B2. Listening to Understand
Specific Expectations
Purpose
B2.1
identify the purpose of several different listening tasks, with a focus on listening to oral texts from and/or related to First Nations, Métis, and Inuit cultures, and set goals for specific tasks (e.g., to identify culturally specific terminology while listening to a presentation; to gather information on a topic of personal interest by conducting an interview)
- What kinds of information will you be listening for in this task? What might interfere with your ability to understand?
- How does your purpose in listening to Inuit throat singing differ from your purpose in listening to song lyrics? What do you hope to learn from each?
Using Active Listening Strategies
B2.2
identify and use several different active listening strategies when interacting in a variety of communication contexts related to First Nations, Métis, and Inuit cultures (e.g., demonstrate an understanding of when to speak, when to listen, and how much to say; use body language to indicate that they are listening attentively to a storyteller’s narration; ask a speaker to clarify an idea with an example)
- How might you respectfully signal that you wish to ask an Elder or a presenter a question?
Using Listening Comprehension Strategies
B2.3
identify and use several different listening comprehension strategies before, during, and after listening to understand both simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures (e.g., skim an article providing background information before a teacher read-aloud; use a summary chart to record a discussion; write down what they already know about a topic, including relevant vocabulary, before listening to a presentation)
- How might you prepare to listen to a presentation that is likely to include words that are unfamiliar to you? What strategies can you use to prevent the inclusion of such words from interfering with your ability to listen to or understand an Elder?
Demonstrating Understanding of Content
B2.4
identify, in several different ways, important information and ideas in both simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures (e.g., identify terminology in a speaker’s presentation that is being used in a First Nations, Métis, or Inuit political context; list the key points of a chief’s address to the Assembly of First Nations; paraphrase a character’s speech from a dramatic reading)
- What specific terms did the Senator use in her speech to describe who the Métis people are?
- What insights into Inuit identity did the speaker offer?
Interpreting Texts
B2.5
develop and explain interpretations of both simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures using evidence from the text, including oral and visual cues, to support their interpretations appropriately (e.g., compare the experiences of learning a traditional dance by watching a live demonstration while listening to and following along with an instructor and by viewing an instructional video, and determine the strengths and weakness of each format; explain how the use of images or data affected their interpretation of a presentation about First Nations, Métis, and Inuit businesses)
- How did the personal story that the speaker shared affect your interpretation of the main ideas being presented in the oral report?
Extending Understanding of Texts
B2.6
extend their understanding of both simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures by making connections between the ideas in them and in other texts and to their own knowledge, experience, and insights (e.g., listen to a classmate’s presentation on the Sixties Scoop and then share their own thoughts about custodial care practices)
- How can you connect the ideas the speaker expressed about the state of Indigenous-language use in First Nations communities to your own experience of learning another language or your heritage language?
Analysing Texts
B2.7
analyse both simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures, focusing on the ways in which they communicate information, themes, ideas, and issues and influence the listener’s/viewer’s response (e.g., identify the specific techniques a presenter at a job fair uses to generate enthusiasm about employment opportunities for First Nations, Métis, and Inuit youth; explain how a speaker’s use of an Indigenous protocol to open and close a presentation affected the audience)
- How did the speaker create enthusiasm about the topic? What gestures did she use while speaking? What dynamic words did she repeat?
- How did the Elder ’s use of metaphor help you understand the message of the traditional teaching?
Critical Literacy
B2.8
identify the perspectives and/or biases evident in both simple and complex oral texts from and/or related to First Nations, Métis, and Inuit cultures, and comment on any questions they may raise about beliefs, values, identity, and power (e.g., describe the perspective expressed by an Inuk community leader in an interview about an environmental topic, identifying references to the natural world that reflect the leader’s belief system; compare the use of stereotypes in two comedy routines to identify the beliefs and values of the performers)
- In your opinion, does the gender of the speaker affect the audience’s response to a speech about a controversial issue of importance to First Nations, Métis, or Inuit communities? Why, or why not? What questions does this raise about identity and power?
- How do these comedians use stereotypes to appeal to their target audiences? How would the routines have to change to present fairer cultural representations?
- After listening to this interview with Inuit Elders, how would you describe their perspective on climate change? What does this perspective reveal about Inuit culture and the beliefs and values of the Elders?
Understanding Presentation Strategies
B2.9
explain how several different presentation strategies are used in oral texts from and/or related to First Nations, Métis, and Inuit cultures to inform, persuade, or entertain (e.g., view videos of comedy routines to identify and compare the ways in which different comedians use body language to appeal to a specific audience; critique a mock job interview to identify effective and ineffective verbal and non-verbal communication)
- What visual materials could have been used to support the presentation on cultural art forms? What effect might their inclusion have had?
- How could the presenters have observed cultural protocols more closely? How would that have improved the quality of the presentation?
