Page 160 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, College Preparation
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.
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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 opinion piece for a local magazine express- ing a youth’s perspective on media portrayals
of First Nations, Métis, and Inuit individuals;
a responsive text to help someone from a different background better understand the First Nations, Métis, and Inuit attachment to land and place described in various narratives; a review of several websites that provide information about Inuit
history, culture, geography, and current events; a speech to a youth forum about an issue of importance to Métis youth)
Sample questions: “Who are the readers for your essay about the safety and well-being of youth? How might you use an opening scenario to engage them?”
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 (e.g., brainstorm with peers about potential writing topics; research First
Nations, Métis, and Inuit media channels to identify potential sources of information for an essay about challenges facing contemporary Indigenous families; conduct online keyword searches related to First Nations, Métis, and Inuit content before finalizing their topic to see which ones generate the most results; create and use a step-by-step plan to research different perspectives about an issue of importance to First Nations, Métis, and Inuit individuals)
Sample questions: “If the purpose of your paragraph is to emphasize the value of under- standing the history and impact of the residential school system in Canada, where will you begin to look for information?” “How might you
use oral stories from survivors, Elders, Métis Senators, knowledge holders, knowledge keepers, or community members as a source of information about your topic?”
Research
D1.3 locate and select information to appropriately support ideas for writing, using a variety
of strategies and print, electronic, and other resources, as appropriate (e.g., compare various resources that portray the cultural diversity of First Nations, Métis, and Inuit cultures, and seek the perspectives of local Elders, Métis Senators, knowledge holders, knowledge keepers, and/or community members on the accuracy and compre- hensiveness of the material they have chosen to support their topic; record all sources of information,
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