Page 206 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
C2. Purpose, Form, and Style
By the end of this course, students will:
C2.1 Purposes and Characteristics of Text Forms: identify the purpose(s) and characteris- tics of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., dialogue gives concrete expression to character traits and conflicts in a literary text; a brief story illustrates one or more lessons or principles in a parable; brief messages, abbreviations, and photos succinctly convey information on a social networking site; charts communicate ratings in consumer reports evaluating products and services; images and specific information promote an event, a product, or a business in a flyer)
Teacher prompts: “Pourquoi l’auteur utilise-t-il des dialogues dans son récit?” “Quel rôle joue le langage abrégé dans des sites de réseautage social et pourquoi?” “Quel impact les photos et les images présentées dans le guide du consommateur ont-elles sur vos achats?”
Instructional tip: Teachers can encourage students to discuss the effects of dialogue in a literary text by Roch Carrier (e.g., “advancing the story”, “developing the characters”, “adding dynamism”).
C2.2 Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., headings and subheadings, point form lists of ingredients, illustrations, and indexes help a cook find information in a cookbook; titles, headings, photographs, captions, and pull quotes supplement and reinforce the information in magazine articles; stylistic devices such as hyperbole add colour to a character or humour to a story)
Teacher prompts: “Dans quelle mesure la lecture de magazines agrémente-t-elle votre plaisir à lire et le sentiment d’appartenance? Pourquoi?” “Pourquoi l’auteur utilise-t-il des hyperboles pour exprimer une idée ou un sentiment?”
Instructional tips:
(1) Teachers can direct students’ attention to the use of an impersonal, objective tone and third person pronouns in news magazines (e.g., “D’ici un an, on tient à donner à tous
les enfants, garçons et filles, partout dans le monde, les moyens d’achever un cycle complet d’études primaires”, “On cherchera plutôt à faire découvrir les côtés cachés de l’affaire”).
(2) Teachers and students can discuss how hyperbole can be used to make a point (e.g., “Nous sommes trempés jusqu’aux os : com- plètement mouillés”, “C’est à mourir de rire : quelque chose est vraiment drôle”).
C2.3 Metacognition:
(a) explain which strategies they found helpful before, during, and after reading to understand texts;
(b) identify their areas of greater and lesser strength as readers, and plan specific steps they can take to improve their reading skills (e.g., describe a method they have used to prepare to read an informational text and assess the effective- ness of that method; rank their top four reading comprehension strategies in order of effectiveness and give reasons for their choices; explain the usefulness of synthesizing as a reading strategy for different types of texts; determine whether skimming or scanning is a more useful strategy when reading a graphic novel; read aloud to a peer and consider his or her feedback when reflecting on steps to improve their reading skills)
Teacher prompts: “Comment vous préparez- vous pour lire?” “Que faites-vous pour ne pas perdre le fil du texte en lisant?” “Pourquoi lit-on les bandes dessinées différemment d’un texte informatif?” “Comment la rétroaction de votre camarade à propos de votre lecture avec clarté et aisance vous aide-t-elle à vous améliorer?”
Instructional tip: Teachers can direct students to use sentence starters with the object pronoun “me” when describing their reading skills and strategies (e.g., “Cela me permet de...”, “Cela m’informe sur...”, “Cela me fait penser à...”).
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., research and summarize some cultural characteristics of a French-speaking
community in Europe; based on their reading of tourism brochures, articles, and/or websites, create a multimedia presentation highlighting tourist attractions in a French-speaking region in Europe; compare advertisements for cultural events in French-speaking communities in various European countries with advertisements for events in their own community; research a variety of recipes
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