Page 154 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
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the influence of aspects of contemporary culture on the work and perspectives of a particular writer; a photo essay with a series of images and captions promoting diversity and inclusion; a dialogue demonstrating conflict between two characters
to be acted out in class)
Teacher prompts: “Compare les éléments figurant dans une lettre personnelle à ceux inclus dans une lettre d’affaires.” “Comment dois-tu modifier ta lettre en fonction de son destinateur?” “Quels sont les éléments nécessaires d’une lettre de motivation?”
Instructional tips:
(1) Teachers can remind students that dialogue often includes elliptical sentences (e.g., “Un petit génie cet élève”, “Excellent ce travail!”, “Pas fameux cet article”, “Aucune trace de peur dans son regard”, “Pas de guerre là-bas, au moins”, “Mais ici personne pour les voir”, “C’est beau, non?”).
(2) Teachers can suggest that students use the expressions “au lieu de”, “au fait”, and “à la limite” when promoting diversity and inclusion.
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., summarize the essential elements of a presen- tation using indirect discourse; highlight an industrial practice that has harmful consequences for the environment using hypothetical sentences; express nuances and degrees of appreciation or criticism in a letter to a community newspaper; develop an opinion piece using the passive voice; describe their day in a blog or journal entry using expressions of emotion, doubt, desire, and permission with the subjonctif)
Teacher prompts: “Quel langage utilises-tu pour exprimer tes pensées sur un sujet abstrait ou culturel, tel qu’un film ou de la musique?” “En quoi le langage employé dans une corres- pondance entre amis diffère-t-il d’un langage utilisé dans une lettre formelle?” “Quel langage utilises-tu pour raconter l’intrigue d’un livre ou d’un film et pour décrire tes propres réactions?” “Comment peux-tu améliorer ta propre gram- maire en relisant le travail de tes pairs?”
Instructional tip: Teachers can ask students
to consider the reader when writing a letter to the editor, using the conditionnel présent and conditionnel passé to politely express opinions and suggest improvements (e.g., “J’aurais aimé lire...”).
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 strat- egies and resources (e.g., brainstorm ideas in small groups; rank ideas in order of importance; use a“plus-minus-interesting”organizer to help them classify ideas; determine the best structure, such as chronological order, order of importance,
or cause and effect, for presenting information in a report or essay)
Teacher prompts: “Comment peux-tu relier
une série d’idées en une suite linéaire de points qui s’enchaînent?” “Comment vérifies-tu le lien entre deux idées ou paragraphes pour clarifier le travail?”
Instructional tips:
(1) Teachers can suggest that students generate hypotheses and evaluate ideas using conditional sentences with “si” and the plus-que-parfait, followed by the conditionnel passé (e.g., “Si j’avais su, je ne serais pas allé voir ce film”,
“Si nous étions partis plus tôt, nous n’aurions pas raté le cours”).
(2) Teachers can suggest that students use various connecting words to link phrases, sentences, and paragraphs (e.g., “de plus”, “cependant”, “sinon”, “toutefois”, “par conséquent”, “donc”, “c’est-à-dire”, “en effet”).
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 online and print resources to assist with revising and editing; use note cards to organize the main idea and supporting details for a report; ask a peer to edit their work, and use the feedback to improve the coherence and clarity of the text’s message; check written text for accuracy, consistency, and clarity; review their writing to ensure that
the language and ideas are inclusive and non- discriminatory; reorganize sentences in the text to improve the flow of ideas)
Teacher prompts: “Pourquoi est-il important de relire ton texte plusieurs fois pour t’assurer de la cohérence des idées?” “Comment changes-tu quelques phrases dans un paragraphe pour éviter des répétitions?” “Comment l’habitude de relever tes erreurs fréquentes peut-elle t’aider à corriger ces dernières?” “Comment peux-tu faire en sorte que ton texte ne contienne pas de préjugé, d’affirmation non fondée, de vocabulaire sexiste ou raciste?”
Instructional tip: Teachers can encourage students to look for anglicisms, gender errors, and improper use of tenses as they proofread their work.