Page 226 - 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
pour réviser le texte que vous avez rédigé?” “Comment évaluez-vous la clarté de votre message?” “Comment améliorez-vous l’organisation des idées dans votre texte écrit?”
Instructional tip: Teachers can suggest that students use sentence starters such as “Il me semble que...”, “Il paraît que...”, “On suppose que...” when providing feedback on their peers’ writing.
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work, and use some elements of effective presentation to produce a polished product for publication (e.g., assess the appropri- ateness and clarity of their choice of vocabulary; use online and print resources judiciously to assist with revising and editing; choose an effective
font and layout for their purpose and target audience, and consider what graphics, if any, they might add; reread the formatted text to ensure appropriate use of form, style, and conventions)
Teacher prompts: “Comment pourrez-vous donner de l’impact au message que vous transmettez?” “Pourquoi est-il important de relire le travail avant de le remettre?”
Instructional tips:
(1) Teachers can demonstrate how to generate checklists based on success criteria and can encourage students to work together to gener- ate such checklists to help them improve their written work.
(2) Teachers can encourage students to use a thesaurus to help them vary their word choice.
D2.4 Metacognition
(a) explain which strategies they found helpful before, during, and after writing to communicate effectively;
(b) identify their areas of greater and lesser strength as writers, and plan detailed steps
they can take to improve their writing skills (e.g., reflect on the usefulness of asking the five Ws before writing a news article, and identify other text
forms this strategy might be useful for; discuss with peers the usefulness of various graphic organizers for sorting ideas; select the self-correcting techniques they found most useful and comment on their use in a personal reflection log)
Teacher prompts: “Évaluez la technique que vous utilisez pour rédiger un texte.” “Quelle méthode de correction est la plus efficace? Pourquoi?”
Instructional tip: Teachers can encourage students to discuss which form of writing they find most difficult and why.
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 Africa and Asia, 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., create a tourist information brochure highlighting various French-language cultural events in Africa or Asia; write questions for an interview with individuals from French-speaking communities
in Asia and Canada regarding cultural issues in these communities; write an opinion piece on how a French-speaking community in Africa is handling an issue also facing Canadian society)
Teacher prompts: “Comment une brochure sert-elle à mettre en évidence les événements francophones?” “Comment la qualité des ques- tions écrites à l’avance enrichit-elle l’entrevue?” “Comment un paragraphe d’opinion peut-il clarifier les points de vue?”
Instructional tip: Teachers can review with students ways to express personal opinions using verbs (e.g., “Je pense”, “Je crois”, “Il me semble”, “Il me paraît”), expressions that signal an opinion (e.g., “selon moi”, “d’après moi”,
“à mon avis”), and comparatives or superlatives (e.g., “plus...que”, “moins...que”, “le plus...de”).
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use
them appropriately in their written work (e.g., incorporate common idiomatic expressions into
a dialogue or song; design a banner or poster for
National Francophonie Week that includes French
expressions specific to different communities; write a letter asking a local First Nation, Métis, or Inuit artist to make a presentation to their class, and create an invitation inviting students to the presen- tation, adjusting the level of language formality accordingly)
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* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French- speaking communities in Africa and Asia) but are not expected to do so.