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Course Profile
Presentation and Speaking Skills, Grade 11, Open, Catholic and Public
Course Overview
Course
Profiles are professional development materials designed to help teachers
implement the new Grade 11 secondary school curriculum. These materials were
created by writing partnerships of school boards and subject associations. The
development of these resources was funded by the Ontario Ministry of Education.
This document reflects the views of the developers and not necessarily those of
the Ministry. Permission is given to reproduce these materials for any purpose
except profit. Teachers are also encouraged to amend, revise, edit, cut, paste,
and otherwise adapt this material for educational purposes.
Any
references in this document to particular commercial resources, learning
materials, equipment, or technology reflect only the opinions of the writers of
this sample Course Profile, and do not reflect any official endorsement by the
Ministry of Education or by the Partnership of School Boards that supported the
production of the document.
© Queen’s
Printer for Ontario, 2001
This
profile was a collaborative effort between the Institute for Catholic Education
(ICE) and the Kawartha Pine Ridge District School Board.
Catholic
School Board Writing Team – Grade 11 Presentation and Speaking Skills
Lead
Board - Dufferin-Peel Catholic District School Board
Denise
Panunte, Project Manager
Course
Profile Writing Team
Adrian
Flynn, Dufferin-Peel Catholic District School Board ( Lead Writer )
John
Formoso, Toronto Catholic District School Board
Donna
Porter, Dufferin-Peel Catholic District School Board
Internal
Review Team
Rosaria
Kalino, Dufferin-Peel Catholic District School Board
Carmen
Leith, Dufferin-Peel Catholic District School Board
Denise
Panunte, Dufferin-Peel Catholic District School Board
Public
District School Board Writing Team – Grade 11 Presentation and Speaking Skills
Lead
Board - Kawartha Pine Ridge District School Board
Fiona
White, Project Manager
Course
Profile Writing Team
Laura
Doucette, Lead Writer, Kawartha Pine Ridge District School Board
Dee
Hutchison, Kawartha Pine Ridge District School Board
Tracy
Armstrong, Kawartha Pine Ridge District School Board
Internal
Review Team
Linda
May Bell, English Language Arts Network
Angela
Ferguson, Hastings Prince Edward District School Board
Jeannie
Wilson, Simcoe County District School Board
Elaine
Trotter, Kawartha Pine Ridge District School Board
Course
Overview
Presentation
and Speaking Skills, Grade 11, Open, EPS30
This
course emphasizes the knowledge and skills required to plan and make effective
presentations and to speak effectively in both formal and informal contexts,
using such forms as reports, speeches, debates, panel discussions,
storytelling, interviews, and multimedia presentations. Students research and
analyse the content and characteristics of convincing speeches and the
techniques of effective speakers; design and rehearse presentations for a
variety of purposes and audiences; select and use visual and technological aids
to enhance their message; and assess the effectiveness of their own and others’
presentations.
The goal
of Catholic Education is to blend the gradual development of academic skills
such as reading, writing, critical thinking, and verbal communication with a
common Christian belief system involved in building a faith community; and to
aid the student in their personal development spiritually, emotionally, and
physically. Effective communication is a skill that must be developed through a
student’s comfort with his/her own identity and be combined with the discovery
of his/her inner strength. This combination enhances not only the student’s
belief in his/herself, but aids the student in sharing their thoughts,
feelings, and facts in an effective manner. The Grade 11 English: Speaking and
Presentation Skills Curriculum provides the student a foundation to develop and
deliver an effective verbal communication method honestly and with sensitivity
toward others in keeping with the Catholic Graduate Expectations.
This
course is unlike any currently offered in Ontario. It draws students from all
levels and all subject backgrounds. This course is appropriate for all
destinations, and all assignments can be adapted to suit all students.
The units
and activities outlined in this profile have been designed to bring success to
students who bring a range of skills, prior knowledge, and interests to the
course. Students develop confidence and speaking skills which will be of
relevance to their future endeavours. The units were planned to develop a
sequence of skills over the course but were grouped to provide a context for
which presentation and speaking skills are used. Within each unit, expectations
have been grouped in clusters to provide a focus for skill development. Key
expectations have been asterisked to provide the focus for the activities.
·
This
course will especially benefit students who may struggle with reading and
writing, but excel at speaking and ESL students who wish to improve their oral
English skills. It is practical in nature and should not replicate or duplicate
activities in the regular compulsory English courses, though it will complement
them.
·
This
course can be offered as a half credit and could be integrated or packaged with
other courses including Grade 11 Literacy Skills (ELS3O) and cooperative
education credits. As described on p. 5 of The
Ontario Curriculum, Grades, 11 and 12, English two half-credit courses can
be created which together cover the expectations for the course. For the first
half, a modified version of Units 1and 5 could be combined with either Unit 2,
3, or 4 to make 55 hours which would cover all strands, at least half of the expectations,
and include a culminating task.
·
Due
to the oral nature of this course, it is crucial that students feel comfortable
and develop confidence around their peers. Groupings must lead to success and
the teacher must consider the structure and atmosphere of groups: balancing
students with varying abilities and strengths and encouraging a safe, positive
classroom environment.
·
Students
are able to develop their oral and listening skills because this course is
meant to focus on speaking, rather than writing. Conversely, students who are
competent readers and writers may need to develop their oral skills.
·
Students
experience authentic and realistic activities throughout this course.
Culminating activities create links that allow students to interact with the
school community and the greater community. Students enhance many oral skills
used both in the workplace and in other postsecondary destinations.
·
All
students must be given opportunities to develop and demonstrate appropriate
behaviour within the classroom and in the community. Responsible actions should
be encouraged as students interact with children, peers, teachers, principals,
community members, and guest speakers.
·
Consideration
must be given to the facilities available for the delivery of this course.
Logistics of the classroom must be considered for ease of presentation. Access
to technology would be beneficial, but it is not essential. A teacher may
choose to use additional space and resources in the school.
