Page 160 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 2, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
checklist and/or a graphic organizer to assist them in organizing their ideas; use a point-form outline to put their ideas into a logical sequence before creating a survey; rank their points in order of importance before writing a response to a peer’s blog; make a flow chart before writing a procedural text; share writing ideas with and seek feedback from peers)
Teacher prompt: “What techniques can you use to organize your main ideas and supporting details before you begin writing?”
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 sentence starters or teacher-prepared templates to help them structure a rough draft; prioritize ideas and infor- mation to improve the organization of their draft and clarify its message; use teacher-generated checklists and student exemplars as guides when revising the structure of their draft; while writing a draft, consult print and online resources to confirm spelling and enrich their vocabulary; insert connecting words to signal transitions between paragraphs; share their written work in small groups to obtain suggestions for improvements)
Teacher prompts: “What kinds of resources can you consult to vary your vocabulary?” “Review the beginnings and ends of the paragraphs in your draft. How can you ensure that the begin- ning of each paragraph is clearly connected to the end of the previous paragraph? What words or phrases could you add to help the reader understand the transitions in your argument?”
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 an appendix to provide supplementary information; add organizational elements such
as sidebars and effective spacing to highlight key information; use font size and/or style to distinguish headings and subheadings; add appropriate graphic elements to support key ideas in the text)
Teacher prompt: “Would the visual elements
of your work help the reader better understand your message if they were positioned differently within the text?”
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., after a writing activity, complete a self-assessment of
their use of elements associated with the selected text form in order to plan next steps; keep a portfolio of strategies that were helpful during the writing process; in a writing journal, reflect on the usefulness of peer and teacher feedback; use exit passes to reflect on the writing they have just completed)
Teacher prompt: “What were the strongest aspects of your writing in this text form? What aspects were you least satisfied with? When you produce a new work in that text form, what will you do differently?”
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., write and perform a jingle promoting a tourist attraction in a region where the target language is spoken; write a paragraph comparing their school life with that of peers in a country or region where the target language is spoken; in a blog entry, describe a significant individual, such as an indigenous person, from a country or region where the target language is spoken; create a storyboard about
a cultural festival in a country where the target language is spoken; compose a poem or song lyrics celebrating various world cultures, including First Nations, Métis, and Inuit peoples in Canada; create a menu, including prices, for a traditional meal; create a flyer promoting conservation efforts in a region where the target language is spoken)
Teacher prompts: “What do you consider typical aspects of your school life? Talk to an exchange student or read a blog to find out whether they are also typical in a country where the target language is spoken. What differences surprised you? How does your school day differ from theirs?” “What are the most significant facts about this individual? Has he or she made an important contribution to the arts or sciences, the environment, or politics? How was it unique?” “What connections can you find between the celebrations of different world cultures? How are they similar to one another? How are they similar to a celebration in your own community?”
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