Page 141 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

give written directions using the impératif; describe favourite memories using the appropriate past tense; vary sentence length and use conjunctions such as “parce que”, “quand”, “et”, “ou”, and “donc” to create more complex sentences)
Teacher prompts: “Pourquoi est-il important de vérifier la place des mots dans la phrase?” “De quelle façon peut-on changer le message en utilisant différents types de ponctuations?”
Instructional tip: Teachers can draw students’ attention to the positioning of adjectives before or after the noun in descriptions of objects or physical traits (e.g., “un cadeau magnifique”, “une grande maison splendide”, “une amie spéciale”, “un beau visage”, “un joli petit cousin”, “une haute couture”).
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., in a journal, record possible topics to write about; create a list of themes from favourite songs or books; select ideas from a class brainstorming session on topics of interest; use the results of a survey as the inspiration for a letter to the editor; create a timeline of important events and personal achievements and use it as
the basis of an autobiography; develop a plan for working towards career goals)
Teacher prompts: “Comment racontes-tu des souvenirs ou des événements importants de ta vie?” “Quelle stratégie te semble la plus efficace pour organiser tes idées?”
Instructional tip: Teachers can remind students to create a word web of familiar adjectives, adverbs, and nouns describing people, places, and objects, and use them to vary word choices in order to add interest to their writing.
D2.2 Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., use a list of teacher- and student-generated questions to guide revision; share work in small groups to obtain feedback; use all available resources to extend and enrich word choice; review the text to ensure that it reflects all aspects of the teacher’s instructions; review their draft with a peer to ensure the intended message is clear)
Teacher prompts: “Comment est-ce que les autres t’aident à rédiger ton travail?” “Comment est-ce que les ressources disponibles dans la salle de classe peuvent t’aider à enrichir le vocabulaire que tu utilises dans tes productions écrites?”
Instructional tip: Teachers can model the use of transitional words (e.g., “d’abord”, “ensuite”, “enfin”, “en effet”, “de plus”, “alors”, “donc”, “cependant”, “en conclusion”, “finalement”) and help students understand that these words play a key role in the coherence of a text.
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., add appropriate fonts, visuals, or graphics to support key ideas in the text; check for adequate development of information and ideas; ensure all details are related to the topic)
Teacher prompts: “Quelles stratégies est-ce que tu peux utiliser afin de t’assurer que ton travail est logique?” “Comment est-ce que tes pairs peuvent t’aider à t’assurer que tous les détails de ton texte sont reliés au sujet?”
Instructional tip: Teachers can encourage students to use point form to present their key ideas in a slideshow presentation, to improve clarity and coherence and to engage the audience.
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 writing 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: “Comment sais-tu que tu fais des progrès à l’écrit?” “Identifie deux stratégies que tu as utilisées pendant la révision de ton travail et explique comment ces stratégies t’aident à progresser.” “Identifie différentes stratégies de préécriture que tu pourrais utiliser pour continuer à développer tes habilités (p. ex., activer tes connaissances antérieures, explorer le sujet, rechercher des idées ou des données, organiser les informations).” “Quelles questions te poses-tu et quelles stratégies utilises-tu pour vérifier ton travail écrit?”
Instructional tip: Teachers can encourage students to brainstorm various writing strategies in small groups and then to record the strategies that worked best in their writing logs.
WRITING
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Core French
FSF2O