·
While
the majority of class time is spent in the classroom, a field trip that is
tightly linked to the expectations is planned as a culminating activity.
|
* Unit 1 |
Speaking for Yourself |
25 hours |
|
Unit 2 |
Speaking for the Classroom |
25 hours |
|
Unit 3 |
Speaking for the Workplace |
25 hours |
|
* Unit 4 |
Speaking for the Community |
25 hours |
|
Unit 5 |
Culminating Unit: Speaking for Different Audiences |
10 hours |
* These units are fully developed in this Course Profile.
Time: 25 hours
Unit Description
In
keeping with the nature of this course, the introductory unit focuses on the
importance and value of speaking effectively. Students are introduced to the
role speech plays in shaping their own lives and in transforming the world in
which they live. Through example and discussion, students recognize that
speaking and presenting are skills with specific language needs that are targeted
for both a specific purpose and a specific audience. Students demonstrate their
understanding through personal written responses, reflective discussions,
tests, dramatic presentations, and the creation and critique of an individual
speech. The power of speech to transform personal lives and the world is taught
in relation to Christ’s teaching of compassion and understanding.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus and Suggested Activities |
|
1.1 Students are to be Seen and Heard Introduction to Speaking
and Presenting/ (3 hours) |
PPV.01, PP1.01, PP1.02 CGE1d, 1g, 2b, 4g, 5b, 7g |
Knowledge |
The teacher introduces handout/worksheet on the importance of being able to express oneself well and why students have a need to speak well. · Careers –business and sales people, lawyers, politicians, and others require these skills. · Classroom- the ability to communicate ideas clearly during seminars/speeches in other courses and at the postsecondary level. · Community – the ability to speak with confidence in formal and informal social situations. · Communication as a means to connect with others, share information, refine thinking and persuade. The teacher provides
students with a glossary of terms associated with speaking and presenting It is crucial that students recognize that speaking and presenting is a discipline with a specific terminology. |
|
1.2 Words Can Move Mountains (5 hours) |
PPV.01, PPV.02, PP1.03, PP1.04, MP1.03 CGE1d, 1g, 2a, 3b, 7e, 7g |
Knowledge Communication |
The teacher provides students with famous speeches from history (e.g., Martin Luther King Jr., Justin Trudeau, Craig Keilberger, Sermon on the Mount). The teacher instructs students on rhetorical devices and leads students through stages of the presentation process. Students write a one-page personal response to either a specified quotation from the teacher or one of their own choosing. The teacher provides a template for the personal response and model a sample response for the class. Students submit their personal response to the teacher in written form employing all stages of the writing process. |
|
1.3 No Person is an Island Cooperative group activity (2 hours) |
PPV.02, RPV.01, RP1.01 CGE 1d, 3c, 4a, 4b, 4c, 4f, 5a, 5f |
Communication Application |
Students are re-introduced to Cooperative Group Learning and the need to work constructively through the creation of a student radio station play list or other group-based scenario determined by the teacher. Students draw on these skills later (it allows for connections between students at the start of the course). |
|
1.4 Actions speak louder than words How we communicate with others through non-verbal means (5 hours) |
PP1.07, PP2.05, MP1.01 CGE1d, 2a, 3c, 4a, 4b, 4f, 5a, 5e, 5f, 7f, 7g |
Knowledge Communication Application |
The teacher provides information/resources demonstrating how body language can aid or detract from the message being conveyed to an audience. Students are able to determine how their own body language and that of others sends a message and thus be able to read various social situations. Students also recognize that body language in the form of gestures/gesticulations varies from culture to culture. The teacher concludes with a series of drama exercises designed to have students reflect on their ability to communicate non-verbally. |
|
1.5 What Successful Speakers Do Development of a chart with class detailing the qualities of a good speaker (2 hours) |
PP1.04, PP1.06, RP1.02 CGE3c |
Knowledge Thinking/ |
The teacher leads students through the development of a chart outlining the qualities of a good speaker. The list includes: · knowledge of material/audience/purpose; · energy level; · audience interaction. |
|
1.6 Putting it all Together (8 hours) |
PPV.02, MPV.01, MPV.02, PP2.03, MP1.01, MP1.03, MP1.04, MP2.01, MP2.02, RPV.01, RP1.03, RP1.04, RP1.05 CGE2c, 2d, 4a, 4f, 4g |
Knowledge Thinking/ Communication Application |
The teacher provides students with the opportunity to complete an activity entitled What’s My Sign? In the activity, students are asked to: · create an original symbol which expresses who they are as a person; · write and deliver a three- to five-minute speech establishing the connection between their symbol and their personality. Or · choose a topic with which they are familiar or an expert on and present a three to five minute speech to the class. Students could discuss/demonstrate a style of dance, how to draw, snowboarding, or a traditional academic topic. The teacher should videotape the presentations and have students watch themselves. Students then evaluate themselves with reference to: · strengths; · areas for improvement; · next steps. |
Time: 25 hours
Unit
Description
Students
create a presentation based on research that is presented twice in order to
develop organizational and polishing skills. Students examine the structure of
a variety of effective presentations, including multimedia and computer
software presentations. In the culminating task, students present a persuasive
seminar for a class trip to a panel of educational authority figures (e.g.,
principal, superintendent). Thus, students develop a heightened awareness of
the unique needs of various audiences and apply this knowledge accordingly.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus and Suggested Activities |
|
2.1 Brief Presentation with Information Provided by teacher (150 minutes) |
PPV.01, PPV.02, PP1.05, PP2.03, PP2.06, MPV.01, MP1.01 CGE2a. 3c. 7g |
Knowledge Thinking Communication Application · Informal observation · Template for logical order |
