Page 176 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, University Preparation
C1. Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;
C2. Purpose,Form,andStyle:identifythepurpose(s),characteristics,andaspectsofstyleofavarietyof authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;
C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
SPECIFIC EXPECTATIONS
C1. Reading Comprehension
By the end of this course, students will:
C1.1 Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in various reading contexts (e.g., preview a text before reading to identify the text features, and use these features to maximize their understanding of the text; use a concept map to sort ideas presented in a text; reread a section aloud with emphasis on different phrases or words to help them comprehend the main idea; construct a thematic word list as they read to use when analysing the main themes of a text; infer a character’s motivation from what the narrator and other characters say about him
or her; identify biases by analysing information presented in and missing from the text; predict the end of a story based on evidence in the text; synthesize new knowledge with prior knowledge to deepen understanding)
Teacher prompts: “Comment réagis-tu au texte lu?” “Comment as-tu fait ressortir les détails et les idées essentiels de ce roman?” “Comment évalues-tu ta lecture d’une pièce de théâtre?”
Instructional tips:
(1) Teachers can suggest that students use different forms of the interrogative pronoun “lequel” when making predictions (e.g., “Lequel des personnages...?”, “Laquelle des possibilités...?”).
(2) Teacher can direct students’ attention to the use of the futur antérieur to describe an action
that will have happened or will be finished by a specific point in the future (e.g., “Dans quelques mois, j’aurai fini mes études secondaires”).
C1.2 Reading for Meaning: demonstrate an understanding of explicit and implicit messages in a variety of student-and teacher-selected French texts about academic and personally relevant topics (e.g., respond to a poem by composing an additional verse; blog about their personal reactions to an author’s message; classify information from non-fiction texts; critique an author’s point of view about a social issue; based on a character’s conflict, write a question and response in the style of an advice column; write
a book recommendation for peers, including a synopsis of the major themes; create a character sketch based on what the character says and does and what other characters in the story reveal about him or her; write a letter to the editor to support or refute the arguments made in an editorial; compare their own values and opinions to those presented in advertisements; summarize articles or short stories about an environmental issue, ensuring that they include all key information)
Teacher prompts: “Quelles révisions suggérerais- tu à l’auteur de cet article si tu étais son rédacteur?” “Quels aspects de l’intrigue changerais-tu afin de concrétiser tes souhaits pour le personnage?” “Comment peut-on se servir d’un tableau pour démontrer les différents points de vue examinés dans cet article?”
“Y a-t-il un certain penchant, une inclination ou un préjugé évident dans ce texte?” “Quelles questions poserais-tu au personnage principal de ce roman pour mieux comprendre ses
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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