Page 163 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

misspell, and consult it when writing; use their knowledge of root words, prefixes, and suffixes to spell unfamiliar words correctly)
Sample questions: “Which English spelling patterns give you trouble? How might you organize a personal spelling reference list to help you apply these patterns correctly?”
Vocabulary
D3.2 build vocabulary for writing by confirming word meaning(s) and reviewing and refining word choice, using a variety of resources and strategies, as appropriate for the purpose (e.g., use a thesaurus to find a more precise word to suit the context, and record the results of their search in a writing log; create and maintain lists of subject- specific and technical terms, and consult these lists to enhance their writing; accurately and respectfully incorporate language associated with First Nations, Métis, and Inuit cultures into their formal writing)
Sample questions: “Why is it important to consult local resources and/or speakers of
an Indigenous language before using terms associated with a specific First Nations, Métis, or Inuit cultural group in your writing?” “Which Indigenous cultural terms might you include in a glossary to support your writing in English?”
Punctuation
D3.3 use punctuation correctly and appropriately to communicate their intended meaning (e.g., use semicolons correctly in compound sentences; use the appropriate punctuation to introduce a list of items)
Sample questions: “Which punctuation mark would signal to readers that you are introducing a list – for example, a list of helpful sources of information about Métis culture?” “What kind of information might you put within parentheses in a sentence? What kind of information in
a sentence does not belong in parentheses?”
Grammar
D3.4 use grammar conventions correctly and appropriately to communicate their intended meaning clearly and fluently (e.g., use a variety of sentence types correctly in their writing; use prepositions and conjunctions correctly and appro- priately; apply correct verb tenses in an essay that outlines the historical background of contemporary events; ensure that their sentences demonstrate parallelism)
Sample questions: “When you read this sentence aloud, does it sound awkward or do you think it flows smoothly? If it seems awkward, how might you fix it? How does your revision alter the grammar?”
Proofreading
D3.5 regularly proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., review drafts using an editing checklist based on the task rubric and/or the four directions concept model; read drafts aloud to identify and correct errors; refer to appropriate sources to determine whether they have correctly used terminology related to First Nations, Métis, and Inuit cultures)
Sample questions: “Why do you think it is easier to find errors in someone else’s writing than in your own? What strategy might you use to address that difficulty?”
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 for their audience (e.g., select an appealing title and appropriate fonts and graphics for the cover of a booklet they are publishing; use design features such as sufficient white space and clearly labelled diagrams to enhance a fact sheet about a social issue of importance to a First Nation, Métis, or Inuit community)
Sample questions: “What impression would you like your book cover to give prospective readers? Which font is most likely to help convey that impression?”
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)
Sample questions: “Review your written description of a procedure. Are the steps introduced in logical order? Are any steps missing? How might you make the procedure easier to follow?”
D4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
D4.1 describe a variety of strategies they used before, during, and after writing texts on subject matter related to First Nations, Métis, and Inuit cultures, explain which ones they found most helpful, and identify appropriate steps they can take to improve as writers (e.g., describe their use
WRITING
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3C