Page 87 - The Ontario Curriculum, Grades 11 and 12: English, 2007 (Revised)

Grade 11, Workplace Preparation
3. Applying Knowledge of Conventions
THE ONTARIO CURRICULUM, GRADES 11 AND 12 | English
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Critical Literacy
2.5 explain how their own beliefs, values, and experiences are revealed in their writing (e.g., examine their writing to check for bias and to determine whether their language and ideas are inclusive and non-discriminatory; 6 write a script in which two characters hold different positions on a current issue in the news; explain in a per- sonal essay their response to cultural expectations they have encountered in their work experiences)
Teacher prompts: “How do you think the lan- guage you have used in this piece of writing reflects your values?” “What other points of view have you considered?” “Which of these two characters more closely reflects your own perspective on the subject?”
Revision
2.6 revise drafts to improve the content, organiza- tion, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., identify wording in their work that indicates a gender bias, and substitute gender-neutral language; identify sentences in a piece of writing that are out of place and reorganize to improve the flow of ideas; determine whether the repetition of a key word or phrase for emphasis would reinforce their argument and/or enhance the effectiveness of their text 7)
Teacher prompts: “Have you varied the type and length of your sentences to make your writing more interesting for the reader?” “Does your writing tell your readers every- thing they need to know in order to under- stand your argument?” “How has your revi- sion made your text clearer?”
Producing Drafts
2.7 produce revised draft pieces of both simple and complex texts written to meet criteria identified by the teacher, based on the curricu- lum expectations (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
Teacher prompt: “Before you submit your revised set of instructions, check to ensure that no steps are missing.”
By the end of this course, students will:
Spelling
3.1 use knowledge of spelling rules and patterns, several different types of resources, and appro- priate strategies to spell familiar and new words correctly (e.g., apply spelling patterns such as“i before e except after c”appropriately; maintain lists of words learned from shared, guided, and independent reading texts to help them spell words correctly; check their spellings in available print and electronic resources; apply their knowledge of root words, prefixes, and suf- fixes to spell technical words correctly8)
Teacher prompt: “Did you use the spelling tool in your word-processing program to check the spellings in your text?”
Vocabulary
3.2 build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies, as appropriate for the purpose (e.g., refer to classroom word walls;9 consult a variety of print and online resources that are appropri- ate to their purpose, including glossaries, word banks, and technical dictionaries, to confirm meanings of words; maintain lists of technical words encountered in trade or professional pub- lications, and determine how these words are formed from root words, prefixes, and suffixes10)
Teacher prompt: “What other words or phrases would convey your meaning more clearly in this report?”
Punctuation
3.3 use punctuation correctly to communicate their intended meaning (e.g., use quotation marks to set off words and phrases taken from sources; use punctuation that is appropriate to their purpose and to the form of their writing, including forms such as letters, memos, and notes)
Teacher prompt: “Read your work aloud, pausing where you have used commas and periods, so that the group can help you determine if any punctuation is missing.”
Grammar
3.4 use grammar conventions correctly to commu- nicate their meaning clearly (e.g., write complete and correct simple, compound, complex, and compound-complex sentences;11 consistently make verbs agree with subjects and pronouns agree with antecedents)
6. TL Library 7-12 “Reacting to Reading: Critically Evaluating Resources” 18 7. TLCC 7-12 “Revising and Editing: Asking Questions to Revise Writing” 128 8. TLE 7-9 “Sample Roots and Prefixes” 54 9. TLCC 7-12 “Creating a Word Wall” 30 10. TLE 7-9 “Sample Roots and Prefixes” 54 11. TLE 10-12 “Modelled Writing” 51