Brainstorm “stresses” and teach relaxation techniques. Teach logical order (cut up narrative poem and re-arrange lines). Hand out template for beginning, middle, and end of narrative. Gather articles of current interest and hand out to students. Students prepare presentation. Students present for two minutes (which is taped on audio or videotapes). |
|
2.2 Assessment and Analysis of Presentation Methods (450 minutes) |
PPV.01, PPV.02, PP1.06, PP2.03, MPV.02, MP2.01, MP2.02, RPV.01, RP1.01, RP1.02, RP1.03, RP1.04, RP1.05 CGE2a, 3c, 4a, 4f, 5a |
Knowledge Communication Application · Presentation checklist used by teacher and peers · Assessment of a computer software presentation · Plan for improvement · Rubric generated by class |
The teacher and peers use checklist to assess live presentations. The teacher models an analysis of audio and videotapes of student presentations. Students analyse their own performance for strengths and areas of improvement. Students analyse and assess a computer software presentation, considering content, delivery/style, and purpose. Students analyse and evaluate a famous speech (e.g., Justin Trudeau). The teacher models enhancing strategies (overheads, visuals, cue cards, video/audio clips, rhetorical devices, voice modulation) and re-teaches logic if necessary. The teacher focuses on how to hook the audience. Students expand and polish original presentation (plan for improvement) and add one piece of research. Class generates rubric; rubric could be based on the suggested one in the Overview Resources. |
|
2.3 Polished and Revised Presentation (225 minutes) |
PPV.01, PPV.02, MP1.01, MP1.03, MP2.01, MP2.02, MPV.01, MPV.02, RPV.01, RP1.02, RP1.03, RP1.05, CGE 2a, 3c, 4e, 5c, 5g |
Knowledge Thinking Communication Application · Rubric · Analytical Response |
Students present for three to four minutes. Students self-assess on rubric. The teacher evaluates on same rubric. Student compares teacher and self-assessment, writes a response on similarities/differences, and includes a new idea for improvement. |
|
2.4 Organize, Propose and Plan a Class Trip (Presented to a school authority) (600 minutes) |
PPV.01, PPV.02, MPV.01, MPV.02, PP1.02, PP1.06, PP2.01, PP2.02, PP2.03, PP2.04, PP2.05, MP1.01, MP1.02, MP1.03, MP2.01, MP2.02 CGE2c 4a, 4b, 4d, 4f, 5a, 5b, 5e, 5f |
Knowledge Inquiry Communication Application · Proposal · Do’s/Don’ts checklist for formal language, conventions and techniques |
Students brainstorm destinations for a class trip based on three key expectations in course. The teacher arranges groups that plan a presentation on: “Why we should go to____” The teacher explains all requirements of trip planning, including forms and safety. The teacher outlines how to write a proposal. Group submits draft proposal (for yes/no response to carry on). The teacher demonstrates more enhancing techniques (art, music, role-play, movement, storytelling, dramatization, manipulation techniques, reversal of conventions i.e., not using logical order) and how to notice and adapt to the audience’s reaction. The teacher introduces appropriate language, techniques, and conventions for formal persuasive presentations (representative from class invites principal, superintendent or other school authority to presentation day). Students plan presentation (organization of trip). Students rewrite 2.2 rubric. Students rehearse presentation and receive peer and teacher feedback. |
|
2.5 Presentation of Trip Proposal to Guest Panel (75 minutes) |
MPV.01, MPV.02, MP1.01, MP1.02, MP1.03, MP1.04, MP2.01, MP2.02 CGE1d, 2a, 4a, 5e, 5f |
Knowledge Thinking Communication Application · Rubric |
Students present – teacher evaluates on rubric, students adapt to panel’s responses. Panel decides on best presentation. Winner = Class trip – organization begins in earnest (by students and teacher). |
Time: 25 hours
Unit
Description
Students
focus on speaking and presentation as it occurs in a variety of workplace and
career situations. Students continue to develop appropriate language use and
physical expressiveness in presentation. They examine rehearsal techniques for
presentation, utilizing appropriate role-playing activities. Students provide
constructive feedback to their peers in this process. Students further develop
research and decision making skills in determining the type of information that
is suitable for the appropriate audience.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus and Suggested Activities |
|
3.1 Language of the Workplace (180 minutes) |
MP1.03, RP1.01 CGE2b, 3c, 5b |
Knowledge/ |
The teacher introduces models and role playing activities. Students examine effective language use in a variety of situations and audiences. |
|
3.2 Employability Skills (60 minutes) |
PP2.02, RP1.01 CGE2b, 4e, 5h |
Knowledge/ Thinking/ |
The teacher outlines the Employability Skills Profile (or other criteria based model). Students assess their own strengths and identify areas for improvement. |
|
3.3 Checking out the Job Market (180 minutes) |
PP2.02, PP2.02, MP1.02, MP1.03, MP1.04, RP1.01 CGE2b, 2c, 3c, 4b, 4f, 5b, 5e, 5g, 5h |
Knowledge/ Thinking/ Inquiry Communication |
Students, working individually or in pairs, examine current trends in the job market, choose an area to investigate, and present their findings. |
|
3.4 Planning Your Venture (480 minutes) |
PP1.02, PP2.02, PP2.03, PP2.04, PP2.05, PP2.06, RP1.03, RP1.05 CGE2c, 2d, 3c, 4b, 4d, 4e, 4f, 5b, 5e, 5g |
Knowledge/ Thinking/ Inquiry Communication Application. |
Students, working in groups, design a market strategy for an original company. The students’ aim is to secure “investment capital” from class members as a result of their presentation. The teacher stresses rehearsal techniques. |
|
3.5 Selling your Venture (420 minutes) |
MP1.02, MP1.03, MP1.04, RP1.01, RP1.04 CGE2d, 3c, 4b, 4e, 4f, 53, 5g, 5h |
Knowledge/ Thinking/ Inquiry Communication Application |
Students, in groups, “pitch” their venture to the class. Each student presentation should be 15 minutes in length, with a question period. |
|
3.6 Investment Rationale (180 minutes) |
MP1.04, RP1.01, RP1.02, RP1.04 CGE3c, 4b, 5e, 5g, 5h |
Knowledge/ Communication Application |
Students, in groups, choose to invest in a company as a final peer assessment. The group justifies their choices orally or in written form. The teacher evaluates student presentations. |
Time: 25 hours
Unit
Description
Students
develop an understanding of effective speech and communication as it occurs in
the world around them. Students become aware of the cultural conventions of
communication and how these differences affect presentations. Students create
