PED 4177Teaching English in the Senior Division

Contact InformationDenise Shannon

English Department HeadSt. Paul High School

denise.shannon@ocsb.cadenshannon@weebly.com

Week OneCourse overview, learning expectations

Your needs and expectationsTopic one: Oral Communication

I am from... I have a degree in... My favourites (books, songs, food, travel etc.)

include... I wish I had asked my advisor... My wishlist for this course includes… A classroom management question I have is… When I say I want resources, to me this

means... Other??.

Tell me……

Tales from the Practicum: Small group discussion and

feedbackWhat were the highlights? Biggest learning experiences?

What do you still need to learn more about?How are you hoping this course will help with that?

Available at http://www.edu.gov.on.ca/teachers/curriculum.html

Curriculum Document: Senior English

General vs. Specific expectations

Strands: Reading and Literature, Writing, Oral Communication, Media

Categories of Achievement: Knowledge, Thinking, Communication, Application

Big Ideas

Oral CommunicationSpeaking and Listening Skills in the English

Classroom

Your experiences as a teacher and a learner? Challenges?

Triumphs?

Benefits to student learning?

Curriculum Overall Expectations Listening to Understand: listen in order to

understand and respond appropriately in a variety of situations for a variety of purposes

Speaking to Communicate: Use speaking skills and strategies appropriately to communicate with different audiences for different purposes

Reflecting on skills and strategies: reflect and identify strengths and weaknesses, areas for improvement and helpful strategies

Role of oral language in today’s society Formal vs. informal language Using and responding to non-verbal

language Role of mass media speech and language: “Speak with

Conviction” Workplace application Speaking and listening as part of critical

literacy Conquering fears of speaking to a group

Developing Oral Language Skills “Scaffolding”- developmental continuum

Intermediate grades- more group activities, presentation, sharing of ideas, emphasis on developing confidence

Senior grades- more emphasis on preparation and delivery of content, sophistication of presentation techniques, independent role ( seminars, mini-lessons)

Oral Language Strategies “Stage fright”/ overcoming anxiety- strategies?

“Think Literacy:Cross Curricular Approaches Grade 7-12, 2003

Think- Pair-Share, Four Corners

Discussion Etiquette/ Discussion Group roles In One Ear and Out the Other Presentation Modelling/Importance of teacher

modelling

Evaluation What are we evaluating?

Content/ Style balance

Style criteria? What are expectations of students?

Briefly discuss and list the criteria you would list on a rubric or checklist for a senior level student presentation.

Samples of oral language activities Small group discussion roles ( role of

listening) Persuasive speeches Character role-playing- group and

independent Scene production and adaptation Grammar mini-lessons Debates Seminars

1. Meet with your discussion group to plan and organize your case study and discussion moderation.

2. See me to discuss any issues and ideas for Stage 1 of your final project- “First Impressions”- January 20

Upcoming Tasks

Checklists

Student participation

What criteria are being evaluated?

Co-Constructing Evaluation

A good strategy to get immediate formative feedback

Please fill out the exit card today and give it to me, along with your personal information sheet, before leaving

Thank you! I look forward to getting your feedback and responding in the weeks to come!

Exit Card