Page 208 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
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.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
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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 French texts they plan to create (e.g., to intro- duce themselves to a potential employer or to the class; to request information from a friend about a social event or from a travel agency about a class trip; to express their opinion on a social issue or
on hobbies or interests in the school newsletter; to invite people to a school event such as a cultural festival; to report on a community event, such as a First Nations, Métis, or Inuit celebration, for a local website; to promote the value of learning a second language in Canada in a blog; to thank a guest speaker for a presentation or a friend for help they have provided)
Teacher prompts: “Pourquoi écrit-on?” “Comment choisissez-vous des informations personnelles pour les présenter aux différentes audiences?” “Quelle est la différence entre un message adressé à un ami et celui adressé à un responsable?” “Quels sont les arguments pour les parents et les camarades quant à l’importance de l’apprentissage du français?” “Quels sont les éléments importants pour rédiger un compte- rendu d’événements?”
Instructional tip: Teachers can direct students to use the personal pronoun “on” when writing to thank a guest speaker on behalf of the school community.
D1.2 Writing in a Variety of Forms: write a var- iety of short French texts to convey information, ideas, and opinions about familiar and academic topics, including literary topics, applying their knowledge of some of the structural and stylistic elements of each form (e.g., a summary of a young adult or literary novel read in class; a formal para- graph stating and supporting their opinion about teenagers’ use of cellphones; a weekly budget based on their present financial circumstances; a letter to the school’s principal to suggest ways of improving the school building or naturalizing the school grounds; a short dialogue relating to a community cultural event that they attended or read about;
a list describing information presented in a graph, table, or chart; a brief survey to solicit peers’ feedback on a particular issue; a response to a blog post or a tweet)
Teacher prompts: “Quelle forme d’écriture préférez-vous et pourquoi?” “Le téléphone portable est un élément indispensable pour
les jeunes. Êtes-vous d’accord? Justifiez votre réponse.” “Comment planifier un budget
vous conscientise-t-il de la valeur de l’argent?” “Comment organisez-vous votre interprétation de l’information présentée dans un tableau?”
Instructional tip: Teachers can encourage students to vary the form of their survey questions, depending on the detail of the answers they are seeking (e.g., inversion: “Avez-vous déjà eu recours au service...?”; interrogative adverbs: “Comment pourrait-on améliorer les services offerts?”; interrogative pronouns: “Quelle catégorie décrit le mieux votre situation?”).
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will: