Page 63 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Grade 9, Applied
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 informational, literary, 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
a few different types of writing tasks (e.g., a promotional flyer advertising their school for Grade 8 students in another school; a formal paragraph stating and explaining an opinion on a topic for the teacher; a newspaper article and accompanying photograph for the local newspaper1)
Teacher prompt: “Readers of newspapers see the photographs and headlines before they read the articles. What will catch the reader’s eye in this photograph? How will that influ- ence the way you approach your article?”
Generating and Developing Ideas
1.2 generate and focus ideas for potential writing tasks, using a few different strategies and print, electronic, and other resources, as appro-
priate (e.g., create focus questions for a specific topic; 2 identify key words to narrow an Internet search about a topic; use a graphic organizer to connect possible topics to sources of information; use rapid writing to capture ideas in response to a series of teacher-provided prompts; record ideas
for writing in a writer’s journal or jot journal; create a“grocery list”of ideas for writing; use a table to rank the relevance of questions about a specific topic)
Teacher prompts: “Did your focus questions suggest a different way of looking at this topic?” “How did working with a partner help you to develop this topic?”
Research
1.3 locate and select information to support ideas for writing, using a few different strategies and print, electronic, and other resources, as appropriate (e.g., use a teacher-created research plan and track their progress by means of a checklist; identify the different types of informa- tion needed about a topic, such as background information and definitions of terms; use key word searches and other browsing strategies to locate appropriate information and terminology in online library catalogues, general encyclopae- dias, and dictionaries; record all sources of infor- mation using a teacher-provided template based on conventions for proper documentation and full acknowledgement of sources and extracts, recognizing the importance of crediting original authors and promoting academic honesty; use a checklist to evaluate sources and information for accuracy, reliability, and authority)
WRITING
OVERALL EXPECTATIONS
By the end of this course, students will:
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1. TLCC 7-12 “Setting the Context” 102 2. TL Media 7-10 “Focus Questions for Discussion Groups” 25