Page 93 - The Ontario Curriculum, Grades 9 and 10: English, 2007 (Revised)

Grade 10, Applied
2. Using Knowledge of Form and Style
THE ONTARIO CURRICULUM, GRADES 9 AND 10 | English
Teacher prompts: “How might you use Internet websites and online databases to facilitate your research?” “How do you decide what to use, when you have too much information?” “Why do you think your research is important to you and your audience?”
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 the purpose for writ- ing (e.g., in small groups, use a storyboard to sequence information for a collaborative narra- tive; use a web or flowchart to organize informa- tion for a report on a famous disaster; 2 create a pie chart or bar graph to represent information from a survey in preparation for writing a report)
Teacher prompt: “Which ideas are most important to you? What additional details support your ideas? Where could you add the supporting details – leading up to the main idea, or following it?”
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., share their research with a partner to identify omissions or unnecessary information; compare their list of sources with a teacher’s guideline to check for adequate breadth and depth of coverage of the topic)
Teacher prompt: ”Have you recorded enough information to write effectively about your topic?”
By the end of this course, students will:
Form
2.1 write for different purposes and audiences using several different informational, literary, and graphic forms (e.g., a journal entry to explore a personal opinion about an issue; a letter to the editor expressing a personal opinion about an event; a children’s story for a primary class)
Teacher prompt: “What age group are you writing your children’s story for? How long should a story be for children of that age? Should it have more pictures than text, or a balance of pictures and text, or more text than pictures?”
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 a humorous tone to describe an embarrassing moment; use a formal tone to write a letter requesting information about something from an organization or a company; use an intimate, thoughtful tone in a journal entry about a per- sonal choice)
Teacher prompts: “Why would you use humour in a narrative about a personal experience but not in a news report?” “How does the language that you use reveal something about you?”
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., visualize the setting for a story they plan to write and develop a list of words and phrases they can use to help the reader “see”it clearly; brainstorm a list of synonyms for key words that describe the mood they want to convey in a poem)
Teacher prompt: “What words come to mind as you visualize the setting? Jot them down. What other words can you think of that might convey the same idea? Are some of them more striking than the words you thought of first?”
Sentence Craft and Fluency
2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit dif- ferent purposes and making logical transitions between ideas (e.g., use some linking words and phrases and different types of clauses to combine sentences and ideas )
Teacher prompt: “Can you combine these two sentences to improve the flow of your writ- ing? Where do you need a connecting word or idea?”
Critical Literacy
2.5 explain how their own beliefs, values, and experiences are revealed in their writing (e.g., identify words and phrases in their writing that signal their own positive or negative attitude to- wards an idea, event, or issue; explain who or what influenced their thinking in an opinion piece)
Teacher prompts: “If you have not stated your own attitude openly, what clues have you included to help the reader discover what you think?” “What particular ideas
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2. TLE 10-12 “Writing a Series of Paragraphs” 42