Page 222 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, 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 characteristics 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., strong, persuasive language presents a reader’s point of view on an event or a matter of public policy in a letter to
the editor; timetables and maps in train and bus schedules help travellers plan their route; clear categories and succinct descriptions highlight education and skills in a résumé; a fable conveys
a moral illustrated by a brief story)
Teacher prompts: “Qu’est-ce qu’une bonne candidature? Pourquoi?” “L’atmosphère générale de l’image dans les fables de La Fontaine est-elle réaliste, caricaturale, humoristique? Quelle image préférez-vous et pour quelles raisons?”
Instructional tip: Teachers can ask students
to identify the implicit comparison being made in a fable by La Fontaine and explain how it conveys the moral.
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., literary devices and descriptive language enhance the meaning of poems and song lyrics; a refrain or repeated phrase in a poem or story adds emphasis; words with several connotations can add extra levels of meaning in a literary text; the layout of a concrete poem can change or add to the meaning conveyed by the words alone; specialized terminology and illustrations explain sports-related skills on a website; a quotation helps clarify the abstract idea presented in an article)
Teacher prompts: “Qu’appelle-t-on une figure de style et à quoi sert-elle?” “Pourquoi y a-t-il des refrains dans les chansons?” “Pourquoi le journaliste utilise-t-il des citations dans son article?” “Comment la lecture peut-elle être une inspiration pour la production écrite créative?”
Instructional tip: Teachers can suggest that students examine the uses and effects of literary devices (e.g., rhyme, personification, metaphor, simile, oxymoron) in a variety of texts, discuss with a peer how those devices support the author’s message, and present their conclusions to the class.
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 detailed steps they can take to improve their reading skills (e.g., in a reading log, track the accuracy of their predictions, and assess the effectiveness of making predictions as a general reading strategy; reflect on the value of visualization as a tool to improve reading comprehension, and discuss with peers different approaches to visualization; in a conference with the teacher, discuss strategies for synthesizing texts, and develop a plan to enhance the accuracy and effectiveness of their syntheses)
Teacher prompts: “Comment faire des prédictions vous aide-t-il à réfléchir sur la suite des événe- ments dans une pièce de théâtre?” “De quelle façon la visualisation améliore-t-elle votre compréhension d’un texte lu et pourquoi?” “Comment déterminez-vous vos forces quand vous faites une lecture?”
Instructional tip: Teachers can encourage students to explain during a student-teacher conference how they self-monitor their reading skills and to outline their learning process when they are applying reading strategies effectively.
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 Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read to explore issues related to equity and diversity in Niger and French Polynesia and compare them with related issues in their own community; research festivals in Cameroon or Wallis and Futuna and compare them to events in their own community; describe aspects of culture in Tunisia or Laos through analysis
of news articles and images; after reading his or her website and/or CD inserts, explain how the background of a French-speaking musician from Côte d’Ivoire or Cambodia influences his or her music)
Teacher prompts: “Comment feriez-vous votre choix de journaux pour y étudier les questions liées aux droits de la personne dans différents pays francophones?” “À votre avis, est-ce que le racisme a un avenir avec la mondialisation? Quelles seront les nouvelles formes de racisme
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