Page 50 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Organizing Ideas
1.4 identify, sort, and order main ideas and sup- porting details for writing tasks, using several different strategies and organizational patterns suited to the content and purpose for writing (e.g., use a point-form outline to organize content for writing ; 3 organize a series of paragraphs for an opinion piece ; 4 use a storyboard to establish the sequence for a film or stage adaptation of a literary work; use a cause-and-effect chart to organize ideas for an analysis of a character’s motivations and behaviour; work with several classmates to develop headings and group data for a textual analysis; use a concept-mapping soft- ware program to move from a concept map to a writing outline ; 5 experiment with one or more organizational patterns to connect and order free-associated images for a poem)
Teacher prompt: “What organizational pattern [e.g., cause and effect; comparison and contrast] will you use to present your ideas? Why is that pattern appropriate?”
Reviewing Content
1.5 determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task (e.g., visualize or perform the steps in a procedure to check for relevance and com- pleteness; highlight the words in paragraphs that reflect or are linked to key words in the thesis)
Teacher prompt: “Have you included every- thing you need to include? Have you detected any unnecessary information?”
By the end of this course, students will:
Form
2.1 write for different purposes and audiences using several different literary, informational, and graphic forms (e.g., a supported opinion essay about a school issue for the class newspa- per; a comic strip based on a scene from a short story for young children; text for trading cards of mythological figures to share with friends;
a poem inspired by a descriptive passage in a short story)
Teacher prompts: “How will you signal the stages in your argument? At what stage will you begin to include your supporting details?” “What images from the narrative description will you use in your poem?”
Voice
2.2 establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing (e.g., use formal language and a polite tone in a letter to the editor, and informal language and an emphat- ic or humorous tone in a blog; vary the tone and diction for brief in-role messages of congratula- tion from a student, a parent, and a politician)
Teacher prompts: “How would the message change with a different writer or speaker?” “How would the letter to the editor change if you were writing for an audience of your classmates?”
Diction
2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audience (e.g., use peer slang in a morning announcement; select words that sound like the things they describe [onomatopoeia] to reinforce an idea or impression)
Teacher prompts: “How would the words you use in a letter differ from those in an e-mail?” “How would the use of words with harsh or explosive consonants enhance your descrip- tion of the storm?”
Sentence Craft and Fluency
2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length for differ- ent purposes and making logical transitions between ideas (e.g., use a variety of simple, complex, and compound sentences to add interest and improve the flow of their writing 6)
Teacher prompt: “Would alternating short, abrupt sentences with longer sentences help hold your readers’ attention? When might it be effective to use a series of short, abrupt sentences?”
Critical Literacy
2.5 explain how their own beliefs, values, and experiences are revealed in their writing
(e.g., analyse their writing to determine whether voices are missing that it would be appropriate to include; use peer feedback to identify relevant ideas or opinions that have not been considered in the text 7)
Teacher prompts: “If you adopted a different perspective on this topic, what points would you need to address or cover in more detail
2. UsingKnowledgeofForm and Style
3. TLCC 7-12 “Webbing, Mapping and More” 108 4. TLE 10-12 “Developing and Organizing Ideas: Writing a Series of Paragraphs Expressing an Opinion” 42 5. TL Computer Integration 7-12 “Developing and Organizing Ideas: Webbing and Mapping” 26
6. TLE 10-12 “Revising and Editing Modelled Writing” 50 7. TL Library Research 7-12 “Reacting to Reading: Critically Evaluating Resources” 18
WRITING
49
English
ENG1D