The Ontario Language Curriculum Strand D brings together what students have learned in previous strands so that they can start composing effective and meaningful texts of their own.
Having learned about the basics of communication, literacy conventions, critical thinking and literary devices, it’s now time for students to explore composition. They will look at how to develop ideas, research, and draft texts to create clear communication that has an impact.
What Skills Does This Strand Cover?
In the Ontario Language Curriculum Strand D, students will go through the process of developing their own text from start to finish. This includes coming up with a topic, researching that topic, being aware of the messaging they intend to create and then sharing their text.
They will need to think about what they want to say and, using various tools and strategies, how they want to say it. Students will also need to examine their work for biases and understand how audiences with different perspectives may interpret their intended message.
Students will need to offer critical thought to how they approach and convey their subject, and they should reflect during the process about the impact of each step, from draft to revisions to final product.
These are skills that are useful beyond creating text. They get students thinking about their voice, how they want to use it, and how that may be received by others.
Strand D covers:
- Purpose and Audience
- Developing Ideas
- Research
- Organizing Content
- Reflecting on Learning
- Producing Drafts
- Printing, Handwriting, and Word Processing
- Voice
- Point of View and Perspective
- Revision
- Editing and Proofreading
- Producing Final Texts
- Publishing and Presenting Texts
- Reflecting on Learning
Why Are These Skills Important?
Grade 7 and 8 students learning the Ontario Language Curriculum Strand D should benefit from the evaluations that are required as they move ahead, creating their own text.
Some potential key learnings for students:
- Think about their audience when creating a text/communicating
- Ensure accuracy and reliability, and compose their text in a way that makes it easier to understand with proper grammar, punctuation, etc.
- Examine their biases and how that may be conveyed in the text
- Think about the different elements that add to how their intended meaning is conveyed
- Understand what the best tools are to help with text creation
The step-by-step planning, thinking and examinations that go into each segment of the text creation process have implications beyond Ontario Language Curriculum Strand D. They have the potential to help shape student action and critical thinking in their personal and professional lives, as well as future academic pursuits.
Lesson Ideas For Grade 7 and 8 Ontario Language Curriculum Strand D
Are you looking for a way to help your students develop their skills through the creation process? Try these 2 Peas and a Dog lessons that are topical (to engage students) and effective (to make achieving your goals easier).
These lessons will save you time and prep, while becoming a staple in your toolkit. You’re sure to use them again and again.
D1.1 Purpose and Audience: Identify the audience, the purpose of their text and explain why they chose what they did, including genre and medium, and how it will help convey meaning.
Narrative Writing
Persuasive Writing
Expository Writing
- Middle School Speech Writing Unit
- Global Holiday Celebrations Research Assignment
- Argumentative Essay Writing Unit
- Career Exploration and Research Project
- Cover Letter and Resume Writing Unit Career Lessons
Informational Texts
- Remembrance Day Unit
- Christmas Truce of 1914 (Non-Fiction Media)
- Read several of the included non-fiction articles (31 Non-Fiction Articles – many from this category), then have students write their own non-fiction article, including relevant text features.
D1.2 Developing Ideas: Brainstorm ideas around topics (e.g., inclusion, diversity) using strategies and resources, such as lived experiences.
Narrative Writing
Persuasive Writing
Expository Writing
- Middle School Speech Writing Unit
- Global Holiday Celebrations Research Assignment
- Argumentative Essay Writing Unit
- Career Exploration and Research Project
- Cover Letter and Resume Writing Unit Career Lessons
Informational Texts
- Remembrance Day Unit
- Christmas Truce of 1914 (Non-Fiction Media)
- Read several of the included non-fiction articles (31 Non-Fiction Articles – many from this category), then have students write their own non-fiction article, including relevant text features.
D1.3 Research: Bring together information about the topic from multiple text sources, while making sure to check reliability. Be able to summarize information and keep a record of sources.
