Page 136 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

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THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
Teacher prompts: “What ideas did you find interesting in your reading activities? How could you explore one of the topics in your own writing?” “What are some key words related to your topic?” “What kind of organizer helps you sort your ideas for a writing task?”
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., use teacher- prepared sentence starters to help them plan a rough draft; consult models to ensure they have used correct word order and sentence structure; read pamphlets, advertisements, and other authentic texts to find relevant vocabulary; refer to a teacher- prepared template to ensure that they cover key points in their draft; refer to teacher and peer feedback to help them rewrite or revise a draft; while writing a draft, consult resources such as
a class word wall, a personal lexicon, and/or a dictionary to confirm spelling and enrich their vocabulary; reread their draft to identify gaps in the information presented)
Teacher prompts: “What words or expressions did you find in this pamphlet that are relevant to your topic? How can you use them in your draft?” “As you review your draft, do you notice any gaps in the information? Is it missing or just in the wrong place? If you reorder the points, will it solve the problem?”
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., use font size and/or style to distinguish headings and text; highlight key information by putting it in textboxes; add high-frequency adjectives to make the message more precise; add photo captions)
Teacher prompts: “What typographic features are useful to emphasize important ideas?” “What graphic elements could you use to support your key ideas?”
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., keep
a portfolio of strategies that were helpful during the writing process; plan to use peer and teacher feedback to help them determine next steps to improve their writing; plan to use a graphic organizer before writing to identify the most
logical sequence for their ideas; identify the place where they prefer to write and describe its appeal)
Teacher prompts: “What aspects of the peer feedback you received were particularly helpful? How will you incorporate them in your next writing task?” “Where do you find it easiest
to concentrate while writing? What are the
key characteristics of that space, such as good lighting or quiet music? If you have to write in another place, how could you try to duplicate those characteristics?”
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 commun- ities (e.g., on an outline map, label the countries and regions where the target language is spoken; on a postcard to a friend, include an interesting fact about a target-language community; compare the currencies or writing systems in Canada with those in another country where the target language is spoken, using a T-chart; compose an acrostic or a concrete poem explaining the origins and meaning of target-language names; write an e-mail to a target-language speaker describing what they have learned about his or her community; create a poster providing information about a holiday, festival, or tradition in a target-language community)
Teacher prompts: “What do you know about the history of this community? What do you know about its traditions, typical recreation,
or cuisine? Make sure that your e-mail includes various kinds of information.” “What facts about this holiday can you include on your poster to promote interest in it?”
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 written work in the target language (e.g., intro- duce themselves to a pen pal using conventional expressions; use the appropriate level of formality in an application for a volunteer position in a target- language community; use target-language date, number, and currency formats correctly in a weekly log of personal spending; employ a salutation, an
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