Page 135 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
D1. Developing and Organizing Content: generate, gather, and organize ideas and information to write for an intended purpose and audience on subject matter related to First Nations, Métis, and Inuit cultures;
D2. Using Knowledge of Form and Style: draft and revise their writing, using a variety of literary, informational, and graphic forms and stylistic elements appropriate for the purpose and audience;
D3. 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;
D4. 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 of writing texts on subject matter related to First Nations, Métis, and Inuit cultures.
SPECIFIC EXPECTATIONS
D1. Developing and Organizing Content
By the end of this course, students will:
Identifying Topic, Purpose, and Audience
D1.1 identify the topic, purpose, and audience
for a variety of writing tasks on subject matter related to First Nations, Métis, and Inuit cultures (e.g., an expository essay comparing the themes of two short stories or poems about family relationships in an Inuit community; a letter to the editor to rebut or endorse a news story about urban life as experienced by First Nations teens; an adaptation of a children’s story to better reflect Métis life;
a blog post about privilege and oppression, their effect on individuals and groups, and ways to address the consequences; a statement of personal commitment to reconciliation between Indigenous and non-Indigenous peoples)
Sample questions: “Before you begin your letter to the editor, think about your audience. Are you writing for teens like those in the news story you are responding to, or for a more general audience? Do you want to persuade your readers to accept a new viewpoint, or to endorse the perspective of the original article?” “How would you dramatize an event in a story to appeal to an audience of children?”
Generating and Developing Ideas
D1.2 generate, expand, explore, and focus ideas for potential writing tasks, using a variety
of strategies and print, electronic, and other resources, as appropriate and with increasing effectiveness (e.g., use a graphic organizer to group ideas and to help them determine the
focus of an essay on symbolism in First Nations, Métis, and Inuit children’s stories; after obtaining permission, make jot notes of ideas and questions arising during an oral teaching by an Elder, Métis Senator, knowledge keeper, or knowledge holder for later reference in preparing in a written report; create a mind map or a Venn diagram to explore connections between the concepts they wish to express in a poem on the theme of First Nations, Métis, and Inuit sovereignty or self-governance; consult bibliographies and reference lists in books and periodicals, including e-books and e-journals, to identify potential sources of new information and ideas)
Sample questions: “What questions would you like to investigate in preparing to write this essay?” “What have you identified as
a possible thesis?”
Research
D1.3 locate and select information to effectively support ideas for writing, using a variety
of strategies and print, electronic, and other
WRITING
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3U