D1.1

identify the topic, purpose, and audience for a variety of writing tasks on subject matter related to First Nations, Métis, and Inuit cultures (e.g., an opinion piece for a local magazine expressing a youth’s perspective on media portrayals of First Nations, Métis, and Inuit individuals; a responsive text to help someone from a different background better understand the First Nations, Métis, and Inuit attachment to land and place described in various narratives; a review of several websites that provide information about Inuit history, culture, geography, and current events; a speech to a youth forum about an issue of importance to Métis youth)

D1.2

generate, expand, explore, and focus ideas for potential writing tasks, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., brainstorm with peers about potential writing topics; research First Nations, Métis, and Inuit media channels to identify potential sources of information for an essay about challenges facing contemporary Indigenous families; conduct online keyword searches related to First Nations, Métis, and Inuit content before finalizing their topic to see which ones generate the most results; create and use a step-by-step plan to research different perspectives about an issue of importance to First Nations, Métis, and Inuit individuals)

D1.3

locate and select information to appropriately support ideas for writing, using a variety of strategies and print, electronic, and other resources, as appropriate (e.g., compare various resources that portray the cultural diversity of First Nations, Métis, and Inuit cultures, and seek the perspectives of local Elders, Métis Senators, knowledge holders, knowledge keepers, and/or community members on the accuracy and comprehensiveness of the material they have chosen to support their topic; record all sources of information, observing conventions for proper documentation, to ensure that all sources and extracts are fully acknowledged in their final piece of work; before completing their research, conduct a conference with the teacher or teacher-librarian to help them determine whether the sources they have consulted are adequate and the information they have selected is complete, authentic, accurate, and respectful and represents a range of views)

D1.4

identify, sort, and order main ideas and supporting details for writing tasks, using a variety of strategies and organizational patterns suited to the content and the purpose for writing (e.g., use a concept map to organize the ideas, information, and graphics they wish to include in an information sheet about school board initiatives with a First Nations, Métis, and Inuit focus; use a four directions model, informed by teachings from a knowledge holder, to clarify the balance or imbalance between physical, mental, emotional, and spiritual concepts in preparation for writing a spoken-word poem; use a storyboard to order elements chronologically for a short history of a particular First Nation)

D1.5

determine whether the ideas and information gathered are relevant to the topic, accurate, complete, and appropriately meet the requirements of the writing task (e.g., ask a peer knowledgeable in the subject matter to review their article on First Nations, Métis, and Inuit hunting, fishing, and trapping rights and to recommend additional perspectives to include; skim their notes to confirm that the information and ideas address all the specific assignment requirements and to determine if any aspect of the topic is missing)