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ENGLISH LANGUAGE ARTS A10

ORAL READING
MODULE 2

Outcomes:
CR A10.4 Read a variety of literary and informational texts (poems)
CR A10.3 Listen to a variety of literary and informational texts (oral readings)
CC A10.3 Use oral language to express information and ideas (oral presentation)
AR 10.1 Establish and apply criteria to evaluate work
AR 10.2 Set learning goals to improve

READING POETRY AND LISTENING TO ORAL READINGS


Assignment:
1. Read and listen to the 5 texts (provided for you by your teacher).
2. Using the Reading Strategy Bookmark (on the next page) and your Reading
Journal (provided for you by your teacher), complete:
a before sentence stem
a during sentence stem
an after sentence stem
for each text. You may complete more than 3 sentence stems per texts if
you choose.
3. After reading each text and completing the sentence stems, complete a
page in your learning log.

Hand in:
your reading journal, and
your learning log
once you have finished.
Level

Extending
Consistently and
Independently
demonstrates

Meeting
Regularly and
independently
demonstrates

Criteria
CR A10.4
Read, Interpret,
Draw Conclusions
about Literary &
Informational
Texts
CR A10.3
Listen to Literary
and Informational
Texts

Approaching
Sometimes
demonstrates
with or without
assistance

Beginning
Rarely
demonstrates
with or without
assistance

Perceptive
interpretation and
inference to texts.

Effective
interpretation and
inference to texts.

Simplistic
interpretation and
inference to texts.

Interpretation and
inference is
ineffective.

Perceptive
interpretation and
inference to texts.

Effective
interpretation and
inference to texts.

Simplistic
interpretation and
inference to texts.

Interpretation and
inference is
ineffective.

Learning Log
Two things I learned . . .

One question I have . . .

Learning Log
Two things I learned . . .

One question I have . . .

Learning Log
Two things I learned . . .

One question I have . . .

Learning Log
Two things I learned . . .

One question I have . . .

Learning Log
Two things I learned . . .

One question I have . . .

Level
Criteria
AR B10.1
Establish Criteria
Apply Criteria
Evaluate Own &
Others Work
AR B10.2
Set Learning Goals
Select Strategies
Enhance Language
Growth

Approaching

Beginning

Consistently and
Independently
demonstrates
Impractical criteria
chosen or applied.

Extending

Regularly and
independently
demonstrates
Obvious criteria
chosen and applied.

Meeting

Sometimes
demonstrates with or
without assistance
Meaningful and
relevant criteria
chosen and applied.

Rarely demonstrates
with or without
assistance
Insightful criteria
chosen and applied.

Minimal learning goal


set and unrelated
strategies selected.

Superficial learning
goal set and obvious
strategies selected.

Relevant learning goal


set and logical
strategies selected.

Perceptive learning
goal set and
innovative strategies
selected.

PERFORMING AN ORAL PRESENTATION


OF A PASSAGE OF PROSE/POETRY
Performance Task:
As a grade 10 student, you will perform an oral presentation of the poem In
Flanders Fields at your schools annual Remembrance Day assembly.
Goal: use oral language expressively
Role: student
Audience: school assembly
Situation: Read aloud In Flanders Fields at the annual Remembrance Day
assembly at your school.
Product: oral presentation
Scoring Standards:
Use a before, during, and after strategies to construct and communicate
meaning when speaking
Use appropriate non-verbal cues and body language
Use appropriate gestures, facial expressions, and sound
Use voice to clarify meaning by emphasizing rhythm, highlighting particular
words or phrases, and signaling the role and effects of line endings, stanza
breaks, and other elements of structure
Use and adjust oral presentation elements (articulation, pronunciation,
volume, tempo, pitch, stress, gestures, eye contact, facial expression, poise)
Any questions?
Ask your teacher now.

BEFORE STRATEGY PLANNING


Before you begin preparing your oral presentation, it is important to consider the following:
What is your purpose? (goal or intended outcome hint: see preceding page)

What is your role? (the part you play as the speaker hint: see preceding page)

Who is your audience? (the people who will listen to you speak hint: see preceding page)

What is the format you are using? (the product or structure of the text hint: see preceding
page)

How do I engage my intended audience? (Will I rehearse? Be enthusiastic? Use non-verbal


cues?)

How will I emphasize when communicating? (Use volume? Gestures? Physical movements?
Facial expressions? Eye contact? Body language? Sound effects? Visuals?)

What tone will you use? (implies your attitude toward the topic)

DURING STRATEGY DRAFTING


The next step of the writing process is to prepare the rough draft of your oral presentation.
1. Review the material silently before the oral presentation. Think about how you will
express the intended meaning through your voice.
2. Practice reading the material aloud.
3. Express the intent using voice, tone, and rate.
4. Project your voice (loud enough so you can be heard by everyone).
5. Use good posture and appropriate gestures to give emphasis to your reading.
6. Remember that your purpose is to keep your audience interested and entertained.
After you create your first draft, it is helpful to confer with your teacher or peer to
communicate your hopes for the text, as well as to request feedback and suggestions for your
text. You will use a Conferencing Cube to help with this process.

AFTER STRATEGY REVISING


After the drafting stage, you will need to revise your oral reading .
Confer with others
Use the right level of language for purpose and audience
Experiment with communication features and techniques (music and sound effects)
Revise for meaning so ideas are interesting, colourful, and understood
Revise for organization

AFTER STRATEGY - POLISHING


After revising and editing, you will create a polished final version of your text.
Your last step is to share your final product (by submitting it to your teacher, in this case) and
reflect on the process.

ORAL PRESENTATION OF POETRY


Teacher Feedback

Outcome:
CC A10.3 Use oral language to express a range of information and ideas in formal (oral presentation
of a passage of prose or poetry) situations.
Yes

Performance Indicators

Not
Yet

Comments

Elements of an Oral Presentation


Appropriate non-verbal cues and body language were
used.
Appropriate gestures, facial expressions, and sound were
used.
Voice clarified meaning by emphasizing rhythm.
Voice clarified meaning by highlighting particular words or
phrases.
Voice clarified meaning by signaling the role and effects of
line endings, stanza breaks, and/or other elements of
structure.
Oral presentation elements (articulation, pronunciation,
volume, tempo, pitch, stress, gestures, eye contact, facial
expression, poise) were used and adjusted.

Before, During, and After Strategies


Were one or more appropriate before strategies used to
construct and communicate meaning?
Were one or more appropriate during strategies used to
construct and communicate meaning?
Were one or more appropriate after strategies used to
construct and communicate meaning?

Level

Criteria
CC A10.3
Use Oral Language
to Express
Information and
Ideas

Extending
Consistently and
Independently
demonstrates
Uses exceptional
oral language to
precisely express
information and
ideas.

Meeting
Regularly and
independently
demonstrates

Approaching
Sometimes
demonstrates
with or without
assistance

Beginning
Rarely
demonstrates
with or without
assistance

Uses effective oral


language to
relevantly express
information and
ideas.

Uses simplistic oral


language to
simplistically
express
information and
ideas

Uses oral language


ineffectively and/or
irrelevantly to
express
information and
ideas.