Page 124 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 1, Academic
D1. Purpose, Audience, and Form: write texts in the target language for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of the written language appropriate for this course;
D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their written work in the target language effectively;
D3. Intercultural Understanding: in their written work in the target language, demonstrate an awareness of aspects of culture in diverse communities where the target language is spoken and other communities around the world, and of the appropriate use of sociolinguistic conventions in the target language in a variety of situations.
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
SPECIFIC EXPECTATIONS
D1. Purpose, Audience, and Form
By the end of this course, students will:
D1.1 Identifying Purpose and Audience: determine, with support from the teacher, their purpose for writing and the audience for texts in the target language they plan to create (e.g., to provide personal information on an application for a summer job or a registration form for an extracurricular activity; to send greetings to a friend, family member, or teacher in a postcard; to describe personal preferences and interests to a pen pal by letter; to record daily activities in a personal diary for their own interest; to prepare for a class discussion about a fictional character by creating
a word web; to compose an e-mail inviting friends or relatives to a celebration; to create a simple
budget for a day trip to tourist attractions in a target-language community)
Teacher prompts: “What is the typical purpose of writing a postcard? How can you adapt the language to the person who will receive it?” “How does your purpose for writing affect your choice of form?”
D1.2 Writing in a Variety of Forms: write a variety of level-appropriate texts in the target language, applying their knowledge of the basic structural and stylistic elements of each form (e.g., a postcard to a friend describing a
vacation; a survey or questionnaire on an environ- mental issue; a paragraph describing a person they admire or the ideal friend; a product manual with steps, techniques, diagrams, and captions; a brief report detailing their weekly spending)
Teacher prompts: “What kind of information should you include in a postcard?” “What adjectives best describe the personality of your ideal friend? What activities would that person enjoy?” “What elements of a manual help you describe how to use a product?”
D1.3 Applying Language Knowledge: use language structures and conventions appropriate for this course (see the Language Knowledge chart for international languages in Appendix B) to communicate their intended meaning in written work in the target language
D2. The Writing Process
By the end of this course, students will:
D2.1 Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing in the target language, using some pre-writing strategies and resources, during modelled, shared, guided, and independent writing activities (e.g., brainstorm in a small group to activate prior knowledge about a writing
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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