authentic presentations for children, the community and social occasions (both
formal and informal). Activities may include formal speeches; storytelling;
small talk; debates or town hall meetings; and a panel discussion. In the
culminating task, students choose one major presentation from Unit 4 to
‘refine’ and ‘re-present’ while developing strategies to deal with potential
problems during performances.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus and Suggested Activities |
|
4.1 Children’s Storytelling (300 minutes) |
PPV.01, PPV.02, MPV.01, RPV.01, PP1.02, PP1.05, PP2.01, PP2.02, PP2.04, MP1.01, MP1.02, MP1.03, RP1.02, RP1.04 CGE1d, 4a, 4c, 5d, 5f, 5g, 7e, 7j |
Knowledge Thinking Communication Application · Marking scheme · Action plan · Rubric for children’s story |
Students use three items of personal significance to tell autobiographical stories (use marking scheme). The teacher explains characteristics of oral narrative in many contexts. The teacher models how to engage children. Students create an action plan that assesses the needs of children. Students create a story using a child in a linked classroom as the hero (e.g., puppet show, book, oral story). Students perform story with peer assessment and teacher evaluation. |
|
4.2 Social Occasions (informal and formal) (360 minutes) |
PPV.01, PPV.02, PP1.07, PP2.02, PP2.04, MPV.01, MP1.01, MP1.02, MP1.03, RP1.04 CGE1d, 2a, 3b, 7e, 7g |
Knowledge Thinking Communication Application · Observation and teacher feedback · Checklist · Rubric |
The teacher discusses oral and non-verbal communication in various cultures. Students discuss stereotypes, bias, diversity, and anti-discriminatory language and analyse their own stories for bias. The teacher models “small talk” and students use drama games and role plays to develop skills at “small talk”. Students create announcements and invitations, both oral and written. After analysing a famous formal speech, students present their own speech. |
|
4.3 Community Presentations (600 minutes) |
PPV.01, PPV.02, MPV.01, RPV.01, PP2.02, PP2.03, PP2.04, MP1.01, MP1.02, MP1.03, MP2.01, RP1.01, RP1.02, RP1.03 CGE3c, 4a, 4c, 4f, 4g, 5e |
Knowledge Thinking Communication Application · True/False quiz · Rubric · Response paper |
Students tape a 30-second personal stance on an issue relevant to them. The teacher introduces copyright awareness. Students prepare and present speeches for a mock assembly, debate, or town hall meeting. Students invite guest speakers and participate in a panel discussion on an issue of interest. Students create a written response. |
|
4.4 Culminating Task – The ‘How to Deal with Problems’ Presentation (240 minutes) |
PPV.01, PP2.05, MPV.01, MPV.02, RPV.01, MP1.01, MP1.02, MP1.03, MP1.04, MP2.01, MP2.02, RP1.05 CGE2a, 4b, 4f |
Thinking Communication Application · Rubric · Response paper on Plan B · Final checklist: Can I Demonstrate all Elements of an Effective Presenter? And plan for improvement |
Students choose their own best ‘major’ performance from the unit and refine it by adding at least two new elements. Emphasis must be placed on creating alternative strategies (humour and flexibility) to cope with problems which may arise in this presentation. The teacher adds a new criteria on rubric to assess how well students respond to difficulties. Students do a self-assessment to determine how well they are able to adapt own presentation and respond to audience. Students complete final checklist to assess mastery of skills for effective presentations and make a plan for improvement to prepare for Unit 5. |
Time: 10 hours
Unit
Description
This
final activity allows students to demonstrate their understanding of the
components of effective presentation, such as content, verbal and non-verbal
communication, awareness of audience, and knowledge of structure. Students
choose an issue to present to three different audiences. They choose an
appropriate format for each audience and they then research, plan, rehearse,
present, and reflect on their performances. Evaluation and assessment are self,
peer, and teacher directed.
Unit
Overview Chart
|
Activity |
Expectations |
Assessment |
Focus and Suggested Activities |
|
5.1 Preparation of three different versions of the same presentation (300 minutes) |
PPV.01, PPV.02, MPV.02, RPV.01, PP1.02, PP2.01, PP2.02, PP2.03, PP2.04, PP2.05, PP2.06, MPV.02, MP2.01, MP2.02, RPV.01, RP1.04 CGE1d, 2a, 3c, 3d, 3f, 4d, 4f, 4g, 5b, 5d, 5f, 5g, 7e, 7g, 7j |
Knowledge · Thinking · Checklist “What presentation must include” |
Students select major issue of concern in the school (e.g., smoking near school property; environmental issues) and research the issue. Based on this issue, students prepare three presentations, with the aim of making a positive change for three different audiences, such as elementary students, peers, parent councils, school trustees, or community groups Presentation must include an examination of purpose, audience, and method. The teacher may review confidence building, visualization, and relaxation techniques. Students can rehearse in front of other groups for feedback. |
|
5.2 Presentation of all three versions (300 minutes) |
PPV.02, MPV.01, MPV.02, PP1.02, PP2.01, PP2.02*, PP2.03, PP2.04, PP2.05, PP2.06, MP1.01, MP1.02, MP1.03, MP2.01, MP2.02 CGE3b, 3c, 3d, 3e, 4b, 4d, 4e, 4g, 5b, 5e |
Knowledge Thinking Communication Application · Rubric · Self-Assessment |
Students present to the three different groups and the teacher evaluates individual student performance on rubric Students complete a final self-assessment: What I Have Learned |
The
teaching strategies used in this profile are designed to give students
opportunities to actively engage in their own learning and to relate the
concepts and skills to their life beyond the classroom, both present and
future. The teacher facilitates learning by having students involved in a
variety of whole class, small group and individual activities, as summarized
below. The teacher also continually assists students to make the connections
between what they do in the classroom and the world outside.
The
teacher uses whole class activities to introduce concepts and skills, as well
as to consolidate the learning that occurs during small group and individual
activities. These activities include the following: class discussions; brainstorming;
teacher demonstrations (e.g., research skills); cooperative learning; video
presentations; technological aids (creation of visuals); Socratic lessons;
storytelling; modelling of speeches; panel discussions; guest speakers;
diagnostic and review activities (audio and videotaping).