Narrative Writing
Persuasive Writing
Expository Writing
- Middle School Speech Writing Unit
- Global Holiday Celebrations Research Assignment
- Argumentative Essay Writing Unit
- Career Exploration and Research Project
- Cover Letter and Resume Writing Unit Career Lessons
Informational Texts
- Remembrance Day Unit
- Christmas Truce of 1914 (Non-Fiction Media)
- Read several of the included non-fiction articles, then have students write their own non-fiction article, including relevant text features
D1.4 Organizing Content: Students will organize the content they now have through classification, sequencing and appropriate tools, while thinking about the genre, medium and form they have chosen.
Narrative Writing
Persuasive Writing
Expository Writing
- Middle School Speech Writing Unit
- Global Holiday Celebrations Research Assignment
- Argumentative Essay Writing Unit
- Career Exploration and Research Project
- Cover Letter and Resume Writing Unit Career Lessons
Informational Texts
- Remembrance Day Unit
- Christmas Truce of 1914 (Non-Fiction Media)
- Read several of the included non-fiction articles (31 Non-Fiction Articles – many from this category), then have students write their own non-fiction article, including relevant text features.
D1.5 Reflecting on Learning: Compare and explain how the tools and strategies they are using helped them improve in creating text, including organizing content for their chosen form and developing ideas.
- Have students complete reflection journal entries after major assignments and/or lessons
D2.1 Producing Drafts: Produce drafts of complex texts using various tools, media and strategies. These should include various genres and forms, such as informational text, narrative, and expository.
- Produce typed-up good copies of written work
- Integrate cursive writing into warm-up routines or stations
- Integrate typing skills into warm-up routines or stations
- Add variety to final projects
D2.2 Printing, Handwriting, and Word Processing: Apply keyboarding skills with increasing automaticity, proficiency and fluency, as well as be able to write in fluent cursive, to improve the impact and accuracy of texts.
D2.3 Voice: Develop a personal voice to use in texts that includes elements of style and varied language, ensuring the tone is appropriate for the genre and form.
D2.4 Point of View and Perspective: Be able to identify the perspective, bias and point of view in their text and convey how their messaging might be interpreted by those with different perspectives.
D2.5 Revision: Demonstrate an ability to edit text through changes such as revising content, patterns, and adding and deleting sentences to improve coherence and clarity, while using various strategies and seeking and utilizing selective feedback.
D2.6 Editing and Proofreading: Edit drafts to improve style and accuracy and ensure punctuation, spelling and grammar, and format are correct. Utilize spell check and grammar checkers and edit using word processing software for digital texts.
D3.1 Producing Final Texts: Complete text by selecting techniques and tools to create the intended effect. This includes production and design tools.
D3.2 Publishing and Presenting Texts: Present and publish the final texts and examine how their creation choices helped them to achieve their intended meaning.
D3.3 Reflecting on Learning: Compare how tools and strategies helped students convey their message when presenting and publishing, and offer future steps for improving as a text creator.
- Have students complete reflection journal entries after major assignments and/or lessons
Looking for Full Year No-Prep Lessons? Try These Bundles
- Full Year Middle School English Language Arts Lessons: Grade 7 Language Arts
- Full Year Middle School English Language Arts Lessons: Grade 8 Language Arts
Each Full Year Bundle Includes:
- 100+ resources: An extensive collection of materials to support your teaching journey throughout the year.
- Print & Digital Formats: Flexibility is key! Choose between physical copies or digital resources based on your classroom needs.
- Detailed Lesson Plans: Clear and concise plans that take the guesswork out of teaching. Save time and focus on what matters most to you.
- Assessment Rubrics: Assess student progress with ease using our comprehensive rubrics, ensuring fair evaluation and effective feedback.
- Student Choice: Foster a love for learning by providing students with a range of options and activities that cater to their unique interests and learning styles.
- Differentiated Tasks: Accommodate diverse learners and create an inclusive classroom environment with tasks that challenge and inspire every student.
- Monthly Teaching Plan (& Bonus Weekly Plans): Stay organized and stay ahead with structured plans.
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