Page 183 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Sample questions: “How have discussions with your peers and local First Nations, Métis, or Inuit community partners about your project helped you focus your writing on current, relevant, and engaging perspectives?” “What does ‘plagiarism’ mean? Why do you think people plagiarize? Why is it wrong?”
Organizing Ideas
D1.4 identify, sort, and order main ideas and supporting details for writing tasks, using several different strategies and organizational patterns suited to the content and the purpose for writing (e.g., in small groups, cluster key ideas to develop an agenda for a meeting of the First Nations, Métis, and Inuit student advisory committee; use a graphic organizer such as a T-chart to list First Nations, Métis, and Inuit resources that the school library contains and does not contain, in preparation for writing
a report recommending additional resources)
Sample questions: “Who is it important to consult when you are developing your agenda? How did you determine the most important items for the agenda? What ‘talking points’ will you use to generate discussion for each agenda item?”
Reviewing Content
D1.5 determine whether the ideas and information gathered are relevant to the topic, sufficient for the purpose, and meet the requirements of the writing task (e.g., re-read the information gathered to ensure that it does not present First Nations, Métis, and Inuit cultures as cultures of the past; review the information gathered from all sources to determine whether any important ideas are missing)
Sample questions: “As you review the assignment details and the notes you have made for your report, how closely do they match? What further research could you do to minimize gaps?”
D2. Using Knowledge of Form and Style
By the end of this course, students will:
Form
D2.1 write for different purposes and audiences using several different literary, informational, and graphic text forms (e.g., a poem on the theme of cultural identity, based on a model of a poem studied in class; a graphic chronology of the Mother Earth Water Walks around the Great Lakes to explain the initiative to elementary students; a letter to the editor offering a supported opinion about an Inuit community initiative; a memo to the school parent council summarizing the requests of the
First Nations, Métis, and Inuit student advisory committee)
Sample questions: “You’ve been asked to write a human interest story for a lifestyle magazine. In what other text forms have you encountered human interest stories? Who do you think the audience is?” “In what ways does a news report differ from a magazine article?”
Voice
D2.2 establish an identifiable voice in their writing, modifying language and tone to suit the form, audience, and purpose for writing (e.g., use vivid, descriptive language to establish a mood of urgency in a poem about an environmental issue; use
a businesslike tone and an appropriate level of language in a letter to a provincial or territorial organization requesting youth representation in the organization)
Sample questions: “How might you change the language of your memo to make the tone more businesslike and authoritative? What synonyms would sound more formal?”
Diction
D2.3 use appropriate descriptive and evocative words, phrases, and expressions to make their writing clear and vivid for their intended audi- ence (e.g., in an article for a community newsletter, respectfully incorporate words and phrases that emphasize a First Nations, Métis, or Inuit perspective in order to make a connection with their audience; describe the physical and emotional characteristics of an auntie, uncle, grandmother, grandfather, or Elder in some detail to convey personality; make
a list of active verbs and vivid adjectives that evoke a character in a First Nation, Métis, or Inuit traditional story, and choose effective ones to use in a descriptive paragraph)
Sample questions: “Where might you respect- fully add words from the Inuktitut language to give your article greater impact?” “Does your description of an auntie, uncle, or Elder provide enough detail to allow your reader to visualize the person? If not, what words might you add?”
Sentence Craft and Fluency
D2.4 write complete sentences that communicate their meaning clearly and accurately, varying sentence type, structure, and length for different purposes and making logical transitions between ideas (e.g., use transitional words to show the relationship between ideas in two or more sentences; combine short sentences where appropriate to clarify meaning)
Sample questions: “Which transitional words do you use repeatedly? What other words might you use to make the relationship between your
WRITING
181
English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3E