Page 128 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Applied
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
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 or arguments using impersonal expressions and interjections; give instructions
in a recipe, positioning object pronouns correctly with the impératif; write an autobiography using a variety of past tenses; vary sentence length and use conjunctions such as “si”, “quand”, “lorsque”, “dès que”,“cependant”,“car”,“donc”to create more complex sentences)
Teacher prompts: “Comment peut-on varier les types de phrase dans un article?” “De quelle façon peut-on exprimer une opinion ou un argument?”
Instructional tips:
(1) Teachers can illustrate how using a variety of conjunctions can help students to connect words, sentences, and ideas (e.g., “Je suis en retard lorsque je manque l’autobus”, “La solution est très simple, cependant personne n’y a pensé”).
(2) Teachers can suggest that students use affirmative and negative infinitives following impersonal expressions (e.g., “Il est important d’être bilingue au Canada parce que...”, “Il est nécessaire de se protéger contre les rayons du soleil, car...”, “Il est préférable de ne pas conduire trop vite, étant donné que...”) to express their arguments forcefully.
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., discuss and reflect on personal opinions about a specific topic before writing; create a timeline of important events and personal achievements to use as the basis for an autobiography; discuss personal reactions with
peers to clarify their own response to the work of a First Nation, Métis, or Inuit artist)
Teacher prompts: “Comment peux-tu organiser tes idées pour présenter une opinion claire et convaincante?” “Quel outil trouves-tu le plus efficace pour organiser tes idées avant d’écrire une ébauche?”
Instructional tips:
(1) Teachers can encourage students to use an organizer, such as a flow chart, idea web, or
cause and effect organizer, to help them sort information and ideas into subtopics when writing a report.
(2) Teachers can model a variety of interrogative adverbs (e.g., “qui”, “quoi”, “combien (de)”, “comment”, “où”, “pourquoi”, “quand”) and encourage students to use them when deciding what information to include in their draft.
D2.2 Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., identify frequently used vocabulary and integrate a greater variety of words and expressions in their text; use a teacher- or student-generated checklist to revise grammar, spelling, syntax, and punctuation; prioritize ideas and information to improve organization and clarify the message;
use feedback from peer and teacher conferences to improve a written piece; vary sentence length to add interest and improve coherence)
Teacher prompts: “Comment les notes que tu prends pendant une lecture t’aident-elles à écrire le brouillon d’un résumé et pourquoi?” “De quelle façon la rétroaction de tes pairs t’encourage-t-elle à réviser ton travail?” “Comment les autres modèles que tu as trouvés durant ta recherche t’inspirent-ils à améliorer ton article de journal d’école?”
Instructional tip: Teachers can provide students with opportunities to develop their ability to correctly and appropriately use object pronouns (i.e., “le”, “la”, “les”, “lui”, “leur”, “en”) with simple and compound verbs to replace repeated nouns in sentences.
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work, and use some elements of effective presentation to produce a polished product for publication (e.g., add appropriate visuals or graphics to support key ideas; check for adequate development of information and ideas; check that their use of punctuation is appropriate and consistent with their meaning)
Teacher prompts: “As-tu répondu aux critères nécessaires pour accomplir ta tâche écrite?” “De quelle façon les ressources électroniques te permettent-elles d’améliorer la qualité de ta production écrite?” “Comment peux-tu rectifier la ponctuation de ton travail écrit?”
Instructional tip: Teachers can review the use of final punctuation for different sentence types, and can illustrate how altering internal
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