Page 193 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

appropriately and following conventions for correct spelling, word order, and punctuation (e.g., write a set of instructions using the infinitif; write predictions using future tenses and conditional clauses; describe an action that is related to and simultaneous with the action of the main verb using the gérondif; use the appropriate sequence of present and past tenses in a narration or description of events; make comparisons using possessive pronouns)
Teacher prompts: “Comment la structure et
la ponctuation de tes phrases contribuent-elles à établir le ton d’un message?” “Comment choisis-tu les termes convenables exprimant
la durée?” “Comment fais-tu des comparaisons en utilisant des pronoms possessifs?”
Instructional tips:
(1) Teachers can model the sequence of present or past tenses with words or expressions that indicate time, such as “depuis”, “ça fait”, “il y a” (e.g., “Elle habite ici depuis deux ans”, “Ça fait deux ans qu’elle habite ici”, “Il y a deux ans qu’elle est partie de sa ville natale”).
(2) Teachers can suggest that students use possessive pronouns to avoid unnecessary repetition of nouns when comparing two different items in an email to a friend (e.g., “J’ai acheté une nouvelle voiture, elle est très jolie, mais elle est plus petite que la tienne”).
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 strategies and resources (e.g., brainstorm to plan writing topics; use a graphic organizer to assist them in developing and elaborating on ideas; use
a problem/solution organizational pattern to write about an issue)
Teacher prompts: “De quelle façon un remue- méninges te permet-il de développer tes idées avant d’écrire un texte?” “Comment
la tâche d’écriture influence-t-elle ton choix organisationnel?”
(1) Teachers can discuss the use of different organizational patterns (e.g., problem/solution, compare/contrast, chronological) for different writing contexts.
(2) Teachers can help students recognize the difference between the active voice and passive voice and guide students in using them appropriately.
D2.2 Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., discuss their draft with the teacher and
use feedback to eliminate unnecessary ideas and elaborate on overly general points; refer to writing task criteria to guide them in clarifying and polishing their writing; use feedback from previous assignments to correct frequent errors and refine language use; use electronic editing tools to check language in written work; consider whether someone from a different background will be able to understand their narrative, and adjust the text accordingly)
Teacher prompts: “De quelle façon une conver- sation avec ton enseignant t’éclaire-t-elle sur les prochaines étapes à suivre?” “Comment apprends-tu de tes erreurs précédentes?”
Instructional tip: Teachers can suggest that students vary sentence length and structure to add interest and refine their language use.
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., use various resources to check that they have used language appropriately; use pull quotes for emphasis; add a sidebar with definitions of unfamiliar terms to help clarify meaning)
Teacher prompts: “Comment vérifies-tu l’orthographe, la grammaire et la ponctuation dans ton texte?” “Comment et où vas-tu mettre les références dans 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) describe 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., describe 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; reflect on their attitudes towards writing; plan to incorporate newly acquired vocabulary in future writing tasks; select
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Core French
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