Page 125 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

topic; gather ideas for writing from read-alouds and shared reading activities; construct a concept web to explore the scope of a topic; compile a list of vocabulary related to the assigned topic; use timelines and charts to record, sort, and classify information; participate in a conference with peers and the teacher to clarify their thinking about a topic; use an outline to help them structure ideas)
Teacher prompts: “What personal experiences and prior knowledge can you refer to as you develop a list of possible writing topics?” “Try describing to a peer two different possible ways to write about your topic. Which one does he or she prefer? Why? What other approach or ways to modify one of your ideas can your peer recommend?”
D2.2 Drafting and Revising: plan and produce drafts in the target language following a model, and revise their writing using a variety of strategies, with teacher support (e.g., consult a teacher-prepared template or model while structuring their draft; use a teacher-prepared checklist to confirm they have edited all the elements of their draft; reread a draft to determine whether to add, delete, or reorder information; use teacher feedback to help them improve the organization of their draft; invite feedback on their written work in an authors’ circle, and consider it when making revisions to clarify the message; while writing a draft, consult resources such as a word wall, dictionaries, and online references to confirm spelling and enrich their vocabulary; add information to ensure that their ideas are adequately developed)
Teacher prompt: “What kinds of revisions do you find you need to make after rereading your draft? Do you see any patterns?”
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work in the target language, and use some elements of effective presentation to produce a polished product for publication (e.g., add high-frequency adjectives of colour, quantity, location, and sentiment to engage the reader; check that their use of punctuation is correct; add headings to draw the reader’s attention to main ideas; label the significant components of a diagram; use graphic elements such as labelled diagrams, textboxes, and illustrations to support key ideas)
Teacher prompts: “What visual elements could you add to support your message and appeal to the reader?” “What organizational elements can you use to highlight key ideas and information?”
D2.4 Metacognition:
(a) describe some strategies they found helpful before, during, and after writing;
(b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., reflect on and select the pre-writing strategies that are best suited to a particular task; keep a list of new and interesting words and ideas to use in future writing tasks; plan to use a graphic organizer before writing to rank their ideas in order of importance or to identify their logical sequence; plan to use peer and teacher feedback to help them identify gaps in the information presented in their rough draft; describe the benefits of sharing their ideas about writing topics with a peer or in a small group)
Teacher prompts: “Which strategy do you find most helpful for organizing information before you begin writing?” “When you are having difficulty putting your ideas into a logical sequence, what strategy might you use to determine the best order?”
D3. Intercultural Understanding
By the end of this course, students will:
D3.1 Intercultural Awareness: in their written work in the target language, communicate information about communities where the target language is spoken, including aspects of their cultures and their contributions to the world, and make connections to personal experiences and their own and other communities (e.g., compare the education systems in various target- language communities using a T-chart; write a letter to an imaginary or a real friend in a country or region where the target language is spoken, asking questions about tourist attractions or eco- tourism; write a paragraph explaining the origins and meaning of target-language names; create a poster advertising a destination where the target language is spoken; write a blog entry summarizing interesting and important facts about a target- language community; write an e-mail to a tourism bureau inquiring about student rates for tourist attractions)
Teacher prompt: “What would you like others to know about this community? What interesting facts about it can you include in your poster?”
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse communities where the target language is spoken, and use them appropriately in their
WRITING
123
International Languages
LBABD – LDYBD