Page 100 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;
D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;
D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
Grade 9, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
SPECIFIC EXPECTATIONS
D1. Purpose, Audience, and Form
By the end of this course, students will:
D1.1 Identifying Purpose and Audience: deter- mine their purpose in writing and the audience for the French texts they plan to create (e.g., to describe a classmate; to provide personal information in a biography; to invite others to a social event; to introduce themselves to a new pen pal; to promote the value of learning French in Canada in a brochure for adolescents; to thank a guest speaker for a pres- entation; to send a postcard to a friend, parent, or teacher identifying the highlights of a holiday; to compile and prioritize a to-do list for the week; to conduct a survey about environmental habits in the home; to inform the school community about
a fundraiser for a local charity)
Teacher prompts: “Quelles informations personnelles partageras-tu pour te présenter à un étranger?” “Quels détails faut-il inclure dans une invitation?”
Instructional tip: Teachers can clarify the writing task for students by asking them to consider the audience and the purpose for writing and to generate questions that will guide them in focusing their writing. The purpose for writing will affect the selection of content, language, and form.
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about familiar, everyday
topics, applying their knowledge of the basic structural and stylistic elements of each form (e.g., a photo essay including images and captions; a how-to book with descriptive instructions and illustrations; a survey to determine the food prefer- ences of classmates; a registration form for a sport or contest requiring personal information; a print advertising campaign to increase awareness about healthy living)
Teacher prompts: “Quels sont les éléments qui t’aident à choisir la forme du texte appropriée à ton but?” “Quelles caractéristiques de ton photoreportage vont engager ton public?” “Comment est-ce que le référentiel t’aide à identifier les buts divers des différentes formes d’écriture?”
Instructional tip: Teachers can encourage students to use a variety of sentence structures with the présent or impératif when writing directions and messages.
D1.3 Applying Language Structures: communi- cate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., describe favourite and familiar activities, people, places, and things in an autobiography using a variety of adjectives and correct verb forms; ask questions and seek additional information using
a variety of interrogative pronouns; express likes and dislikes using personal pronouns and verbs of
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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