Page 148 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 2, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
modelled, shared, guided, and independent writing activities (e.g., use rapid writing to record the key ideas in a read-aloud or shared reading text before writing a summary; keep a journal of possible writing topics; create a storyboard to help them structure a narrative before writing; sort ideas into logical order for an informational paragraph; refer to peer and teacher feedback to narrow the focus of a writing task; consult print and online resources to expand their knowledge of a topic)
Teacher prompts: “What is the most important idea you want to convey about your topic?
Will you begin your text with that idea and then explain it, or conclude with the main idea as the outcome of other key points? Why?” “What gaps can you identify in the information you have about the topic? What sources can you consult to expand your knowledge before writing?”
D2.2 Drafting and Revising: plan and produce drafts in the target language, and revise their writing using a variety of teacher-directed and independently selected strategies (e.g., vary sentence structure to make their writing clearer and more interesting; add details to support, emphasize, or qualify ideas; identify words and expressions they use frequently and integrate new vocabulary into their text to avoid repetition and enrich the language; refer to a list of teacher- and student-generated questions as a guide when revising the structure of their writing; annotate their rough draft before revising; reread their draft to determine whether ideas and supporting details are important, interesting, and clearly related to the purpose or topic; consult a variety of classroom and online resources when editing)
Teacher prompts: “As you revise your draft, try shortening some sentences, combining others, and then rereading. What effect does this sentence variety have on you as a reader?” “As you review your draft, what repeated words or phrases do you notice? What effect does the repetition have on the reader? What synonyms or ways to rephrase your ideas can you think of?”
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work in the target language, and use a range of elements of effective presentation to produce a polished product for publication (e.g., create computer-generated charts to summarize findings; add headings and subheadings to create sections in a report; add a glossary of specialized vocabulary; format work appropriately for the
text form, such as putting the steps of a procedure
into a numbered list; position graphic elements appropriately within the text to enhance the clarity of the message)
Teacher prompt: “How could you position the visual elements of your work differently within the text to help the reader better understand your message?”
D2.4 Metacognition:
(a) describe a range of 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 successful during the writing process; identify and describe differences in their strengths as writers in the target language and in their first language; describe how they assess the usefulness of peer feedback; plan to keep a writing reflection journal; after a writing activity, complete a self-assessment in order to plan next steps)
Teacher prompt: “How can you determine whether the peer feedback you received is valid? Which aspect of your message did your peer focus on: the content or its expression? How can you assess whether the comments were objective?”
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., write a paragraph comparing the health care systems of Canada and a country where
the target language is spoken; summarize some
interesting and significant facts about a target- language community in a blog entry; create a storyboard outlining a historical event in a country where the target language is spoken; write the text for a game of general knowledge about significant individuals, including indigenous individuals, from various target-language communities; write and illustrate a description of a cultural artefact, explaining its significance; write an online review of the local cuisine in a region where the target language is spoken; create a flyer about the effects of climate change in a country where the target language is spoken, describing efforts to mitigate or adapt to these effects; prepare an information text
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