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Big Idea:
Oral language is a tool for communicating, thinking, and
learning. |
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3.3 A. Discussion |
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Essential Questions |
Enduring Understandings |
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- How can discussion increase our knowledge and understanding of an
idea(s)? |
- Oral discussion helps to build connections to others and create
opportunities for learning. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Support a position
integrating multiple perspectives. |
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2.
Support, modify, or
refute a position in small or large-group discussions. |
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3.
Assume leadership roles
in student-directed discussions, projects, and forums. |
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4.
Summarize and evaluate
tentative conclusions and take the initiative in moving discussions to the next
stage. |
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3.3 B. Questioning (Inquiry) and Contributing |
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Essential Questions |
Enduring Understandings |
- When is it appropriate to ask questions?
- How do speakers express their thoughts and feelings? |
- Questioning and contributing help speakers convey their message,
explore issues and clarify their thinking. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Ask prepared and follow-up questions in interviews and other
discussions. |
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2.
Extend peer contributions by elaboration and illustration. |
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3.
Analyze, evaluate, and modify group processes. |
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4.
Select and discuss literary passages that reveal character,
develop theme, and illustrate literary elements. |
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5.
Question critically the position or viewpoint of an author. |
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6.
Respond to audience questions by providing clarification,
illustration, definition, and elaboration. |
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7.
Participate actively in panel discussions, symposiums, and/or
business meeting formats (e.g., explore a question and consider
perspectives). |
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8.
Paraphrase comments presented orally by others to clarify
viewpoints. |
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9. Give
and follow spoken instructions to perform specific tasks to answer questions or
to solve problems. |
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3.3 C.
Word Choice |
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Essential Questions |
Enduring Understandings |
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- How does the choice of words affect the message? |
- A speaker’s choice of words and style set a tone and define the
message. |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Select and use precise words to maintain an appropriate tone and clarify ideas
in oral and written communications. |
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2.
Improve word choice by
focusing on rhetorical devices (e.g., puns, parallelism, allusion,
alliteration). |
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3.3 D.
Oral Presentation |
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Essential Questions |
Enduring Understandings |
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- How does a speaker communicate so others will listen and
understand the message? |
- A speaker selects a form and organizational pattern based on the
audience and purpose |
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Cumulative Progress
Indicators |
Comments and Examples |
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By the end of Grade 12: |
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1.
Speak for a variety of purposes
(e.g., persuasion, information, entertainment, literary interpretation,
dramatization, personal expression). |
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2.
Use a variety of
organizational strategies (e.g., focusing idea, attention getters, clinchers,
repetition, transition words). |
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3.
Demonstrate effective
delivery strategies (e.g., eye contact, body language, volume, intonation,
articulation) when speaking. |
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4.
Edit drafts of speeches
independently and in peer discussions. |
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5.
Modify oral
communications through sensing audience confusion, and make impromptu revisions
in oral presentation (e.g., summarizing, restating, adding
illustrations/details). |
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6.
Use a rubric to self-assess and
improve oral presentations. |
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