Language Arts
Grade 8: Oral Communication |
Planning: Term # Tracking: Ach. Level |
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Overall Expectations |
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listen in order to understand and respond appropriately in a variety of
situations for a variety of purposes; |
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use speaking skills and strategies appropriately to communicate with
different audiences for a variety of purposes; |
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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 to specific listening tasks
(e.g., to evaluate the effectiveness of the arguments on both sides of a
class debate on an environmental, social, or global issue; to respond to
feedback in peer conferences and student/teacher conferences) |
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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., follow the
conversation and make relevant contributions in a group discussion; express
interest in what is being said by commenting and questioning) |
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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 and 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; use a range of note-taking strategies
to keep track of or summarize important points; use self-questioning to
monitor understanding of what is being said) |
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Demonstrating
Understanding: 1.4 demonstrate an understanding of the information and ideas
in increasingly complex and difficult oral texts in a variety of ways (e.g.,
compare views about an oral text with two other classmates and prepare a
joint summary to present to the class; cite details from an oral text to
support their opinions about it in a small-group discussion; use visual art,
music, or drama to represent important ideas in an oral text) |
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Making
Inferences/Interpreting Texts: 1.5 develop and explain interpretations of
oral texts using the language of the text and oral and visual cues to support
their interpretations. Teacher prompt: "Why might different audiences
interpret the same oral text in different ways? Give examples to support your
opinion." |
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Extending
Understanding: 1.6 extend understanding of oral texts, including increasingly
complex or difficult 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., respond in role as a character from an oral text while
being interviewed by another student; discuss similarities and differences
between oral and print texts on the same topic, focusing on specific elements
such as the accuracy and relevance of information; debate the wisdom of the
choices made by a historical personage depicted in an oral biography, based
on ideas about what their own choices might have been) |
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Analysing
Texts: 1.7 analyse a variety of complex or challenging oral texts in order to
identify the strategies that have been used to inform, persuade, or
entertain, and evaluate the effectiveness of those strategies (e.g., compare
the tone and the ideas emphasized in speeches about non-smoking regulations
by a tobacco company representative and a person with asthma and suggest how
each approach would influence an audience) |
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Point
of View: 1.8 explain what the use of irony or satire in an oral text reveals
about the speaker's purpose and perspective. Teacher prompts: "What cues
help you to recognize the use of irony or satire in a text?" "How
does recognizing irony or satire help you to understand what is being
said?" |
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Presentation
Strategies: 1.9 identify a wide variety of presentation strategies used in
oral texts, evaluate their effectiveness, and suggest other strategies that
might have been as effective or more so (e.g., compare two oral
presentations, with a focus on the effectiveness of the presentation strategies
used by each speaker). Teacher prompt: "Did the speakers use facial
expressions, vocal effects, and body language appropriately? Did the use of
these strategies make the message more convincing?" |
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2.
Speaking to Communicate |
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Purpose:
2.1 identify a range of purposes for speaking in a variety of situations,
both straightforward and more complex, and explain how the purpose and
intended audience might influence the choice of speaking strategies (e.g., to
introduce a speaker; to support the resolution in a debate; to dramatize a
favourite poem; to explain a complex procedure to an individual or group; to
work towards the solution to a problem with a partner) |
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Interactive
Strategies: 2.2 demonstrate an understanding of appropriate speaking
behaviour in most situations, using a variety of speaking strategies and
adapting them to suit the purpose and audience (e.g., paraphrase different
points of view on an issue to clarify alternative perspectives; affirm the
contributions of others before responding; avoid making highly personal
remarks in public or in formal situations) |
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Clarity
and Coherence: 2.3 communicate in a clear, coherent manner, using a structure
and style appropriate to the purpose, the subject matter, and the intended
audience (e.g., combine logic with an appeal to emotion in a charity
fund-raising speech; use a cause-andeffect structure in a report on the rise
of a political movement or the emergence of a contentious Aboriginal 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
effectively and engage the interest of their intended audience (e.g., use
imagery, figurative language such as similes and analogies, and other
stylistic elements such as idioms and onomatopoeia to evoke a particular mood
in a dramatic monologue or an appeal for support) |
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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 changes in pitch to differentiate voices
in a storytelling session; use tone and volume to clarify implied messages in
a rap poem) |
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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., rehearse and use hand gestures and increased volume to
emphasize points during a formal presentation) |
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Visual
Aids: 2.7 use a variety of appropriate visual aids (e.g., photographs,
multimedia, diagrams, graphs, charts, costumes, props, artefacts) to support
and enhance oral presentations (e.g., use a chart to clarify the order of
events in a report about a scientific breakthrough; use a video clip from an
animated cartoon to show how sound is used to complement the image) |
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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 listening strategies
help you to contribute effectively in a group discussion?" "What
questions do you ask yourself to check whether you are understanding what is
being said?" "Can you identify the most effective elements in your
oral presentation? How do you know they were effective?" "What
would you do differently next time?" |
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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 your experience of creating media texts help you understand
oral texts?" |
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Expectations: Copyright The Queen's Printer for Ontario, 2006. Format: Copyright B.Phillips, 1998.