Page 154 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, College Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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Audio-Visual Aids
B3.7 use a variety of audio-visual aids appropri- ately 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., use presentation software to highlight the key points of a seminar; create a brochure that summarizes key points in an oral presentation on a First Nation poet to enable their audience to focus on the presentation without taking notes)
Sample questions: “What can a presenter do to ensure that audio-visual material is a support rather than a distraction?” “What culturally specific images might you include in your slideshow? How would they support your message?” “How might links to First Nations, Métis, or Inuit websites enhance your presenta- tion?” “How might the use of graphs help the audience understand your argument?”
B4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
B4.1 describe a variety of strategies they used before, during, and after listening to and speaking about texts from and/or related to First Nations, Métis, and Inuit cultures, then explain which ones they found most helpful and identify appropriate steps they can take to improve their oral communication skills (e.g., plan to monitor audience response during an oral presen- tation in order to adjust their delivery; plan to
include visual prompts in their presentations to elicit audience participation that will develop a deeper understanding of the content being presented)
Sample questions: “How does rehearsing a presentation help you respond to questions from the teacher and your peers during the actual presentation?” “What note-taking strategy do you find most effective while you are listening? What makes it effective?”
Interconnected Skills
B4.2 identify a variety of skills they have in reading, writing, viewing, and representing, and explain 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 how viewing television and online video interviews of First Nations, Métis, and Inuit leaders can help them improve the speaking and listening skills they use in debates; explain how a specific writing skill can be used
to create an effective audio-visual presentation; explain how understanding their own needs as listeners can help them improve their speaking skills)
Sample question: “How does observing com- munication protocols at a community gathering or event prior to speaking help you to address that audience respectfully?”