Page 225 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

D1.3 Creating Media Texts: create media texts in French on academic and familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., write an article for the school’s newsletter about the importance of learning French in Canada and how it can be useful in a variety of careers; design and create a marketing flyer for students looking for volunteer opportunities; create a script for a commercial to advertise a new health product; create a poster promoting a novel that they have read; post an opinion piece on an online forum
to express their response to a television program or type of music; write a news report based on a headline and picture that they cut out from a newspaper or magazine)
Teacher prompts: “De quelle façon écrire une variété de textes médiatiques vous conscientise- t-il aux influences des médias?” “Comment pouvez-vous rendre vos affiches plus attrayantes pour vos lecteurs?” “De quelle façon votre participation dans un forum de discussion enrichit-elle votre compréhension du sujet?”
Instructional tip: Teachers can direct students to use connecting words (e.g., “puisque”, “pourtant”, “cependant”, “par conséquent”, “toutefois”) when writing about causes and consequences of a current issue, and to help them make transitions between sentences and/or paragraphs.
D1.4 Applying Language Structures: communi- cate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., make the past participle of verbs conjugated with“avoir”agree with the preceding direct object pronoun in affirmative and negative sentences; recount their daily routine using the passé composé of reflexive verbs; use punctuation correctly; use verb tenses appropriate to the context; use relative pronouns such as“ce qui”,“ce que”,“ce dont”
to join two ideas or phrases; choose appropriate sensory adjectives and adverbs to modify nouns and verbs; select appropriate prepositions and conjunctions)
Teacher prompts: “Comment les adjectifs et adverbes contribuent-ils à rendre un texte plus descriptif?” “Comment les pronoms relatifs aident-ils à ajouter de l’information?”
Instructional tip: Teachers can encourage students to use reflexive verbs in the passé composé when describing their day in a blog
or journal entry (e.g., “Je me suis promené toute la journée”, “Mes amis et moi, nous nous
sommes rencontrés au centre-ville,” “Mes sœurs se sont bien amusées chez leurs amies”).
D2. The Writing Process
By the end of this course, students will:
D2.1 Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., generate ideas by surveying peers; ask fundamental questions [who, what, where, when, why, how] to help them generate content for a news report, and use an organizer to help them sort information by category of question; engage in free writing to help them produce ideas for a poem or song; create a“grocery list”of topics; visualize the setting for a story they are writing and develop a list of words and phrases that will help the reader“see”it clearly; use a point-form outline to organize their ideas)
Teacher prompts: “Comment la discussion avec vos pairs vous aide-t-elle à mieux développer vos idées à l’écrit?” “Quelle est l’importance de visualiser une histoire avant de la développer?” “Comment organiserez-vous vos idées pour rédiger un compte-rendu?”
Instructional tips:
(1) Before students begin their first draft, teachers can encourage them to review and cluster related ideas generated during peer conferences on the topic, to help them expand the depth and breadth of their analysis.
(2) Teachers can model the use of various graphic organizers and can encourage students to select those that best suit their individual learning styles.
D2.2 Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., familiarize themselves with the success criteria for a task, and determine and sequence the steps that will enable them to meet those criteria; organize the paragraphs of an opinion piece to present their argument clearly; use the ARMS strategy [add, remove, move, substitute] when revising their text; refer to a checklist when editing to ensure that they review the key components of a writing task; consider feedback from peers to help them improve the coherence and clarity of their message)
Teacher prompts: “Comment la démarche de sélection des critères assure-t-elle la réussite du travail?” “Quelle technique utilisez-vous
WRITING
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Extended French
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