Language Arts
Grade 7: Oral Communication |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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1.
listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes; |
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2.
use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes; |
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3.
reflect on and identify their strengths as listeners and speakers, areas for improvement,
and the strategies they found most helpful in oral communication situations. |
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Specific Expectations
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1.
Listening to Understand |
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Purpose:
1.1 identify a range of purposes for listening in a variety of situations,
formal and informal, and set goals appropriate for specific listening tasks
(e.g., to analyse the arguments on both sides of a class debate; to create a
character sketch based on a sound clip from a film or an audiotape of an
interview; to synthesize ideas in a literature circle) |
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Active
Listening Strategies: 1.2 demonstrate an understanding of appropriate
listening behaviour by adapting active listening strategies to suit a wide variety
of situations, including work in groups (e.g., take turns without
interrupting or overlapping during a class debate or panel discussion; ask
questions to make connections to the ideas of others; use vocal prompts in
dialogue to express empathy, interest, and personal regard: After an
experience like that, I can imagine how you felt.) |
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Comprehension
Strategies: 1.3 identify a variety of listening comprehension strategies and
use them appropriately before, during, and after listening in order to
understand and clarify the meaning of increasingly complex or challenging
oral texts (e.g., use background knowledge about the structure of oral texts
such as debates, interviews, speeches, monologues, lectures, and plays to
make predictions and identify important ideas while listening; ask questions
for clarification or further information; visualize scenes suggested by
evocative or descriptive language in a text; use note-taking strategies to
keep track of or summarize important points made by a speaker) |
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Demonstrating
Understanding: 1.4 demonstrate an understanding of the information and ideas
in increasingly complex oral texts in a variety of ways (e.g., briefly
outline the main ideas in a text; accurately carry out a procedure or follow
instructions; use a graphic form of expression, such as drawing or tableaux,
to depict the important ideas in an oral text) |
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Making
Inferences/Interpreting Texts: 1.5 develop and explain interpretations of
oral texts using stated and implied ideas from the texts to support their
interpretation. Teacher prompt: "Explain what evidence you used to
determine the theme(s) in this oral text." |
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Extending
Understanding: 1.6 extend understanding of oral texts, including increasingly
complex texts, by connecting, comparing, and contrasting the ideas and
information in them to their own knowledge, experience, and insights; to
other texts, including print and visual texts; and to the world around them
(e.g., activate prior knowledge in order to assess the credibility of a
speaker's assertions; assess the validity of other speakers' ideas in
relation to their own and modify their own ideas if appropriate; compare the
information or ideas in an oral text to those in another text on the same
topic) |
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Analysing
Texts: 1.7 analyse oral texts in order to evaluate how effectively they
communicate ideas, opinions, themes, or experiences, and suggest possible
improvements (e.g., listen to two sides of an argument in a debate, make a
judgement, and develop a personal position on the topic) |
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Point
of View: 1.8 explain the connection between a speaker's tone and the point of
view or perspective presented in oral texts (e.g., the reason why a speaker
might employ humour to present a serious theme). Teacher prompts: "How
does the use of humour in this text influence the audience?" "Why
do you think the speaker uses sarcasm? Is it effective? Why, or why
not?" |
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Presentation
Strategies: 1.9 identify a wide variety of presentation strategies used in
oral texts and evaluate their effectiveness (e.g., the use of humour, body
language, visual aids, vocal effects) |
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2.
Speaking to Communicate |
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Purpose:
2.1 identify a range of purposes for speaking and explain how the purpose and
intended audience might influence the choice of speaking strategies (e.g., to
present conclusions about a research project through dramatization, a role
play, or a monologue; to interest classmates in a social issue through a
debate; to solve problems or investigate issues and ideas through a group brainstorming
session) |
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Interactive
Strategies: 2.2 demonstrate an understanding of appropriate speaking
behaviour in most situations, adapting contributions and responses to suit
the purpose and audience (e.g., ask questions and paraphrase to confirm
understanding; request repetition or an explanation from other group members
when meaning is unclear; use language and forms of address that are
appropriate to the formality or informality of the situation) |
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Clarity
and Coherence: 2.3 communicate orally in a clear, coherent manner, using a
structure and style appropriate to both the topic and the intended audience
(e.g., use a formal structure of opening statement, enumeration of points,
and summary/conclusion, and a straightforward, impersonal style, to present a
position statement on an issue) |
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Appropriate
Language: 2.4 use appropriate words, phrases, and terminology from the full
range of their vocabulary, including inclusive and non-discriminatory
language, and a range of stylistic devices, to communicate their meaning
accurately and engage the interest of their intended audience (e.g., use the
technical vocabulary of the subject area during a scientific investigation in
a group setting; incorporate literary language and structures into personal
anecdotes or imaginative narratives; use emotive language in a persuasive
appeal to a large group) |
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Vocal
Skills and Strategies: 2.5 identify a range of vocal effects, including tone,
pace, pitch, volume, and a variety of sound effects, and use them
appropriately and with sensitivity towards cultural differences to
communicate their meaning (e.g., use pauses and changes of pace to highlight
the introduction of each new point in a speech to the student body) |
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Non-Verbal
Cues: 2.6 identify a variety of non-verbal cues, including facial expression,
gestures, and eye contact, and use them in oral communications, appropriately
and with sensitivity towards cultural differences, to help convey their meaning
(e.g., lean into a group to make a point; make eye contact with the person to
whom the response/question is directed) |
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Visual
Aids: 2.7 use a variety of appropriate visual aids (e.g., charts, videos,
props, multimedia) to support and enhance oral presentations (e.g., use a
short video clip to support a formal presentation) |
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3.
Reflecting on Oral Communication Skills and Strategies |
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Metacognition:
3.1 identify what strategies they found most helpful before, during, and
after listening and speaking and what steps they can take to improve their
oral communication skills. Teacher prompts: "What do you try to find out
before you begin to listen to an oral text?" "How can a partner
help you clarify your ideas after listening to an oral text?" "What
steps help you prepare to speak in a formal situation?" |
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Interconnected
Skills: 3.2 identify how their skills as viewers, representers, readers, and
writers help them improve their oral communication skills. Teacher prompt:
"How does reading about an issue help you participate in a discussion
about it?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.