The teacher sets up small group
activities to provide opportunities for active and oral learning. The teacher
plays a critical role in group activities by monitoring group progress, as well
as answering questions that arise, and using questions to assist students in
their understanding. In this way, the teacher also facilitates student
understanding of effective learning in groups. The group activities include the
following: paired or small group research activities; comparison and evaluation
of speeches; comparison and evaluation of presentations; practical extensions
and applications of knowledge; simulations and role plays; small group
discussions; brainstorming; oral presentations; use of graphic organizers.
The
teacher sets up a variety of individual assignments that enable students to
extend and consolidate the learning that takes place in the whole class and
small group activities. The teacher also outlines students’ responsibilities
for organization, note-taking, reflection, and self-assessment that follow from
the whole class and small group activities, including the completion of tasks
as homework. The teacher plays an important role in supporting these activities
through the provision of ongoing feedback to students, both written and oral.
These activities include the following: research; use of charts/organizers;
individual assignments; oral presentations; written presentations; speeches;
practical extensions and applications of knowledge; note making and use of
graphic organizers; homework assignments.
Strategies that are used within the whole class, small
group, and individual activities incorporate a variety of approaches to develop
language and literacy skills as follows:
·
using
written material with immediate and lasting value and relevance to students;
·
reading
analytically and critically for information;
·
understanding
and using appropriate language with respect to audience;
·
having
students create step-by-step instructions for other students to follow;
·
using
diagrams, charts, graphic organizers for communication;
·
using
newspapers, radio and television to locate current information and issues;
·
relating
information to their personal situations and interests;
·
having
students understand key concepts of multimedia and apply these to enhance
presentations.
The
teaching and learning strategies outlined above emphasize the development of
enduring understandings for students. Examples to illustrate concepts are drawn
from the students’ own lives and, in this way, develop authentic learning.
There is
a culminating activity within each unit of the course, which engages students
in preparing, making and responding to presentations. The culminating activity
for this course is project-based, allowing students the opportunity to
demonstrate their understanding of the key elements of successful speech and
presentation.
Assessment is a systematic process of
collecting information or evidence about student learning. Evaluation is the judgment we make about the assessments of student
learning based on established criteria. The teacher is responsible for
developing a plan for how assessment and evaluation will be carried out during
the course.
Diagnostic Assessment: Since students will bring a wide
range of skills and experiences to this course, opportunities to determine
students’ strengths and needs are important. Some form of prior learning
assessment can be built into new topics. These diagnostic assessments can be
done informally through teacher observation or with the use of other assessment
tools.
Formative Assessment: Opportunities
for formative assessment are included throughout the units in order to provide
ongoing feedback to improve student learning. In addition to teacher
assessment, self- and peer-assessments play an important role in providing
feedback to the student.
Summative Evaluation: Each unit provides an opportunity for teachers to complete a summative evaluation of student achievement of the expectations.
The learning expectations from the policy
document, The
·
are
linked to the learning tasks;
·
are
developed from clusters of expectations;
·
provide
opportunities to demonstrate achievement at all levels and in all categories of
the Achievement Chart.
The
Achievement Chart for English is the basis for reporting on student progress,
as outlined in The Ontario Curriculum,
Grades 9 to 12, Program Planning and Assessment, 2000 (PPA), pp. 13-16. The
assessment data accumulated throughout the course must be sufficient (in
variety and frequency) to permit teachers to evaluate the consistent level of
performance for each student in each of the categories in the Achievement Chart
for English in The Ontario Curriculum,
Grades 11 and 12, English, 2000, pp. 114-115.
Consistent
with Program Planning and Assessment, activities in this profile present
assessment and strategies which:
·
are
varied in nature providing the students with opportunities and choices to
demonstrate their achievement of the expectations based on their strengths,
recognizing that the achievement of the same expectation could be expressed in
different ways by different students;
·
are
connected to the learning activities by making assessment an ongoing part of
the learning process and increasing the opportunities for students to
demonstrate success;
·
accommodate
the needs of all students through providing opportunities for written, oral and
video-taped activities and including student choice and alternatives as
appropriate;
·
provide
opportunities for self and peer assessment, with the use of checklists and
rubrics that students can use prior to summative assessment by the teacher;
·
are
clearly articulated for students by making students aware, in advance, of the
process by which they will be assessed and evaluated, promoting student success
in achievement of expectations;
·
provide
opportunities for practice and formative feedback from the teacher, with an
emphasis on the teacher choosing which assessments will be used formatively,
and which will be used for summative purposes;
·
are
linked to the Achievement Chart as indicated in the summary chart for each
activity;
·
enable
the teacher to make professional judgments as to the choice of assessment data
for use in evaluation of student achievement of the expectations.
The assessment tasks provide a range of
written, oral and performance activities including the following: storytelling;
panel discussions; role-plays and dramatizations; informal drama games;
speeches-both formal and informal; announcements; debates; town hall meetings;
sales presentations; interviews; multi-media presentations; oral presentations;
posters or visual presentations; diagram of room set-up; written
reports/proposals; completion of a form; point form summaries; worksheets;
personal responses; written answers; graphics; completion of an organizer;
quizzes; tests; creative pieces; improvement plans.
These
assessment tasks are integrated with the learning strategies for each activity.
The teacher can decide how to use the task as part of the assessment and
evaluation plan for the course.
The assessment tools
include the following.
·
Anecdotal:
this implies the use of oral or written anecdotal comments communicated to the
students. No level or mark would be assigned, so the feedback to the student
would be formative in nature.
·
Checklist:
this implies a simple list of items, which can be used in a variety of ways. It
can be a checklist of skills a student would demonstrate e.g., eye contact,
voice tone, and body language. Checklists can be used by students for self or
peer assessment, or by the teacher. The data can be recorded as complete or
incomplete, used for formative feedback, or a mark can be assigned. If the
marks generated from checklists are used to calculate grades, the teacher
ensures that the mark allocated is based on teacher judgment and is consistent
with the levels on the Achievement Chart.
·
Rating
Scale: this implies the extension of a checklist to include a scale for each
item on the list. It is less explicit than a rubric in terms of describing what
is required for each item, but provides more information than a checklist on
how well each item was completed.
