Page 184 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

Grade 11, Workplace Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | First Nations, Métis, and Inuit Studies
ideas more obvious?” “Where in your text do you use many short sentences in a sequence? How might you combine some of them?”
Critical Literacy
D2.5 explain how their own beliefs, values, and experiences are revealed in their writing, and identify how a belief or value may either reflect or conflict with a First Nation, Métis, and Inuit world view (e.g., identify how their description of an object or a place, as expressed in a short narrative, reveals their cultural values; in a personal essay, describe their response to cultural expectations they have encountered in their work experiences and explain the belief or value that shaped their response; identify the specific ways in which a journal entry about their personal experiences during a camping trip reflects or conflicts with
a First Nation world view about the relationship between the people and the land)
Sample questions: “How do you think the language you have chosen to use in this piece of writing reflects your values?” “Have you considered diverse points of view in your writing? If so, how have you acknowledged them? If not, how might you do so?” “Which character in your text most closely reflects your own perspective on the subject?”
Revision
D2.6 revise drafts to improve the content, organization, clarity, and style of their written work, using several different teacher-modelled strategies (e.g., identify wording in their work that indicates gender bias and substitute gender-neutral language; reorganize the sentences in a piece of writing to improve the flow of ideas; determine whether the inclusion and/or repetition of a word or phrase would reinforce their argument and enhance the effectiveness of their text)
Sample questions: “How might you vary the type and length of your sentences to make
your writing more interesting for the reader?” “Does your writing tell your readers everything
they need to know in order to understand your perspective? If not, what might you add?” “How has your revision made your text clearer?” “In your description of the Mother Earth Water Walks, how might you incorporate a reference to a cultural text form from a specific First Nation to make your topic more immediate?”
Producing Drafts
D2.7 produce revised drafts of both simple and complex texts written to meet criteria identified by the teacher, based on the curriculum expec- tations 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 question: “Before you submit your revised plan for promoting cultural awareness in your school community, check to ensure that you have not missed any steps. Could another person follow the steps you describe without difficulty?”
D3. Applying Knowledge of Conventions
By the end of this course, students will:
Spelling
D3.1 use knowledge of spelling rules and patterns, several different types of resources, and appropriate strategies to spell familiar and new words correctly (e.g., apply spelling patterns, such as “i before e except after c”, appropriately; maintain a list of words learned from shared, guided, and independent reading texts to help them spell words correctly; check their spellings in print and electronic resources; apply their knowledge of root words, prefixes, and suffixes to spell technical words correctly)
Sample questions: “When you used the spelling checker in your word-processing program, what errors did it reveal?” “What resources did you consult to find a spelling pattern?”
Vocabulary
D3.2 build vocabulary for writing by confirming word meaning(s) and reviewing word choice, using several different types of resources and strategies, as appropriate for the purpose (e.g., create a list of new words they encounter in print and online texts, noting the context in which the words are used, to expand the vocabulary they use in their own texts; consult a classroom word wall to find synonyms; consult glossaries and technical dictionaries to confirm word meanings; compile
a list of technical words encountered in trade publications and use them in their own writing)
Sample question: “What other words or phrases could convey the meaning more clearly in this report?”
Punctuation
D3.3 use punctuation correctly to communicate their intended meaning (e.g., use quotation marks to set off words and phrases taken from written and oral sources; use punctuation that is appropriate to the form of their writing, such as letters, memos, and notes)
Sample questions: “Read your work aloud to the group, pausing where you have used
182