Page 164 - 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
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of one or more graphic organizers to order their ideas at the drafting stage of a writing task; explain how informally conferring with the teacher or peers at various stages of the writing process allowed them to see and correct specific problems; describe a specific area in which they think their writing skills need strengthening and set a time-limited
goal for making improvements)
Sample questions: “What do you do to prepare for a writing conference with the teacher?” “What have you realized about your own written work by reading the work of your peers?” “If you were to redo this writing assignment, what specific strategies would you use to improve your work?”
Interconnected Skills
D4.2 identify a variety of skills they have in listening, speaking, reading, viewing, and representing, and explain how these skills help them write texts on subject matter related to First Nations, Métis, and Inuit cultures more effectively (e.g., describe specific ways in which listening to First Nations, Métis, and Inuit spoken- word artists has improved their ability to write realistic dialogue; identify some ways in which they apply their persuasive speaking skills to
their persuasive writing)
Sample questions: “What have you noticed about the way advertisers use language that you could apply to your persuasive writing?” “How has the work of First Nations, Métis, and Inuit authors, storytellers, poets and spoken-word artists, musicians, and new media artists influenced your writing?”
Portfolio
D4.3 select examples of a variety of types of writing that they think most clearly reflect their growth and competence as writers, and explain the reasons for their choice (e.g., select a finished piece of their writing for a class project on the impact of the Indian residential school system
and the Truth and Reconciliation Commission of Canada and explain why they think it is a good example of their work; explain why they find certain text forms more natural or appealing to use than others and identify how these preferences affect their growth as writers)
Sample questions: “Which pieces of writing best demonstrate your improvement as a writer? Why did you choose these pieces?” “In what specific areas has your writing improved?”
“In what ways have you developed your understanding of what a cultural text form is? How has this affected your writing?”