Page 192 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;
D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;
D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
Grade 12, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
SPECIFIC EXPECTATIONS
D1. Purpose, Audience, and Form
By the end of this course, students will:
D1.1 Identifying Purpose and Audience: deter- mine their purpose in writing and the audience for the French texts they plan to create (e.g., to educate people in the community on biodiversity, climate change, or the waste of natural resources; to discuss their values, principles, and role models in a blog; to express ideas and opinions in a school/ community newspaper about a story read, heard, or discussed in class; to write a formal letter to request information; to persuade their teacher
to help the class raise funds for a good cause)
Teacher prompts: “Quelles relations les êtres humains ont-ils avec la nature?” “De quelle façon ton utilisation quotidienne de l’eau affecte-t-elle le reste de la planète?” “Quels sont les avantages d’acheter des légumes et des fruits qui ont poussé naturellement en saison et dans ta région?” “Comment est-ce que tu choi- siras ton sujet pour écrire un récit personnel?”
Instructional tips:
(1) Teachers can suggest that students use the collective “on” when writing a report or sharing opinions.
(2) Teachers can suggest that students use appropriate forms of the impératif in formal letters (e.g., “Veuillez accepter...”).
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about everyday matters and personally relevant topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a blog post on a social issue of personal interest; a reflection note in response to a song; a review including quotes from viewers that persuades others to see or avoid a current film; an email to respond to a request; an article to convince the librarian that French books on a variety of topics, such as nutrition and health, should be added to the school library; a letter to their bank requesting information)
Teacher prompts: “Quels enjeux sociaux vous touchent le plus et pourquoi? Que pourriez-vous écrire afin d’inciter les autres
à agir relativement à ces enjeux?” “Pourquoi et comment les chansons évoquent-elles des sentiments?” “De quelle façon écririez-vous la critique d’un film pour convaincre vos amis de ne pas aller le voir?”
Instructional tip: Teachers can suggest that students use impersonal expressions with the infinitif or subjonctif to express their arguments (e.g., “Il faut vraiment voir ce film!”, “Il faut que tu voies ce film!”, “Il est important de
se rappeler que c’est le premier film de ce réalisateur”).
D1.3 Applying Language Structures: communi- cate their meaning clearly, using parts of speech
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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