from reading texts related to First Nations, Métis, and Inuit cultures made you a better listener?”
ORAL COMMUNICATION
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
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