Page 114 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Academic
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.
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 discuss an environmental disaster in a newspaper article; to compose a short dialogue between two fictional characters; to narrate a personal journey; to express and justify an opinion in response to a newspaper editorial or a film critique; to encourage community service among peers through an advertisement; to request information on a French- speaking country from a consulate or travel agency; to create an FAQ section for a school website for French-speaking students who have recently immigrated to Canada)
Teacher prompts: “Avec un partenaire, détermine la raison pour laquelle tu écris ainsi que le destinataire de ce travail.” “Quels détails vas-tu inclure dans un article au sujet d’un désastre environnemental afin d’informer tes lecteurs?” “Pourquoi crée-t-on une foire aux questions (FAQ) sur un site Internet?”
Instructional tip: Teachers can expose students to a variety of writing forms so they can select the appropriate genre for their purpose.
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and personally relevant topics, applying their
knowledge of some of the structural and stylistic elements of each form (e.g., a persuasive article on a website to encourage healthy eating; a text message or an email to a friend using informal language; a biography that includes different points of view about its subject; a report on a topic of interest that includes subheadings to guide the reader through the text; a letter to the editor on a social or environmental issue; an opinion piece on the importance of learning French or other languages)
Teacher prompts: “Comment est-ce qu’un site Web peut informer ta famille au sujet de la valeur nutritive de ton déjeuner?” “Pourquoi faut-il changer les mots et les expressions qu’on utilise selon le destinataire d’un message électronique?” “Comment un point de vue influence-t-il la façon dont l’information est présentée?” “De quelle façon les sous-titres vont-ils aider le lecteur à mieux comprendre ton message?” “Comment l’apprentissage du français t-aide-t-il dans ta recherche d’un emploi?”
Instructional tips:
(1) Teachers can encourage students to use conjunctions indicating cause and effect (e.g., “à cause de”, “parce que”) to add complexity to a biography.
(2) Teachers can suggest that students incorporate the expressions “il faut” and “il ne faut pas” plus the infinitif into their persuasive writing (e.g., “Il faut boire huit verres d’eau, si possible. Il ne faut pas seulement manger des friandises”).
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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