Page 136 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
resources, as appropriate (e.g., create a research plan and track their progress; identify a range of sources that contain material related to First Nations, Métis, and Inuit customs and concerns; use keyword searches to locate online information relevant to their topic; create a detailed template to evaluate sources for relevance, reliability, viewpoint,
and inclusive perspectives; record all sources of information, observing conventions for proper documentation, to ensure that all sources and extracts are fully acknowledged in their final piece of work)
Sample question: “What steps have you taken to ensure that you will be able to credit all research sources fully and accurately?”
Organizing Ideas
D1.4 identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and selecting the organiza- tional pattern best suited to the content and
the purpose for writing (e.g., reorganize the plot outline for a story to include a series of flashbacks; identify a pattern to guide their use of imagery in writing a poem; work in groups to sort and organize their ideas for writing a spoken-word story or poem, focusing on categories such as voice, power, and the depiction and/or exclusion of certain groups; use a graphic organizer to refine their ideas about a thesis or topic in preparation for writing a literary essay; determine the organizational pattern, such as chronological order, climactic order, or cause and effect, best suited to presenting ideas
and information in an essay on a specific topic)
Sample questions: “How will you determine the best pattern of imagery to use in your poem?” “How will you organize the information you have gathered for your essay to best develop your thesis?”
Reviewing Content
D1.5 determine whether the ideas and information gathered are accurate and complete, interesting, and effectively meet the requirements of the
writing task (e.g., draft a variety of opening state- ments and read them aloud for peer group feedback about which one will engage readers most effectively; review the information gathered for a persuasive essay and, after eliminating irrelevant material, assess the remaining details to ensure that they meet the information requirements of the writing task)
Sample questions: “Which of the quotations you have collected are the most relevant
to your analysis of this short story?” “Would including a First Nation, Métis, or Inuit perspective on your topic make your argument more complete and persuasive? Why, or why not?”
D2. Using Knowledge of Form and Style
By the end of this course, students will:
Form
D2.1 write for different purposes and audiences using a variety of literary, informational, and graphic text forms (e.g., a report comparing the responses of classmates to a graphic novel studied in class; a narrative poem for peers, based on a short story about cultural identity; a film critique for a First Nation community newspaper; descriptive paragraphs that will form part of a public relations campaign to raise the profile of First Nations, Métis, and Inuit course offerings; the text of a speech for a peer running for student trustee;
an opinion piece about the effect of stereotypes, racism, sexism, or culturally inappropriate language on readers)
Sample question: “What text form have you chosen to present the findings of your survey comparing the political priorities of urban and on-reserve First Nations individuals?”
Voice
D2.2 establish a distinctive voice in their writing, modifying language and tone skilfully and effectively to suit the form, audience, and purpose for writing (e.g., use an authoritative tone in a persuasive essay on the necessity of bilateral negotiations between Indigenous governments
and various levels of government in Canada; use repeated sentence patterns in the dialogue of a specific character in their script of a skit or short play to establish a distinct personality)
Sample questions: “How can you convey
the emotions of a character who has been confronted by a false accusation? What words might this character use?” “How can you project an authoritative tone in this persuasive essay on nation-to-nation negotiations?”
Diction
D2.3 use appropriate descriptive and evocative words, phrases, and expressions imaginatively to make their writing clear, vivid, and interesting for their intended audience (e.g., vary the use
of concrete and abstract words appropriately in a poem; use evocative words and phrases accurately and effectively in describing their response to a text, object, or person; use precise words and clear, straightforward sentences to present information and to answer questions in informational texts)
Sample questions: “Where in your essay could you state an idea more clearly or precisely? Where might you add descriptive details?” “Have you used a sufficient variety of concrete words to give your poem energy?”
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