Page 162 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, College Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
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., engage in rapid writing focused on a First Nations, Métis, or Inuit theme, and then select words from the text that will be effective for their specific writing task; underline any words in their writing that are culturally insensitive or stereotypical and replace them with precise, powerful synonyms or antonyms; incorporate words and phrases into their writing that respectfully, accurately, and appropriately emphasize First Nations, Métis, and Inuit perspectives)
Sample questions: “Do the words your character uses to express emotions at this point in the story ring true? Why, or why not? What synonyms might be more precise or powerful?” “What are some ways in which writers choose diction to ensure that their stories contain authentic Indigenous characters? What examples can you give from the text you are reading?”
Sentence Craft and Fluency
D2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length to suit different purposes and making smooth and logical transitions between ideas (e.g., combine short sentences to add variety to a paragraph or to improve the narrative flow; shorten overly long sentences to hold the reader’s attention)
Sample question: “How could you combine these two short sentences, which refer to different aspects of the same idea, to make the relationship between these elements clearer to the reader?”
Critical Literacy
D2.5 explain how their own beliefs, values, and experiences are revealed in their writing, and how these may reflect or conflict with a First Nation, Métis, or Inuit world view (e.g., determine
whether a perspective expressed in their writing reflects bias and explain why; write a short script in which two characters express different perspectives on a current issue of concern to a local First Nation community, and explain how these viewpoints reflect or conflict with their own opinion and the opinions expressed by community leaders; ask themselves whether someone from a different background would be able to understand the attachment to an object or place described in
their narrative, and adjust the text to help others better understand)
Sample questions: “In what specific ways do the ideas or attitudes expressed in your text reflect your own beliefs? Are these beliefs
shared by everyone in your community? If not, how might you explain the differences?” “How could you alter your text to help someone with a different background understand your ideas?”
Revision
D2.6 revise drafts to improve the content, organi- zation, clarity, and style of their written work, using a variety of teacher-modelled strategies (e.g., delete irrelevant arguments to enhance the impact of a persuasive essay; add details to clarify the motivations of a character in a short narrative; reorganize the information in a news report to engage the reader from the beginning; apply the four directions model to determine whether their writing is balanced appropriately for the specific task)
Sample questions: “Review the supporting details in your persuasive essay. What informa- tion might you add in order to convince readers of your viewpoint?” “How might you reorganize your narrative to make the ideas clearer?” “Consider whether your readers will be familiar with the concepts you mention in your news report. Which ones need to be explained more fully?” “In what ways does your writing align with or diverge from the four directions model?”
Producing Drafts
D2.7 produce revised drafts of texts, including increasingly complex texts, written 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: “Ask a peer who is unfamiliar with your topic to read your report. What important aspects did he or she find difficult
to understand? How might you develop your ideas more fully?”
D3. Applying Knowledge of Conventions
By the end of this course, students will:
Spelling
D3.1 use knowledge of spelling rules and patterns, a variety of resources, and appropriate strategies to recognize and correct their own and others’ spelling errors (e.g., apply their knowledge of spelling rules and patterns correctly, such as when adding a suffix to a word ending in a y or a silent e and when considering whether to double the final consonant before a suffix; maintain a list showing the correct spelling of words they frequently
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