·
Marking
Scheme: this implies a more traditional, but still valid approach, to
assessment. It is, in fact, a variation on a checklist, in which each section
of a test or assignment is assigned a mark according to a list of required
components. The data is often used to assign a mark used to calculate grades.
·
A
rubric implies the use of a scoring guide. A rubric can be perceived as
variation on a checklist, involving a list of categories being assessed, with
descriptors for four levels of achievement in those categories. The categories
and levels are usually derived from language used in the Achievement Chart
and/or the expectations. In some cases where rubrics are suggested, a simpler
rating scale can be used, where the categories are listed but the descriptors
are implicit. Rubrics can be used for self and peer assessment, for formative
assessment, and for the allocation of levels or marks. Rubrics are best used
for the assessment of complex tasks, or for the assessment of a collection of
simple tasks.
To support changes in assessment practice examples of checklists and rubrics are provided and/or references are made to examples in other sources. A generic rubric for a presentation is provided below and can be used as the basis for developing task-specific rubrics with students. Different tasks will emphasize different aspects of a presentation as described in this rubric.
The Achievement Chart categories are listed in the activity summary charts to make it easier for the teacher, whether they are just keeping track of the balance of categories assessed or whether they are calculating grades based on the achievement categories.
Seventy per cent of the grade will be based on assessments and evaluations conducted throughout the course. Thirty per cent of the grade will be based on a final evaluation in the form of an examination, performance, essay, and/or other method of evaluation.
The learning skills are assessed separately from achievement of expectations; it is critical for the teacher to collect data in order to report on learning skills for the report card. When students are engaged in group tasks, it is appropriate to consider group interaction as an indicator of each student’s learning skills.
|
Category/ |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/
Understanding Understanding of the uses and effect of rhetorical devices |
- demonstrates limited understanding of the uses and effect of rhetorical devices |
- demonstrates some understanding of the uses and effect of rhetorical devices |
- demonstrates considerable understanding of the uses and effect of rhetorical devices |
- demonstrates thorough, insightful understanding of the uses and effects of rhetorical devices |
|
Thinking |
- applies few of the skills involved in an inquiry process |
- applies some of the skills involved in an inquiry process |
- applies many of the skills involved in an inquiry process |
- applies all of the skills involved in an inquiry process |
|
Communication Communication of information and ideas Presents for an audience and a purpose |
- communicates information and ideas with limited clarity - presents with a limited sense of audience and purpose |
- communicates information and ideas with some clarity - presents with some sense of audience and purpose |
- communicates information and ideas with considerable clarity - presents with a clear sense of audience and purpose |
- communicates information and ideas with a high degree of clarity and confidence - presents with a strong sense of audience and purpose |
|
Application Voice Enunciation Pacing and Pauses Body Language Application of technology |
- limited emotion, volume and energy - limited clarity; mumbles - limited pacing; limited use of pauses - limited confidence and use of gestures - uses technology with limited appropriateness and effectiveness |
- some emotion, volume, and energy - some clarity when speaking - some pacing; some pauses - some confidence and use of gestures - uses technology with moderate appropriateness and effectiveness |
- effective emotion, volume and energy - clear enunciation - good pacing; effective pauses - confident and uses effective gestures - uses appropriate technology with considerable effectiveness |
- engaging and dramatic emotion, volume and energy - excellent enunciation - effective pacing; pauses enhance presentation - confident body language; effective gestures enhance presentation - uses appropriate technology with a high degree of effectiveness |
Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.
Teachers
using this course profile are required to accommodate the unique learning
styles of individual students as noted in the student’s Individual Education
Plan (IEP). The following is a list of possible accommodations for students:
·
providing
special consideration for concerns about speaking publicly and choice of
audience and audience size;
·
offering
opportunities for audio and videotape to support progression in speaking to an
audience;
·
providing
extended opportunities for rehearsals;
·
offering
alternatives for demonstration of student achievement of expectations;
·
pairing
with another student;
·
providing
supplementary texts to accommodate different reading levels;
·
providing
alternate activities that suit strengths in learning styles;
·
providing
audio/Braille versions of print resources;
·
allowing
for extra time and alternative location(s) for successful completion of tasks;
·
ensuring
a clear set of classroom rules, regulations and expectations are established
and reinforced;
·
monitoring
of students’ understanding of texts and/or instructions.
Special
provisions should also be provided for students in ESL programs.
Barnard,
Sandie. Speaking Our Minds.
Burns,
J.H. Speak for Yourself: An Introduction
to Public Speaking, 4th ed.
Diablo Valley: Diablo
Donaldson,
Chelsea, ed. Communications Handbook, 2nd ed.
ISBN 0176047387
Hasling,
J. The Audience, The Message and The Speaker,
6th ed.
ISBN 070270279
Johnson,
C.E. and M.Z. Hackman. Creative
Communication: Principles and Applications. Waveland Press, 1995. ISBN
0881338281
Lieb,
Anthony. Speaking for Success.
Lucas,
Steven. The Art of Public Speaking, 7th ed.
Samovar,
Sebranek,
Patrick, et al. School to Work.
Sebranek,
Patrick, et al. Write Source 2000, Canadian ed.
Southworth,
W.D. and M.J. Haun. The Art of Successful
Meetings.
Vancil,
D.L. Rhetoric and Argumentation.
Verderber,
Rudolph F. Communicate, 9th ed.
ISBN 053452074X
Kawartha
Pine Ridge DSB. A Resource for Assessment,
Evaluation, and Reporting 1999 (distributed as part of the Phase III SIT
binder in September 1999)
·
By
focusing one of the units on presentation and speaking skills in a
careers/workplace unit, this course provides opportunities for connections with
activities related to the Choices Into
Action document. Activities done as part of their Career Studies course in
Grade 10 as well as activities done with their teacher advisers can be extended
in this course.
·
Specialized
programs, as outlined on pages 48-49 in Ontario
Secondary Schools, Grades 9-12, 1999,
could include this course as an effective component whether it was offered as a
full credit or as a half-credit. Many colleges offer courses in presentation
skills and there is the possibility of including this course in articulation
agreements between schools and colleges, with the potential for discussion of
advanced standing.
