Page 177 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

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 appropriate for the purpose, subject matter, and intended audience (e.g., use age-appropriate language in an oral report intended for younger children about a specific First Nation, Métis, or Inuit culture)
Sample question: “How can you incorporate a variety of examples to make your oral statements more effective?”
Diction and Devices
B3.4 use appropriate words, phrases, and terminology, and several different 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., select specific words for a speaking task on a topic related to
First Nations, Métis, or Inuit communities that acknowledge the cultural values of those commu- nities; differentiate diction to explain the same task to a volunteer and to a community representa- tive when preparing for a local community event)
Sample question: “How does your word choice acknowledge the values held by your intended audience?”
Vocal Strategies
B3.5 identify several different vocal strategies and use them selectively and with sensitivity to audience needs and cultural differences (e.g., project their voice to ensure their audience can hear; use an animated tone when reading aloud to children; use a tone that conveys authority when coordinating activities with peers)
Sample question: “How can the contextual clues of audience, subject matter, and intention help you determine an appropriate volume
for speaking?”
Non-Verbal Cues
B3.6 identify several different non-verbal cues and use them, with sensitivity to audience needs and cultural differences, to help convey their meaning (e.g., identify a speaker’s use of non-threatening and inclusive non-verbal cues to encourage participation at a dance demonstration, and use these cues in their own group discussions)
Sample question: “What non-verbal cues from the community Elder helped you determine the types of communication that were appropriate to use in your responses?”
Audio-Visual Aids
B3.7 use several different audio-visual aids 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 video links in a seminar to provide visual context for key points they wish
to make)
Sample question: “How might adding a clip of an Indigenous journalist speaking about your topic support the facts you discuss in your presentation?”
B4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
B4.1 describe several different 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 several specific steps they can
take to improve their oral communication skills (e.g., describe how they adjust their questioning strategies in group discussions when they are particularly knowledgeable about the topic; plan to debate their topic with a critical friend before class presentations to improve their speaking skills)
Sample questions: “What listening strategies do you use during a storytelling? Which ones do you find especially helpful, and why?” “What elements of public speaking do you find most challenging? What strategies might you use to improve in those areas?” “What specific speaking strategies encourage dialogue?”
Interconnected Skills
B4.2 identify several different 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 interviews can help them develop their ability to respond to questions in an interview for volunteer community service at a local Indigenous gathering or festival; identify how reading back- ground material about First Nations, Métis, and/or Inuit protocols helped them use culturally appro- priate listening strategies during an oral teaching)
Sample question: “How does your ability to locate and read informational texts help you address an honorary guest respectfully?”
ORAL COMMUNICATION
175
English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3E