Page 184 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

Level 3, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages
writing activities (e.g., keep a journal of possible writing topics; participate in a small-group discus- sion to generate ideas for an opinion piece; use rapid writing to generate ideas and record relevant vocabulary; use the five W questions to prepare
an outline for a news report; use a“plus, minus, interesting”organizer to help them classify ideas; use a graphic organizer to sort key points and supporting details into logical order for an expository essay; create a chart to categorize
the types of information to include in a movie or video game review)
Teacher prompts: “What are three key points that you want to communicate in your essay? What three details might you include to support each point? How will you organize your ideas logically?” “Before you write a movie review, think about yourself as the reader. What do you need to know? What would you like to know? What will persuade you to see or not see the movie?”
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., produce a draft of a report following the order of the main ideas and supporting details in their outline; use a list of teacher- and student-generated questions as a guide when correcting spelling and punctuation in their written work; identify words and expressions they use frequently, and integrate new vocabulary into their text to avoid repetition and enrich the language; reread a draft to determine whether the transitions between ideas are clear, and add, delete, or reorganize information as necessary; review peer editing of their draft to help them assess the clarity of its message; consult online and print resources while revising and editing)
Teacher prompt: “What information could you add to your draft to make the message clearer? How could you improve the transitions between ideas? How might you reorder the sequence of ideas?”
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., add appropriate visual elements to reinforce key ideas; add organizational elements such as textboxes, sidebars, and effective spacing to highlight key information in a report; check that their use
of punctuation is correct and consistent with their meaning; choose design features that support the message of their text)
Teacher prompt: “Think about both the text and the space on a page. Where does the reader need to pause to absorb a key idea? How can you use space to highlight the importance of the information?”
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., identify the technique they find most helpful for proofread- ing their own written work; describe the benefits
of exchanging writing ideas with a peer in a conference; describe the effectiveness of various resources they consult when correcting written work, such as the teacher, peers, and print and online references; reflect on their ability as a writer in the target language; plan to incorporate newly acquired vocabulary in future writing tasks)
Teacher prompts: “Which types of resources do you find most effective when you are correcting your work? How might some resources be unreliable?” “Describe your proofreading technique. How might you improve it?” “What new idea or approach to writing did you learn when you exchanged ideas with a peer?”
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., create a multimedia text about target- language communities in Canada, identifying their contributions to diversity; in blog entry, describe
some interesting customs and traditions in a target- language community; create an FAQ section for
a school website for students who are newcomers to Canada; write a film script or play about an important environmental or social issue in a country where the target language is spoken; create an advertisement to promote learning the target language, highlighting some of its features; create a poster highlighting the cuisine of a country or region where the target language is spoken)
Teacher prompts: “How have target-language communities enriched Canada?” “What information might you include in your adver- tisement outline to reinforce your message? Describe a persuasive way to present it.”
182