Page 181 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

pull quotes for emphasis; review organization and punctuation; apply a self-assessment method to check their work against the criteria for success; solicit feedback from a peer mentor)
Teacher prompts: “Comment l’usage de la technologie facilite-t-il ou empêche-t-il la rédaction de tes textes écrits?” “Comment choisis-tu le format dans lequel tu publies ton texte?”
Instructional tip: Teachers can encourage students to review and correct their use of verb tenses based on feedback from teachers or peers.
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., evaluate the effectiveness of large-group brainstorming in generating ideas before writing; reflect on the importance of success and task criteria and how they can be used to guide writing; write a cover letter to the teacher to accompany their work, explaining strategies they used when writing the text, identifying the problems they encountered and solved, and commenting on how well they think they achieved their purpose or targeted
their audience)
Teacher prompts: “De quelle façon le fait d’observer l’enseignant modélisant des stratégies d’écriture t’aide-t-il à fournir une rétroaction à tes pairs?” “Quelles erreurs commets-tu le plus fréquemment dans ton travail? Comment les corriges-tu?” “Qui sont les destinataires de ce texte? Comment as-tu ciblé ce public? Comment est-ce que ton choix de destinataires a exercé une influence sur la façon dont tu as structuré ton texte?”
Instructional tip: Teachers can suggest that students use future tenses when applying feedback from the current task to planning the next writing task.
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 for a video highlighting housing and other structures, artifacts, and people from French-speaking regions; write a poem or speech on the struggles
of various French-speaking minority groups; write a persuasive essay to dispel cultural and regional stereotypes about specific French-speaking com- munities; write a tribute to a person who has had a positive impact on his or her French-speaking culture)
Teacher prompt: “Comment les types de logement de différentes régions francophones se différencient-ils les uns des autres? De quelle façon peux-tu imaginer l’environnement dans lequel se trouve le logement?”
Instructional tips:
(1) Teachers can suggest that students use relational adverbs such as “cependant”, “néanmoins”, or “toutefois” when writing about relationships among different cultures.
(2) Teachers can suggest that students use more than one descriptive adjective and place them appropriately (e.g., “C’est une immense maison blanche”), as well as using comparative and superlative adjectives and adverbs (e.g., “Chez nous, la saison d’hiver est plus longue que la saison d’été”, “C’est la maison la moins chère du quartier”, “C’est le style d’architecture qu’on trouve le plus souvent dans cette région”).
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., create a chapter for a graphic novel using French slang; create original proverbs or expressions based on common French idiomatic expressions and phrases; use French proverbs as a prompt for writing; adapt language register to various contexts)
Teacher prompts: “Dans quelle mesure les expressions idiomatiques utilisées pour écrire des proverbes élargissent-elles tes connaissances culturelles?” “Comment trouves-tu des expressions d’argot et comment les utilises-tu correctement dans ton texte?”
Instructional tip: Teachers can suggest that students read blogs and/or posts from social networking sites to learn slang and familiar language from French-speaking regions that can be incorporated in their written work.
WRITING
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Core French
FSF4U