Curriculum Outcomes - Speaking and Listening CURRICULUM OUTCOMES: SPEAKING AND LISTENING ... and personal and group reflection ... speaking/listening activities. The teacher and students

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CURRICULUM OUTCOMES

ENGLISH 1202 CURRICULUM GUIDE

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English 1202 is part of the Atlantic provinces common curriculumand, as such, it is anchored to the essential graduation learnings forAtlantic Canada as outlined in the Foundation for the Atlantic CanadaEnglish Language Arts Curriculum (pp. 6-9). Although the learningoutcomes are organized under the categories of speaking and listening,reading and viewing, and writing and other ways of representing, allthe language arts processes are interrelated and can be developed mosteffectively as interdependent processes. The following 10 generalcurriculum outcomes for English language arts are:

• Students will speak and listen to explore, extend, clarify, and reflecton their thoughts, ideas, feelings, and experiences.

• Students will be able to communicate information and ideaseffectively and clearly, and to respond personally and critically.

• Students will interact with sensitivity and respect, considering thesituation, audience, and purpose.

• Students will be able to select, read, and view with understanding arange of literature, information, media, and visual texts.

• Students will be able to interpret, select, and combine informationusing a variety of strategies, resources, and technologies.

• Students will respond personally to a range of texts.• Students will respond critically to a range of texts, applying

their understanding of language, form, and genre.

• Students will be able to use writing and other forms ofrepresentation to explore, clarify, and reflect on their thoughts,feelings, experiences, and learnings; and to use their imaginations.

• Students will be able to create texts collaboratively andindependently, using a variety of forms for a range of audiences andpurposes.

• Students will use a range of strategies to develop effective writingand media products and to enhance their clarity, precision, andeffectiveness.

The specific curriculum outcomes for English 1202 that follow arestatements that identify what students are expected to know and beable to do upon completion of the course. Unit and lesson planningshould be balanced to provide a range of experiences addressing eachoutcome. Suggestions for teaching and learning are exactly that -suggestions. Instructional practices can and should be designed toprovide a variety of opportunities to achieve the outcomes.

Speaking and ListeningSpeaking and ListeningSpeaking and ListeningSpeaking and ListeningSpeaking and Listening

Reading and ViewingReading and ViewingReading and ViewingReading and ViewingReading and Viewing

Writing and RepresentingWriting and RepresentingWriting and RepresentingWriting and RepresentingWriting and Representing

Specific CurriculumSpecific CurriculumSpecific CurriculumSpecific CurriculumSpecific CurriculumOutcomesOutcomesOutcomesOutcomesOutcomes

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SPECIFIC CURRICULUM OUTCOMES: SPEAKING AND LISTENING


1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on theirthoughts, ideas, feelings, and experiences.

By the end of English 1202 studentswill be expected to

1.1 examine the ideas of others indiscussion to clarify andextend their ownunderstanding

1.2 ask questions to acquiredetails, explanations, andclarification

1.3 present viewpoints to agroup, interpret theirresponse, and take their ideasinto account when explainingtheir position

1.4 listen critically to understandand analyse ideas andinformation

The teacher should

• make students aware that speaking and listening, since they arethe main communication modes in everyday life, are asimportant as reading and writing. Therefore, oralcommunication must sometimes be treated as an end in itself.

• create many opportunities for informal talk (the term “talk”integrates speaking and listening) in small and large groupsituations

• encourage all students to participate and assume various grouproles as listed in Appendix 15

• have students reflect on and discuss the issues presented in thevarious 1202 texts, or issues selected by the students and/orteachers

• expect some students to be tentative at first and encourage risk-taking

• establish ground rules for constructive oral language use amongstudents

Appropriate learning experiences include each student’sparticipation in

• small and whole group discussion• an informal small scale debate where students discuss the

positive and negative sides of an issue• short oral presentations, after a little research is done, to small

groups or to the whole class• an oral interpretation of a text• asking questions of other students, the teacher, and a guest

speaker, etc.

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1. Students will be expected to speak and listen to explore, extend, clarify, and reflect on theirthoughts, ideas, feelings, and experiences.

Assessments can include informaltechniques such as

• checklists• notes recorded on students as

they are observed in speaking/listening roles

• self-assessment and peerassessment

More formal techniques caninclude the assessment of

• a short oral presentation foreach student, using a preparedsheet of criteria (given to thestudents beforehand)

• an oral interpretation for eachstudent

• logs in which students haveundertaken self-assessment and/or peer assessment

Students will be reading novels such as Eating Between the Lines, andDeath on the Ice. The teacher can set up novel discussion groups of 4- 5 students who have selected the same text to focus on issues/themes in the text. During the discussion students are expected todefine the parameters of the issue, explore how it is reflected withintheir reading of the novel and within their own experience, sharetheir stance on the issue, and justify their rationale to their peers.Following these discussions students extend their understanding of theissue in a new experience. For example, after reading the novel andthen viewing the movie In the Heat of the Night, students couldexamine and share their understanding of the universality of issuesand themes in the various texts.

Students select a character from a novel and prepare a 2-5 minutemonologue that character would deliver (based on the personalitytraits revealed about the character in the novel).

Students can attend/view a presentation, debate, televisiondocumentary. Students

• prepare questions on the topic before the presentation• listen carefully throughout and prepare new questions as the

presentation progresses• delete questions answered or asked by others• select a question and ask for an answer• assess their own attentiveness as listenersIf it is a debate they are attending/viewing, they can discuss/evaluatethe role of each participant.

After reading several poems, essays, and stories about heroes,students could be invited to research and prepare a short oralpresentation on heroes within their community or with whom theyare familiar.

