Page 102 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Open
final afin d’aider un lecteur à comprendre l’information importante?”
Instructional tip: Teacher can organize a “gallery walk” activity to give students additional feed- back on their work.
D2.4 Metacognition:
(a) describe strategies they found helpful before, during, and after writing;
(b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., after a writing activity, complete a self-assessment, with particular emphasis on the elements associated with the selected text form, and plan next steps)
Teacher prompts: “Quelles sont tes forces en écriture?” “Comment peux-tu améliorer tes textes?” “Quel genre de textes préfères-tu écrire?”
Instructional tip: To ensure peer feedback, teachers can encourage students to describe the purpose of and audience for their text in a small group before they begin writing.
D3. Intercultural Understanding
By the end of this course, students will:
D3.1 Intercultural Awareness: in their written work, communicate information about French- speaking communities in Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., write a postcard including interesting and important facts about a French-speaking community in eastern, western, or northern Canada; describe and illustrate examples of French Canadian cultural artifacts and explain their significance; write a letter to an imaginary
or real friend in a French-speaking community in Canada asking questions to determine how life in that community is similar to and different from their own)
Teacher prompts: “Quelles informations vas-tu inclure dans ta carte postale sur la vie au Canada?” “Quelles questions poseras-tu pour obtenir des informations sur la vie d’un jeune Canadien français?”
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in their written work (e.g., write a thank-you note using expressions of gratitude and appreciation; create a brochure with pictures to explain greeting expressions to younger students; write a description using common local terms from a French-speaking region of Canada; write emails to a friend and a job interviewer, adjusting the level of formality accordingly)
Teacher prompts: “Quelles expressions utiliseras-tu dans une note de remerciement?” “Comment peux-tu incorporer des expressions typiques d’une région francophone dans tes descriptions?” “Quelles seront les différences entre un message électronique destiné à un ami et un autre écrit à tes parents?”
Instructional tip: Teachers can suggest that students use a variety of expressions to convey appreciation (e.g., “Merci bien/beaucoup/ infiniment pour...”).
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French- speaking communities in Canada) but are not expected to do so.
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