Page 49 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Grade 9, Academic
1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience;
2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
3. Applying Knowledge of Conventions: use editing, proofreading, and publishing skills and strategies, and knowledge of language conventions, to correct errors, refine expression, and present their work effectively;
4. Reflecting on Skills and Strategies: reflect on and identify their strengths as writers, areas for improvement, and the strategies they found most helpful at different stages in the writing process.
1. DevelopingandOrganizing Content
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | English
SPECIFIC EXPECTATIONS
By the end of this course, students will:
Identifying Topic, Purpose, and Audience
1.1 identify the topic, purpose, and audience for several different types of writing tasks (e.g., a narrative poem depicting a humorous incident for peers; a review of a book or film for fellow students; an account of an important event in Aboriginal history for the school newspaper; an expository essay explaining a character’s development in a short story or novel for the teacher ; 1 a ballad about a local person or event for the class yearbook)
Teacher prompt: “What is the purpose of your movie review – to encourage others to see the movie or to warn them about some aspect they may not like?”
Generating and Developing Ideas
1.2 generate and focus ideas for potential writing tasks, using several different strategies and
print, electronic, and other resources, as appro- priate (e.g., complete a K-W-L chart to focus an enquiry about an identified topic; participate in a small group discussion to generate ideas for
an opinion piece;2 identify key words to focus and guide electronic research; use different types of questions – prediction, probability, possibility, and speculation – to deepen understanding of a specific topic)
Teacher prompts: “What prior knowledge do you have about the topic?” “How could answering the 5 W’s help you generate infor- mation on a topic?” “What other resources could you consult about this topic?”
Research
1.3 locate and select information to support ideas for writing, using several different strategies and print, electronic, and other resources, as appropriate (e.g., create a research plan and track their progress using a print template; identify a variety of sources needed to research the topic, including both primary and secondary sources; conduct interviews with community members, experts on a topic, or witnesses to an event; use key word searches and other browsing strategies to locate appro- priate sources, information, and terminology in online library catalogues, general encyclopaedias, and dictionaries; summarize /paraphrase research notes on index cards; record all sources of informa- tion in a list of works cited or references, observing conventions for proper documentation and full acknowledgement of sources and extracts, in recog- nition of the need to credit original authors and promote academic honesty; use a detailed template to evaluate sources and information for reliability and accuracy; use criteria developed in small groups to select appropriate information)
Teacher prompts: “Identify the stages of research and how you plan on completing each stage.” “What kinds of searches give you the best research results and why?”
WRITING
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TLCC 7-12 “Setting the Context” 102 2. TLCC 7-12 “Think/Pair/Share” 152