Page 155 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., choose design features that support the message in the text; improve flow between paragraphs; add precise and appropriate transitional words and phrases to more clearly show the logical relationship between ideas in an opinion paper; quote and acknowledge sources of information to establish authority in an argument or position essay and to avoid plagiarism, and provide a complete bibliography or reference list)
Teacher prompts: “Pourquoi est-il important d’avoir une nouvelle perspective en faisant vérifier son travail?” “Pourquoi faut-il consulter un dictionnaire pour vérifier son travail?” “Comment évite-t-on le plagiat?”
Instructional tip: Teachers can ask students to use a dictionary to verify the gender of words, pointing out that some words change meaning depending on their gender (e.g., “le livre”/”la livre”; “le tour”/”la tour”; “le voile”/”la voile”).
D2.4 Metacognition:
(a) explain which 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., reflect on the helpfulness of different aids, such as electronic and print resources and feedback from peers, the teacher, or parents, used when correcting work; explain the benefits of planning carefully for each part
of the writing process; select the most helpful self-correcting techniques and comment on
their uses, and their limitations, in a personal reflective journal)
Teacher prompts: “Pourquoi faut-il te fixer des objectifs pour ta prochaine tâche d’écriture en prenant en considération la rétroaction de tes pairs?” “Comment peux-tu déterminer les stratégies qui ont été les plus efficaces tout
au long du processus d’écriture (suis les cinq étapes du processus : la préécriture, la rédaction d’une ébauche, la révision, la correction et la publication)?”
Instructional tip: Teachers can suggest that students use expressions of opinion in their reflective journals (e.g., “à mon avis”, “d’après moi”, “en ce qui me concerne”, “c’est certain que”, “il est clair que”, “il est évident que”).
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., create a story- board about Canadian culture from the perspective of a French speaker from outside North America; create an advertising campaign promoting a cultural celebration in a French-speaking community; create a brochure on sports in various French-speaking countries and how they might be connected to national identity; create a guide for tourists that explains the etiquette of tipping in a variety of French-speaking countries)
Teacher prompts: “Jusqu’à quel point les choses que nous aimons et apprécions sont-elles liées à notre culture?” “Comment les sports et la musique peuvent-ils rapprocher les cultures?” “Quelles seront les réactions possibles à ton message? Pourquoi faut-il considérer la réaction personnelle des autres à ton texte?”
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., adapt language to a different audience or situation; write an email incorporating abbreviations, acronyms, and symbols used in texts and Internet forums; use appropriate greetings in letters or emails to different people; use conventional expressions of politeness; use proverbs from different French-speaking communities)
Teacher prompts: “Quelle est la formule appropriée pour s’adresser à cette personne?” “Pourquoi est-ce qu’on utilise un langage plus soutenu à l’écrit?” “Qu’est-ce que tu peux écrire afin de respecter les formules de politesse?”
Instructional tips:
(1) Teachers can remind students to use polite expressions (e.g., “Veuillez agréer...”) when composing a letter.
(2) Teachers can suggest that students research proverbs on a specific theme from different French-speaking communities and compare them in their writing to help establish an opinion (e.g., on friendship: “Où commence l’emprunt, finit l’amitié” [Québec], “Les bons comptes font les bons amis” [France], “Une pierre donnée par un ami est une pomme” [Maroc]).
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Core French
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