Page 227 - THE ONTARIO CURRICULUM, GRADES 9–12 | Classical Studies and International Languages

rap, story, anecdote, announcement, film, newscast, television or radio show, interview, oral presentation, speech, recitation, debate, report, role play.
forms of writing. Types of writing that students might be expected to produce. Examples include: story or other narrative piece, anecdote, commentary, critical review, description, instructions or procedures, account (personal, narrative, informational), transcription of an interview, announcement or invitation, press release, creative piece (fiction, non-fiction, poetry), argument, position paper, essay (expository, personal, descriptive, argumentative or persuasive), supported opinion, research report, television or radio script, newspaper/magazine editorial or article, speech, letter, minutes of
a meeting, notes, jottings, song text, dialogue, monologue, label, summary, cartoon caption, log, diary, journal, memoir, riddle, script for a commercial, advertisement, poster, list, survey, word web, chart.
gender roles. Sets of social and behavioural norms that are considered to be socially appro- priate for a specific gender at a specific time in a specific culture.
genres. The types or categories into which literary works are grouped. Examples include: novel, short story, essay, poetry, and drama.
graphic novel. A story in comic-strip form, published as a book.
graphic organizer. A visual framework (e.g., a flow chart, a Venn diagram, a word web) that helps students organize, analyse, synthesize, and assess information and ideas. See also concept map, T-chart, Venn diagram.
guided activity. A learning activity in which the teacher guides students to support their development and to facilitate learning at a level appropriate for them. Examples include guided reading/writing (a series of structured activities before, during, and after reading/writing) and guided interaction (an oral activity, such as a conversation, debate, or reading circle, that is led or directed by the teacher).
high frequency (words). Words that occur very often in (written) text or speech and that students should recognize on sight.
hyperbole. A literary device in which exaggera- tion is used deliberately for effect or emphasis (e.g., a flood of tears, piles of money).
idiomatic expression. A group of words that, through usage, has taken on a special meaning different from the literal meaning (e.g., Keep your shirt on! or It’s raining cats and dogs.).
improvise. To create, perform, or deliver without preparation, on the spot.
independent reading. A reading process in which students choose and read written texts on their own. Usually, students write a book report, give a book talk, or complete a written assignment after independent reading.
interaction, spoken. Active engagement in spontaneous conversations or prepared dialogues to convey a shared message.
intonation. The stress and pitch of spoken language. Intonation is used to communicate information additional to the meaning conveyed by words alone (e.g., a rising intonation at the end of a sentence indicates a question).
language conventions. Accepted practices or rules in the use of language. In the case of written or printed materials, some conventions help convey meaning (e.g., punctuation, typefaces, capital letters) and other conventions aid in the presentation of content (e.g., table of contents, headings, footnotes, charts, captions, lists, illustrations, index).
language knowledge. Knowledge of grammatical forms and conventions, and of the conventions of spelling and punctuation.
language-learning strategies. Strategies that learners use to assist in the acquisition of a second language. Examples include: memorizing, visualizing, organizing and classifying vocabulary, monitoring speech, seeking opportunities to practise.
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