Page 116 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
their written work, and use some elements of effective presentation to produce a polished product for publication (e.g., reorganize main ideas and supporting details as necessary; add headings and subheadings to create sections in a report; use photos or drawings to support key ideas)
Teacher prompts: “As-tu fait de ton mieux pour détecter les incohérences et les imprécisions dans ton travail écrit et dans celui de ton partenaire?” “As-tu ajouté tous les éléments que tu recherchais dans le cadre de ton travail? Qu’est-ce que tu peux ajouter pour capter l’intérêt du lecteur?”
Instructional tip: Teachers can encourage students to avoid repetition in their writing
by using a variety of direct- and indirect-object pronouns.
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., note in a writ- ing log instances of writer’s block, what they did to overcome it, and how their strategies worked; assess their text against success criteria to determine what they did effectively and what could be improved)
Teacher prompts: “Identifie deux stratégies que tu as utilisées pendant la révision de ton travail et explique comment ces stratégies t’aident à continuer à progresser.” “Est-ce que tu es satisfait avec le texte que tu as écrit? Qu’est-ce que
tu aimerais changer?” “Dans quelle mesure l’autoévaluation te fait prendre conscience
de tes forces et de tes défis?”
Instructional tip: Teachers can encourage students to use the conditionnel présent when reflecting on the next steps in their writing (e.g., “J’aimerais...”, “Je voudrais...”).
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 worldwide, 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 an online
review that explores local cuisine in a specific French-speaking region; create a storyboard or skit highlighting the portrayal of adolescent issues in two different French-speaking communities; describe the influence of French colonization on the architecture of a French-speaking region; write a welcome letter to a potential new Canadian describing daily life in their community; write a double-entry journal from the points of view of people from two French- speaking communities affected by the same social issue; describe the origins of a tradition or pastime from a French-speaking community; create a promotional travel brochure for a French-speaking country)
Teacher prompts: “Comment ton journal personnel serait-il différent de celui d’un adolescent haïtien?” “Comment ta perception d’une autre culture est-elle influencée par tes propres valeurs?” “Quel impact a ton choix de mots et d’expressions sur la réaction des autres?”
Instructional tip: Teachers can encourage students to use verbs such as “pouvoir”, “vouloir”, and “devoir” in letters describing their communities (e.g., “On peut voir...”, “Vous voulez visiter...”, “Nous devons aller...”).
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., use the appropriate salutation and language register in an email to a friend and another to a teacher; explore words or expressions related to food and meals in different French-speaking communities)
Teacher prompts: “Pourquoi est-il important de déterminer à qui on s’adresse lorsqu’on écrit un texte?” “Quel est le mot qui différencie un message adressé à un ami d’un message destiné à un enseignant? Comment sais-tu que tu as bien utilisé ce mot?” “Quel est le mot ou l’expression pour ‘manger un repas’ et ‘cuisiner’?”
Instructional tip: Teachers can draw students’ attention to verbs and expressions related to cooking and eating meals (e.g., “faire la cuisine”, “À quelle heure prends-tu ton déjeuner?”, “On déjeunera ensemble?”, “Où est-ce que vous voulez dîner?”).
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