Students can download from the Internet articles with opposingpoints of view on an issue, and after reading, prepare notes in smallgroups and share positive/negative aspects of the issue with the wholeclass.

To focus student listening, teachers can practise three-way interactionin the classroom. When a student asks a question, the teacher shoulddirect it to others for response. When the teacher asks a questionand a student responds, another student can be invited to respond tothe student’s answer.

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2. Students will be expected to communicate information and ideas effectively and clearlyand to respond personally and critically.


2.1 demonstrate anunderstanding of thedifference between formal andinformal speech.

2.2 adapt message, language, anddelivery to the speakingsituation.

2.3 give precise instructions,follow directions accurately,and respond thoughtfully toquestions.

2.4 recognize that oralcommunication involvesphysical qualities andlanguage choices dependingon situation, audience, andpurpose

The teacher should

• create an atmosphere of spontaneity where talk and risk-takingare encouraged

• engage students in a variety of speaking activities such as smallgroup, brief debates, and short oral presentations. 1202students can, as the year progresses, move from the short,informal oral presentation to the longer, more formal speech,possibly done from brief notes only.

• make students aware of the different purposes ofcommunication/speaking and how the style changes when theaudience changes.

• demonstrate/model oral presentations, oral interpretations, re-enactments, etc.

Students can

• attempt all roles in a group discussion (see Appendix 15)• answer student/teacher questions after an oral presentation• give a how-to presentation or any presentation meant to inform

(Encourage students to use audio/visual aids)• make an announcement for the bulletin board of the school PA• introduce a resource person visiting the school• engage in storytelling• conduct an interview• answer a telephone• do an oral interpretation of a text

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2. Students will be expected to communicate information and ideas effectively and clearlyand to respond personally and critically.

Students can engage in self-assessment and peer assessment inthe form of post-event discussion,and personal and group reflectionthrough response or buddy journals.

The teacher can record, throughobservation, notes, and checklists,the extent to which students arebecoming increasingly involved inspeaking/listening activities.

The teacher and students canprepare a list of criteria to assess anyof the following:

• an oral presentation• a formal speech• a re-enactment• answers to questions posed by an

audience• participation in an informal

debate• an oral interpretation

A student in 1202 prepares a how-to speech to allow the listenerto understand some basic steps in performing a task. Thestudent relies on his/her own expertise (e.g., “How to Survive aPart-time Job and School) and can include some audio-visualmaterial (chart, overhead) since most people understand anexplanation best when they can see as well as hear it. After thepresentation, the student answers questions from the audience.

1202 students prepare announcements for the school PA anddeliver them at an appropriate time daily or weekly.

Each student selects a poem, monologue, or dialogue, practisesreading it effectively, and presents it in class.

Each student selects a text (print or media) and gives an oralinterpretation to the class. A student, for example, can select aneditorial cartoon from a newspaper, magazine, or other sourcesand present it to the class with an interpretation.

Students can produce a readers’ theatre (see pages 40-42) thatcan be tape-recorded and played for the whole class.

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3. Students will be expected to interact with sensitivity and respect, considering the situation,audience, and purpose.


3.1 demonstrate active listeningand respect for the needs,rights, and feelings of others

3.2 demonstrate awareness of thepower of spoken language(e.g., explaining how spokenlanguage reveals attitudes,ideas, and values)

3.3 recognize the social contextsof different speech events

The teacher should

• establish a supportive environment where listening to others isexpected and tolerance for others’ views is the norm

• teach students to be critical listeners• provide various models of informal language and speech events

for students to examine and analyze and then integrate intotheir own oral language

Appropriate learning experiences include

• listening to teachers, peers, presenters, taped events to discern/analyze/criticize positions and issues. This will occursometimes in small group situations, other times in whole classsituations and in formal situations (e.g., a guest speaker in theclass)

• asking questions of teachers, peers, and other presenters• brief oral presentations followed by question and answer

sessions• re-enactments such as readers’ theatre (pages 40-42), drama,

monologues, poems, role-playing, etc. (Such activities providegood opportunities for practice of verbal/non-verbal language.)

• a short seminar on a topic/issue of relevance to 1202 students(include brief research notes and a presentation to an audience,possibly including visual and audio components)

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3. Students will be expected to interact with sensitivity and respect, considering the situation,audience, and purpose.

The teacher observes and makesnotes of students as listeners and asquestioners.

Students engage in self-assessment aslisteners using criteria developed bythe teacher and class.

The teacher can assess an oralpresentation using a sheetcontaining such criteria as

• articulation• voice projection• pace• poise• confidence• how well ideas are communicated

in the appropriate language andstructure

• how well students “think on theirfeet” when answering questions.

Teachers can expect much diversity in groups - in their beliefs,attitudes and values. Many students will be tentative at firstabout speaking even in a small group situation, but when theyrealize that others are listening attentively and tolerate adifferent viewpoint, they may become less reticent andparticipate more with each experience. The teacher can sit witheach group and observe, listen, and record as students discuss anissue, a theme, a text, a character and interact with each other.

To focus student listening, teachers can prepare short answerlistening checks such as a pop listening quizzes. For example, ateacher/peer reads a text aloud. Students do not have a copy butare asked to listen attentively and then must complete the quizafterwards. Teachers can also assign short listening checks on astudent’s oral presentation, on a guest speaker, or on a tapedevent.

1202 students can use the Internet, electronic libraries, CD-ROM, etc. as sources of information for their oral presentations.

Teachers can access videotapes of school debates, local speak-outs(e.g., Lions Clubs) as models of formal/informal language, astexts for focusing, listening, etc.

Documents

Curriculum Outcomes - Speaking and Listening CURRICULUM OUTCOMES: SPEAKING AND LISTENING ... and personal and group reflection ... speaking/listening activities. The teacher and students