Page 115 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

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 places, objects, people, and feelings using correct forms of sensory adjectives and adverbs; express opinions using interjections and the subjonctif présent; give instructions in a recipe, positioning object pronouns correctly with the impératif; write an autobiography using two different past tenses; vary sentence length and
use conjunctions such as “si”, “quand”, “lorsque”, “dès que”,“cependant”,“car”, and“donc”to create more complex sentences)
Teacher prompts: “Comment peut-on changer le message en changeant l’ordre des mots dans
la phrase?” “De quelle façon peut-on changer le message en utilisant différents types de ponctua- tion?” “Pourquoi y a-t-il une différence d’accord du participe passé?”
Instructional tips:
(1) Teachers can draw students’ attention to how placing adjectives before or after a noun can change their meaning (e.g., “Ce jeune homme travaille trop” vs “C’est toujours un homme jeune”).
(2) Teachers can illustrate the importance of agreement between the preceding direct object and the past participle of verbs conjugated with “avoir” (e.g., in the sentence, “Au centre commercial, elle a vu le même pantalon que celui de Nicole et la même blouse que celle de Christine, et elle l’a achetée”, the item bought is signalled by the agreement of the past participle with “la blouse”).
D2. The Writing Process
By the end of this course, students will:
D2.1 Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., participate in a group discussion to activate prior knowledge and generate ideas; create checklists or graphic organizers to assist them in organizing their thoughts; discuss storyboard ideas with peers to generate dialogue and narration for a comic strip; engage in free writing to generate ideas for a poem or song; assess the suitability of ideas in relation to the topic assigned; use different types of questions to deepen their understanding of a specific topic; summarize and paraphrase information and ideas in point-form notes, and review them to identify gaps; research facts to report accurately on a situation or event)
Teacher prompts: “Comment illustres-tu tes idées et tes pensées afin de bien partager ton travail avec tes pairs?” “Comment les discus- sions avec tes camarades t’aident-elles à mieux exprimer tes idées?”
Instructional tips:
(1) At each stage of the writing development process, teachers can ensure that students are engaged in speaking and listening as they discuss their own writing ideas, their peers’ writing ideas, and ideas arising from their research.
(2) Teachers can encourage students to select
an appropriate template and use it to help them organize and develop their ideas.
(3) Teachers can encourage students to consult a variety of sources and to take accurate notes so that they can credit their sources when writing a report.
D2.2 Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., develop questions to help them clarify and expand upon peer and teacher feedback; determine whether ideas and supporting details are important, interesting, and clearly related to the purpose or the topic; use a teacher- or student-generated checklist when revising grammar, spelling, syntax, and punctuation; use a variety of classroom and electronic resources when editing and proofreading)
Teacher prompts: “Comment est-ce que la rétroaction de tes pairs t’aide à clarifier tes idées?” “Quelles sont les informations essentielles à inclure dans le texte?” “Quelle est la stratégie que tu utilises pour vérifier que tes idées sont logiques et claires?”
Instructional tips:
(1) Teachers can review a variety of interroga- tive adverbs (e.g., “quand”, “qui”, “quoi”, “comment”, “où”, “pourquoi”) and encourage students to use them to pose questions when selecting supporting details for the points they are trying to make.
(2) Teachers can provide students with a template to enhance their understanding of a form of writing and to help them effectively organize information before writing their first draft.
(3) Teachers can model the use of conditional sentences using “si” with the imparfait, followed by the conditionnel présent, to describe possibilities (e.g., “Si les comédiens savaient..., ils pourraient...”, “Si j’avais un million de dollars, je t’achèterais...”).
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of
WRITING
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Core French
FSF2D