·
The
skills developed in this course are used in a variety of workplace situations.
Potential exists for using this course as a tie to cooperative education
programs, or other workplace experiences, especially if the course is packaged
with other related courses for students.
·
Opportunities
exist within the course to address issues of anti-discrimination, violence
prevention.
·
The
opportunity to use technology in presentations exists in a variety of
activities.
Coded
Expectations, Presentation and Speaking Skills, Grade 11, Open, EPS3O
PPV.01 · identify and analyse the characteristics of
effective presentations;
PPV.02 · plan presentations for specific purposes and
audiences.
Understanding
Effective Presentations
PP1.01 – identify a range of presentation forms
(e.g., oral reports, speeches, lectures, debates, public address announcements,
panel discussions, book talks, storytelling, recitations, role-playing,
seminars, sales presentations, interviews, and multimedia presentations);
PP1.02 – identify the presentation form appropriate
for a specific purpose and audience;
PP1.03 – identify elements of style and organization
in selected speeches by famous orators (e.g., compare the use of repetition,
rhetorical questions, and climactic order in excerpts of speeches by Cicero,
Sir Wilfred Laurier, and Martin Luther King, Jr.; explain how Marc Antony’s
“Friends, Romans, countrymen” speech in Shakespeare’s Julius Caesar uses
emotional appeals to sway the audience);
PP1.04 – analyse the use of rhetorical and stylistic
devices in oral presentations (e.g., explain how the use of climactic order
heightens the impact of a speech; explain why the use of repetition for
emphasis is an effective strategy in a debate);
PP1.05 – identify elements of style and organization
in oral narrative (e.g., compare the use of the narrative and poetic elements
in both a medieval and a contemporary ballad; retell an Aboriginal story using
appropriate techniques);
PP1.06 – explain the techniques effective speakers
use to make convincing presentations (e.g., describe the body language and
vocal inflection used in a motivational speech; explain the importance of
volume, pace of speech, pitch, tone of voice, eye contact, facial expression,
posture, dress, movement, and gesture in effective presentations; assess the
use of visual aids, periodic summations, and transition words to hold audience
attention; assess the use of presentation software to emphasize key points in a
sales presentation);
PP1.07 – describe conventions of oral and non- verbal
communication in various cultures and how they affect the delivery of oral
presentations (e.g., find and discuss information about how different cultures
view the use of eye contact and body language during presentations).
Planning
Effective Presentations
PP2.01 – select an appropriate oral presentation form
for a specific purpose and audience (e.g., plan a storytelling session to
entertain an elementary class; rehearse an oral recitation of a poem for a
presentation to the class about a poet);
PP2.02 – analyse the context and the needs of the
audience when planning an oral presentation (e.g., make a floor plan of the
presentation venue to decide on use of the space and select appropriate visual
aids and technology for a multimedia presentation; identify the prior
knowledge, assumptions, expectations, and attention span of the audience in
order to customize a book talk to meet its needs);
PP2.03 – select relevant and significant information
from research to suit the purpose and audience (e.g., gather and organize
relevant information about healthy lifestyles to engage a teenage audience;
select a specific focus about workplace safety and supporting details to match
the prior knowledge and needs of co-workers);
PP2.04 – apply knowledge of the characteristics of
effective presentations in planning a variety of presentations for a range of
audiences (e.g., begin a speech with a startling statistic to engage the
interest of an audience of peers; search the Internet for images that may be
downloaded and used in a slide presentation about a global issue for an
audience of elementary students);
PP2.05 – select and use effective rehearsal
strategies to practise and polish a presentation (e.g., try out a speech on
peers or family members; rehearse a panel discussion or a group presentation to
refine sequencing and transitions; set up and practise using audio-visual
equipment, visual aids, and cue cards in the presentation venue);
PP2.06 – use appropriate strategies to increase
confidence (e.g., memorization, repeated rehearsals, appropriate dress,
relaxation and breathing exercises, mnemonic devices, visualization).
MPV.01 · communicate orally for a variety of specific
purposes and audiences, using the forms, language, and techniques of effective
oral presentations;
MPV.02 · use a variety of visual aids and
technologies to clarify meaning and enhance the impact of presentations.
Making
Effective Presentations
MP1.01 – make presentations in a variety of forms for
various purposes and audiences (e.g., debate a topical issue at a student
assembly; tell a story to a younger audience; role-play a job interview;
present a monologue adapted from a novel; make a multimedia presentation for
senior citizens);
MP1.02 – use appropriate and effective language in
oral presentations (e.g., use specialized language in a product or skill
demonstration; use imagery or analogy to emphasize and clarify key points; use
anti-discriminatory and inclusive language consistently);
MP1.03 – use appropriate techniques in oral
presentations (e.g., use techniques such as rhetorical questions, repetition,
and dramatic pauses in a speech promoting a student-operated business; provide
information at an appropriate pace in a student seminar; vary volume, pitch,
and inflection for emphasis and to maintain audience interest in an oral
report);
MP1.04 – monitor audience reactions during a
presentation and adapt delivery accordingly (e.g., ask questions to check
audience understanding and engagement; rephrase main ideas for clarification;
speed up delivery to recapture the attention of a restless audience; add humour
to reinforce and emphasize key points; respond quickly, confidently, and
appropriately to unexpected digressions, interruptions, or questions during the
presentation).
Enhancing
Presentations
MP2.01 – create and use appropriate visual aids, such
as flipcharts, posters, transparencies, slides, videos, tables, and graphs, to
clarify meaning in presentations (e.g., prepare concise handouts for an
audience; use a sound recording of a poem to enhance presentation in a poetry
seminar; create animated graphics to emphasize a key point in a sales
presentation);
MP2.02 – select and use appropriate technologies,
such as videotapes, projectors, presentation software, and computers, to
enhance the effectiveness of presentations (e.g., use a videotape of a news
clip to illustrate a report on a current issue; use recorded music and slides
to create atmosphere during storytelling; use a computer to manage a slide
presentation).
RPV.01 · produce personal and critical responses to a
variety of presentations.
