Page 135 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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.
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 describe favourite activities to a pen pal by letter; to convey best wishes to a friend in a card or note; to compose an e-mail inviting friends to a party; to compile a to-do list itemizing tasks for a small-group project; to produce a brief weather report for a school news broadcast; to create a chart to track weekly spending)
Teacher prompt: “What text form best suits your purpose? What are its organizational elements?”
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., captions for photographs of a class activity; a brief e-mail to a peer asking for infor- mation about a homework task; a greeting card suited to an occasion; a chart tracking the date, time, and type of class activities over a month; a poster containing a list of items that can be recycled or listing ways to reduce waste and energy used
in school or at home; a spreadsheet to document spending as the basis for an annual budget or financial plan)
Teacher prompts: “Which elements of an e-mail differ from those of a greeting card?” “What elements of a chart help you organize your information?”
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., with a peer, brainstorm ideas for writing topics using visual prompts; in a small group, use collaborative graphic organizers to generate possible topics; refer to modelled and shared reading activities to find ideas for writing, and record them by sketching or noting key words; use peer and teacher feedback to help them determine which points to include and which to leave out of
a procedural text; use a graphic organizer to sort information and ideas into categories before creating an outline)
WRITING
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International Languages
LBABO – LDYBO