Page 153 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Sample questions: “How did the speaker establish credibility early on in the presentation about the impact of climate change on Inuit cultural practices? Why was it important for the speaker to establish a personal connection to Arctic communities at the beginning of the presentation?”
B3. Speaking to Communicate
By the end of this course, students will:
Purpose
B3.1 orally communicate information and ideas related to First Nations, Métis, and Inuit cultures and/or perspectives for a variety of purposes, using language and following social codes appropriate for the intended purpose and audience (e.g., acknowledge a gift or offering and the context in which it was given before proceeding to speak about an issue they are familiar with; deliver a presentation on art forms produced by a local First Nation, using appropriate terminology; present a dramatic monologue in the character of a historically significant First Nation, Métis, or Inuk individual, using language appropriate to the period)
Sample questions: “As you prepare to present a monologue from the perspective of this historical Métis figure, what elements of the social, political, and economic context must you keep in mind?” “Who is the intended audience for your presentation on First Nations contemporary art? How might that affect the language you use?”
Interpersonal Speaking Strategies
B3.2 demonstrate an understanding of a variety of interpersonal speaking strategies, and adapt them appropriately to suit the purpose, situation, and audience, exhibiting sensitivity to cultural differences (e.g., prepare a flexible seminar agenda to facilitate the free flow of ideas; ensure that all participants in a small-group discussion have the opportunity to voice their opinions)
Sample questions: “How can you acknowledge dissenting voices in a conversation?” “How can you effectively demonstrate respect for diversity during a group discussion about First Nations, Métis, and Inuit stereotypes?”
Clarity and Coherence
B3.3 orally communicate information and ideas related to First Nations, Métis, and Inuit cultures and/or perspectives in a clear, coherent manner, using a structure and style appropriate for the purpose, subject matter, and intended audience (e.g., anticipate gaps in the knowledge of their audience and prepare speaking points to address them; use a logical structure for an informational
presentation that includes an opening statement, a point-by-point argument, and a conclusion; tailor a speech to make an emotional appeal to
a particular audience)
Sample questions: “How can you incorporate a variety of examples to make your oral arguments more effective?” “What data can you use to support the arguments in your presentation?”
Diction and Devices
B3.4 use appropriate words, phrases, and terminology, and a variety of stylistic devices, to communicate information and ideas related to First Nations, Métis, and Inuit cultures and/or perspectives and to engage their intended audience (e.g., use analogies to enhance their spoken messages; choose diction to effectively communicate the ideas they wish to emphasize in a spoken-word performance about reconciliation or Indigenous children’s rights in Canada; repeat key points at appropriate moments in an oral presentation to keep their audience focused; use personal anecdotes to engage their audience)
Sample question: “How might you change your diction to communicate the message of your spoken-word performance more effectively?”
Vocal Strategies
B3.5 identify a variety of vocal strategies, includ- ing tone, pace, pitch, and volume, and use them appropriately and with sensitivity to audience needs and cultural differences (e.g., incorporate deliberate pauses into a speech to enhance the impact of the message and to allow their audience sufficient time to process information; increase their speaking volume to emphasize important points; enunciate technical and unfamiliar words and phrases to ensure that their audience hears them clearly)
Sample question: “How might you use silence 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 appropriately and with sensitivity to audience needs and cultural differences to help convey their meaning (e.g., use culturally acceptable body language and gestures when addressing a diverse audience; use a range of facial expressions to convey different emotions during a presentation)
Sample question: “What contextual clues might you look for to determine the types of non- verbal communication your audience will consider appropriate?”
ORAL COMMUNICATION
151
English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3C