Page 224 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, 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
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 encourage adults to change practices that have
a negative impact on the environment in a series of persuasive paragraphs; to compare diction and imagery in literary texts on the same theme but from different historical periods; to educate teenagers about responsible personal financial practices through a website; to suggest to a government official what could be done to protect endangered species in their region; to answer an advertisement for a bilingual summer job)
Teacher prompts: “Comment allez-vous persuader un adulte à changer ses habitudes quotidiennes dans un texte de quelques paragraphes?” “Comment un site Web peut-il informer les ados de la valeur de l’argent?” “Comment rédigez-vous une bonne lettre de présentation?”
Instructional tip: Teachers can encourage students to incorporate the subjonctif into their persuasive writing.
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and familiar topics, including literary topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a résumé to accompany a cover letter to a prospective employer; an introduction for a product’s user manual; a news report about the benefits of the community service requirement for the Ontario Secondary School Diploma; a retelling of a short story or novel from an alternative point of view; a dialogue to explain issues associated with a healthy lifestyle; a supported opinion essay about the effect of advertising on society, using a variety of stylistic devices)
Teacher prompts: “Comment mettez-vous en valeur vos compétences dans un curriculum vitae (CV)?” “Comment les éléments stylistiques dans un slogan peuvent-ils inciter les gens à faire un lien avec le public cible?” “Comment une préface introduit-elle un roman?” “Comment vous aide-t-elle à réécrire l’histoire?” “La publicité reflète une vie idéale plutôt que réelle. Qu’en pensez-vous? Justifiez votre opinion.”
Instructional tip: Teachers can remind students that dialogue often includes elliptical sentences (e.g., “Quel dommage!”, “Et pourquoi pas?”, “Évidemment!”, “Merveilleux!”).
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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