Page 210 - 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
their main ideas before starting to edit or proofread; reread their draft to ensure logical organization, transitions between paragraphs, and adequate development of information and ideas; use feed- back from peers to help them revise and add interest to their writing)
Teacher prompts: “Comment les autres modèles peuvent-ils vous aider à améliorer votre article de journal?” “Comment décelez-vous vos erreurs d’organisation du texte, de cohérence, de syntaxe, et de sémantique?” “Quels outils ou ressources vous aident à réviser votre brouillon et à produire un texte final?” “De quelle façon les conseils de vos pairs vous aident-ils à apporter des corrections pertinentes?”
Instructional tip: Teachers can encourage students to use sequencing terms such as “d’abord”, “ensuite”, “d’ailleurs”, “par consé- quent”, “d’une part...d’autre part”, “en effet”, “ainsi”, “en revanche”, “puisque”, “pourtant”, “par contre”, “de plus”, “enfin”, “finalement” to help them present their thoughts and ideas coherently.
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., review their final draft against the success criteria for the task to ensure that they have met all the criteria; use electronic resources judiciously to help them check grammar, spelling, syntax, and punctuation in their final draft; reread their formatted text to ensure correct usage of capitalization and formatting conventions; review the formatted work in its entirety before submitting it)
Teacher prompts: “Comment les critères de réussite vous sont-ils utiles pour accomplir votre tâche écrite?” “Comment vérifiez-vous la cohérence des idées de votre texte?” “Comment révisez-vous un texte pour le finaliser?”
Instructional tips:
(1) Teachers can encourage students to use direct and indirect pronouns to reduce repetition and enhance readability.
(2) Teachers can assist students in assessing the suitability of online and other electronic resources for checking their writing.
D2.4 Metacognition:
(a) explain which strategies they found helpful before, during, and after writing to communi- cate effectively;
(b) identify their areas of greater and lesser strength as writers, and plan specific steps they can take to improve their writing skills
(e.g., identify vocabulary that they frequently use, and identify strategies that could help them integrate a greater variety of words and expressions into their writing; assess completed texts using the success criteria for the tasks to determine what they could improve in the future; reflect on a writing task they found particularly challenging, and explain what they did to meet the challenge; consider feedback from the teacher and peers when planning next steps; complete a self-assessment on their use of a particular text form and plan next steps to improve their use of that form; discuss the distinction between drafting and revising)
Teacher prompts: “À quoi servent les critères de réussite d’une tâche à accomplir?” “Quelles sont les étapes à suivre pour rédiger un texte?” “Comment la différenciation de technique d’écriture (p. ex., le style ironique) enrichit-elle votre style d’écriture et pourquoi?”
Instructional tip: Teachers can ask students
to reflect on their preferred writing topics and forms and can encourage them to consider how they might apply and extend their skills by using different forms to address less familiar topics.
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 in Europe, 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., write a narrative inspired by a French-speaking European culture; write a promotional piece for a French-language film from Europe; write a letter or email to a teenager in a French-speaking European community, asking questions to determine how his or her life is similar to and/or different from their own; describe a personal celebration in their life and one that
a teenager from a French-speaking European
community might celebrate; write a description of a“green community”in a French-speaking region of Europe)
Teacher prompts: “Comment faites-vous la promotion des films francophones dans votre communauté?” “Quelles sont les ressemblances et les différences entre la célébration des fêtes d’anniversaire dans votre communauté et celle d’une région francophone d’Europe?”
Instructional tip: Teachers can review with students regular and irregular comparative and superlative forms and can encourage
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