Page 138 - 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
Sample questions: “How could you explore other ways of wording this idea? What Indigenous and non-Indigenous resources could you consult?” “What other texts could you read
to expand the vocabulary you use to write about this topic?” “Are the words you have used in this description likely to be familiar to your audience? If not, what other words might you select?”
Punctuation
D3.3 use punctuation correctly and effectively to communicate their intended meaning (e.g., use commas correctly to separate words, phrases, and clauses; correctly introduce and punctuate both short and long quotations in the body of an essay, properly setting off block quotations; use semicolons where appropriate to create balance and parallelism in sentences with two or more clauses)
Sample questions: “How do you know when to run a quotation into the text and when to set it off as a block? What is the accepted way to set off a quotation?”
Grammar
D3.4 use grammar conventions correctly and appropriately to communicate their intended meaning clearly and effectively (e.g., use a variety of sentence structures correctly to communicate complex ideas; use coordination and subordination correctly and appropriately; use parallelism and balance to aid clarity; use pronoun case, number, and person correctly; use verb tenses correctly in reported dialogue; use active and passive voice appropriately for the purpose and audience)
Sample questions: “How would you rewrite this series of sentences to create parallelism?” “In general, your consistent use of the active voice to persuade readers of your point of view is appropriate, but where in your essay might you use the passive voice effectively?”
Proofreading
D3.5 regularly proofread and correct their writing (e.g., ask peers to check their drafts for errors in spelling, vocabulary, punctuation, and grammar, then consult print and electronic resources to confirm the accuracy of the feedback they receive and make corrections where necessary; use the Track Changes function in their word-processing program when entering proofreading changes, and keep a file of these corrections for future reference)
Sample questions: “What steps can you take to confirm that peer feedback is accurate and appropriate?” “How can the Track Changes tool be of help in the writing process?”
Publishing
D3.6 use a variety of presentation features, includ- ing print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to heighten its appeal and effectiveness for their audience (e.g., select an appropriate format for a letter they are writing to the editor of a specific newspaper; choose design features that will appeal to their peers when creating a blog for that audience)
Sample questions: “Who is the audience for your blog? How does your choice of design features and layout reflect that audience?”
Producing Finished Works
D3.7 produce pieces of published work to meet criteria identified by the teacher, based on the curriculum expectations and respecting First Nations, Métis, and Inuit communication styles (e.g., adequate development of information and ideas, logical organization, appropriate use of form and style, appropriate use of conventions)
Sample questions: “How might incorporating some quotations into your poetry critique help your readers understand your point of view? Where would they be most effective?”
D4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
D4.1 explain which of a variety of strategies they found most helpful before, during, and after writing texts on subject matter related to First Nations, Métis, and Inuit cultures, then evaluate their areas of greater and lesser strength as writers and identify the steps they can take to improve their skills (e.g., identify different ways of organizing research prior to writing, and explain the most appropriate use for each; share with
peers a strategy or technique that they have found helpful in writing effective introductions and conclusions; assess their approach to editing
and proofreading their work, and plan to make changes where necessary)
Sample questions: “How did peer editing improve the quality of a recent piece of your writing? How might you incorporate what
you learned into other pieces of written work?” “What have you observed about similarities and differences in your writing process for different text forms?” “Name one aspect of your writing that you have strengthened recently and one aspect that needs more attention. How did you improve in the first area? What will you do to improve in the other area?”
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