Page 64 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Teacher prompts: “Have you developed key words for searching and grouped them logically?” “How can you make your search more specific to your topic?” “Be sure to write down the author’s name, the title and publi- cation date, and the page number for all of your sources.”
Organizing Ideas
1.4 identify, sort, and order main ideas and sup- porting details for writing tasks, using a few different strategies and organizational patterns suited to the content and the purpose for writ- ing (e.g., identify key words in questions or prompts provided in the assignment and use them to organize information and ideas; high- light related ideas and information in a brain- stormed list; collaborate with classmates to develop headings for grouping data; use the 5 W’s to classify information from a documentary; sort information for a comparison and contrast essay using a Venn diagram 3)
Teacher prompt: “What key words could you use to sort and group your information? Do the key words suggest a particular order [chronological; general to specific] for present- ing the information?”
Reviewing Content
1.5 determine whether the ideas and information gathered are relevant to the topic and meet the requirements of the writing task (e.g., map ideas on a graphic organizer to check that they are all related to the topic and that there are no gaps; check information and ideas against an outline of the task requirements)
Teacher prompt: “Do you have all of the information that you need? How could you broaden your search to fill any gaps?”
By the end of this course, students will:
Form
2.1 write for different purposes and audiences using a few different informational, graphic, and literary forms (e.g., a dialogue to dramatize two sides of an issue for the class; instructions to help a beginner perform a computer procedure; a word collage to express personal feelings about an Aboriginal issue; text for an illustrated pam- phlet to share tips about snowboard safety with classmates)
Teacher prompt: “How will you structure this dialogue to clarify who is speaking? How will you make the two speakers sound like different people?”
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 an impersonal, objective tone to report on a news event; use a humorous tone in a review of a music video; use appropriate slang in a dialogue between two teenagers)
Teacher prompt: “When is it acceptable – perhaps even necessary – to use slang in your writing? When is slang not appropriate?”
Diction
2.3 use appropriate descriptive words, phrases, and expressions to make their writing clear for their intended audience (e.g., find the best five words to describe a character; list powerful words that express their viewpoint on a topic in preparation for a debate; adjust word choice based on teacher or peer feedback 4)
Teacher prompts: “Can you find a better word to capture your meaning?” “Is plain, simple language more suitable for your present pur- pose than striking or elaborate language?”
Sentence Craft and Fluency
2.4 write complete sentences that communicate their meaning accurately, varying sentence type, structure, and length for different purposes and making logical transitions between ideas (e.g., distinguish between exclamatory, declara- tive, imperative, and interrogative sentences
and the purposes for which they are used; use sentence-combining strategies to add variety to their writing 5)
Teacher prompts: “Where could you use an imperative sentence or an exclamation to add variety to your writing?” “Which would cap- ture your reader’s interest more effectively here – a statement or a question?”
Critical Literacy
2.5 explain how their own beliefs, values, and experiences are revealed in their writing (e.g., explain how their retelling of a school experience reflects their own attitude to the event)
Teacher prompts: “What point of view is evident in your piece of writing? What words or phrases signal your point of view most clearly?” “Do you think your point of view is shared by your
WRITING
2. Using Knowledge of Form and Style
3. TLCC 7-12 “Webbing, Mapping and More” 108 4. TLE 7-9 “Writing with Precision” 44-46 5. TLE 10-12 “Sentence Starters” 48
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