Teaching English in the Senior Division
Denise Shannon
English Department Head
St. Paul High School
denise.shannon@ocsb.ca
denshannon@weebly.com
Course overview, learning expectations
Your needs and expectations
Topic one: Oral Communication
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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??.
What 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?
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Available at
http://www.edu.gov.on.ca/teachers/curriculu
m.html
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General vs. Specific expectations
Strands: Reading and Literature, Writing, Oral
Communication, Media
Categories of Achievement: Knowledge,
Thinking, Communication, Application
Speaking and Listening Skills in the English
Classroom
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Challenges?
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Triumphs?
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Benefits to student learning?
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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
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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
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“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)
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“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
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What are we evaluating?
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Content/ Style balance
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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.
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Small group discussion roles ( role of
listening)
Persuasive speeches
Character role-playing- group and
independent
Scene production and adaptation
Grammar mini-lessons
Debates
Seminars
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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
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Checklists
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Student participation
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What criteria are being evaluated?
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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!