Page 84 - 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
C2.2 Demonstrating Knowledge of Content: write in English to demonstrate an understanding of moderately complex adapted texts in the classical language (e.g., write a paraphrase or summary of a text being read in class; write answers to comprehension questions about a text being studied; write an interpretation of the author’s possible purpose and the intended audience for
a text being studied)
C2.3 Applying Language Knowledge: correctly apply knowledge of vocabulary, language structures, and conventions of spelling, grammar, and punctuation when writing
in English
C3. Using the Writing Process
By the end of this course, students will:
C3.1 Generating, Developing, and Organizing Content: generate, develop, focus, and organize ideas for writing in both English and the classical language, using several appropriate pre-writing strategies and resources, during modelled, shared, guided, and independent writing activities (e.g., identify the purpose and audience before writing, using guiding questions; consult reference materials to identify vocabulary related to their writing topic; use a T-chart to sort opposing points of view when developing an argument; gather supporting information, ideas, and opinions from print and electronic sources; share ideas with and seek feedback from peers; create a series of questions to guide research)
C3.2 Drafting and Revising: plan, produce, and revise drafts, using several strategies and resources and choosing forms and stylistic elements suited to the purpose and audience (e.g., write captions for a graphic story, using
the abbreviations and brief descriptions used in classical inscriptions as models; improve the logical order of ideas, and add clarifying information
based on feedback from the teacher and peers; consult a revision checklist either independently or when in conference with the teacher; verify word choice, punctuation, and language conventions when editing their draft; correct errors and refine their language use, using relevant feedback from previous assignments)
C3.3 Producing Finished Work: produce a polished final product, using several strategies and resources to improve correctness and coherence and to enhance the readability and visual appeal of their work (e.g., verify that vocabulary is appropriate and spelling and punctuation are correct, using a model generated by the teacher and students; incorporate labelled diagrams, illustrations, photographs, and/or pull quotes to highlight key information and enhance readability; add a sidebar with definitions of unfamiliar vocabulary)
Teacher prompt: “What single Latin words would be most effective in a caption to accom- pany an illustration being used in your research paper?”
C3.4 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 in both the classical language and English (e.g., identify the benefits of sharing ideas in pairs or small groups; identify specific skills, such as creating clear topic sentences and/or coherent paragraphs, that represent challenges or strengths in their own writing; describe the teacher and peer feedback that helped them identify the need for clarifying information and/or supporting details; plan to create a list of transition words and phrases that can be used to make logical connections between ideas; plan to maintain a personal vocabulary list to expand their repertoire of interesting, useful, or frequently forgotten words)
Teacher prompts: “What strategies can you use to help you avoid repetitive phrasing in your writing?” “In addition to quotations, what types of information can you add to a text
to substantiate and support your argument?” “How is paraphrasing as effective as using a direct quote to substantiate your argument?”
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