Page 185 - THE ONTARIO CURRICULUM, GRADES 9 to 12 | First Nations, Métis, and Inuit Studies

commas and periods. Where do you and your peers think punctuation is missing? Where do you think the punctuation is unnecessary?”
Grammar
D3.4 use grammar conventions correctly to communicate their meaning clearly (e.g., write complete and correct simple, compound, complex, and compound-complex sentences; consistently make verbs agree with their subjects and pronouns agree with their antecedents)
Sample questions: “Could you combine these short sentences to make a more interesting longer sentence? Which connecting words would you use? Does the punctuation need to be changed to make the sentence grammatical?”
Proofreading
D3.5 proofread and correct their writing, using guidelines developed with the teacher and peers (e.g., review drafts using an editing checklist specific to the writing task; use a highlighter to mark potentially incorrect words or phrases in their draft, and then check appropriate resources to confirm correct spelling and/or usage)
Sample questions: “What words did you highlight as possible errors when you re-read your text? Have you checked those words to confirm their meaning and their spelling?”
Publishing
D3.6 use several different presentation features, including print and script, fonts, graphics, and layout, to improve the clarity and coherence of their written work and to engage their audience (e.g., select appropriate fonts and graphics and
an appealing layout for a brochure, keeping their purpose and audience in mind; select appropriate images to illustrate a procedural text)
Sample question: “How might you use the four directions model to visually support the message of your text?”
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, appropriate use of conventions)
Sample questions: “What important points have you learned from creating a school handbook? What important considerations might you include on a checklist to guide others in producing a similar handbook,
to ensure that the work reflects equity, inclusion, and diversity?”
D4. Reflecting on Skills and Strategies
By the end of this course, students will:
Metacognition
D4.1 describe several different 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 several specific steps they can take to improve as writers (e.g., describe how working in a small group helped them or distracted them in generating ideas for writing; describe specific ways in which reading
a piece of writing aloud to a partner for feedback helped them to improve it; identify a skill they need to strengthen and set a goal for improving that skill)
Sample questions: “What specific problem did you encounter while working on this writing assignment, and how did you resolve it? What did that experience teach you about your preferred learning style?” “Reflecting on your approach to this writing task, what strategies for generating ideas will you use for future writing tasks?” “What would you do differently if you had the opportunity to redo this writing assignment?”
Interconnected Skills
D4.2 identify several different skills they have
in listening, speaking, reading, viewing, and representing, and explain how these skills help them write on subject matter related to First Nations, Métis, and Inuit cultures more effectively (e.g., describe how listening to song lyrics by First Nations, Métis, and Inuit musicians enhanced their ability to write about an issue of importance to First Nations, Métis, and Inuit communities)
Sample question: “How did listening closely
to Elders and Métis Senators help you write the dialogue for a scene about the Indian residential school system in Canada?”
Portfolio
D4.3 select examples of several different 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 piece
of writing for a class anthology and explain why they think it is a good example of their work; choose several pieces for a literacy portfolio to reflect their growth as writers over time, explaining how each one demonstrates an improvement in their skills)
Sample questions: “Which pieces of your writing best reflect your writing skills? Why are these pieces important to you?”
WRITING
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English: Understanding Contemporary
First Nations, Métis, and Inuit Voices
NBE3E