Responding
Personally and Critically
RP1.01 – use techniques of effective listening to
understand ideas and information in presentations (e.g., identify what they
hope to learn from a lecture; make notes to record key points and organization
during a speech; identify the implications and consequences of information
provided in a presentation);
RP1.02 – assess the effectiveness of a presenter’s
ideas, arguments, and organization (e.g., assess the extent to which the needs
of the audience have been met by the content of a presentation; use an
evaluation checklist to assess clarity of arguments, persuasiveness, and
quality of refutations in a debate; identify logical fallacies in oral
presentations and assess the extent to which they undermine the credibility of
the speaker’s message; use a graphic organizer to track the organization of the
ideas in a presentation);
RP1.03 – assess the effectiveness of techniques used
in oral presentations (e.g., discuss in a group the three most effective
techniques used in a presentation; develop criteria on which to base an
assessment of a presenter’s use of voice, gestures, and visual aids in a
speech);
RP1.04 – provide objective and constructive feedback
on rehearsals and presentations by peers (e.g., work with a partner to identify
strengths and weaknesses during the rehearsal of a presentation; use peer
conferences and checklists of specific criteria to provide feedback after
presentations);
RP1.05 – compare their current oral communication
skills with those required for effective presentations and create a plan for
improvement (e.g., use suggestions from feedback to improve presentations; do
research to identify the specific skills and types of oral presentations most
relevant to careers they are interested in; set goals for future improvement).
Ontario
Catholic School Graduate Expectations
The
graduate is expected to be:
A
Discerning Believer Formed in the Catholic Faith Community
who
CGE1a -illustrates
a basic understanding of the saving story of our Christian faith;
CGE1b -participates
in the sacramental life of the church and demonstrates an understanding
of the centrality of the Eucharist to our Catholic story;
CGE1c -actively
reflects on God’s Word as communicated through the Hebrew and Christian
scriptures;
CGE1d -develops
attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity and the common good;
CGE1e -speaks
the language of life... “recognizing that life is an unearned gift and
that a person entrusted with life does not own it but that one is called to
protect and cherish it.” (Witnesses to Faith)
CGE1f -seeks
intimacy with God and celebrates communion with God, others and creation
through prayer and worship;
CGE1g -understands
that one’s purpose or call in life comes from God and strives to discern
and live out this call throughout life’s journey;
CGE1h -respects
the faith traditions, world religions and the life-journeys of all
people of good will;
CGE1i -integrates
faith with life;
CGE1j -recognizes
that “sin, human weakness, conflict and forgiveness are part of the human
journey” and that the cross, the ultimate sign of forgiveness is at the heart
of redemption. (Witnesses to Faith)
An
Effective Communicator who
CGE2a -listens
actively and critically to understand and learn in light of gospel values;
CGE2b -reads,
understands and uses written materials effectively;
CGE2c -presents
information and ideas clearly and honestly and with sensitivity to others;
CGE2d -writes
and speaks fluently one or both of Canada’s official languages;
CGE2e -uses
and integrates the Catholic faith tradition, in the critical analysis of the
arts, media, technology and information systems to enhance the quality of life.
A
Reflective and Creative Thinker who
CGE3a -recognizes
there is more grace in our world than sin and that hope is essential in facing
all challenges;
CGE3b -creates,
adapts, evaluates new ideas in light of the common good;
CGE3c -thinks
reflectively and creatively to evaluate situations and solve problems;
CGE3d -makes
decisions in light of gospel values with an informed moral conscience;
CGE3e -adopts
a holistic approach to life by integrating learning from various subject areas
and experience;
CGE3f -examines,
evaluates and applies knowledge of interdependent systems (physical, political,
ethical, socio-economic and ecological) for the development of a just and
compassionate society.
A Self-Directed, Responsible, Life Long Learner
who
CGE4a -demonstrates
a confident and positive sense of self and respect for the dignity and welfare
of others;
CGE4b -demonstrates
flexibility and adaptability;
CGE4c -takes
initiative and demonstrates Christian leadership;
CGE4d -responds
to, manages and constructively influences change in a discerning manner;
CGE4e -sets
appropriate goals and priorities in school, work and personal life;
CGE4f -applies
effective communication, decision-making, problem-solving, time and resource
management skills;
CGE4g -examines
and reflects on one’s personal values, abilities and aspirations influencing
life’s choices and opportunities;
CGE4h -participates
in leisure and fitness activities for a balanced and healthy lifestyle.
A
Collaborative Contributor who
CGE5a -works
effectively as an interdependent team member;
CGE5b -thinks
critically about the meaning and purpose of work;
CGE5c -develops
one’s God-given potential and makes a meaningful contribution to society;
CGE5d -finds
meaning, dignity, fulfillment and vocation in work which contributes to the
common good;
CGE5e -respects
the rights, responsibilities and contributions of self and others;
CGE5f -exercises
Christian leadership in the achievement of individual and group goals;
CGE5g -achieves
excellence, originality, and integrity in one’s own work and supports these
qualities in the work of others;
CGE5h -applies
skills for employability, self-employment and entrepreneurship relative to
Christian vocation.
A
Caring Family Member who
CGE6a -relates
to family members in a loving, compassionate and respectful manner;
CGE6b -recognizes
human intimacy and sexuality as God given gifts, to be used as the creator
intended;
CGE6c -values
and honours the important role of the family in society;
CGE6d -values
and nurtures opportunities for family prayer;
CGE6e -ministers
to the family, school, parish, and wider community through service.
A
Responsible Citizen who
CGE7a -acts
morally and legally as a person formed in Catholic traditions;
CGE7b -accepts
accountability for one’s own actions;
CGE7c -seeks
and grants forgiveness;
CGE7d -promotes
the sacredness of life;
CGE7e -witnesses
Catholic social teaching by promoting equality, democracy, and solidarity for a
just, peaceful and compassionate society;
CGE7f -respects
and affirms the diversity and interdependence of the world’s peoples and
cultures;
CGE7g -respects
and understands the history, cultural heritage and pluralism of today’s
contemporary society;
CGE7h -exercises
the rights and responsibilities of Canadian citizenship;
CGE7i -respects
the environment and uses resources wisely;
CGE7j -contributes
to the common good.