Page 236 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
C1. Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;
C2. Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, informational, graphic, and media forms;
C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
SPECIFIC EXPECTATIONS
C1. Reading Comprehension
By the end of this course, students will:
C1.1 Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including challenging texts (e.g., as a class, discuss background information to consolidate their knowledge about the topic before reading; preview the text and make predictions about the content based on headings and illustra- tions; draw on their prior knowledge to make inferences about an unfamiliar subject within
a text; synthesize ideas to confirm their under- standing of a literary text; consolidate and extend understanding after reading by paraphrasing the text and then comparing their paraphrase with that of a peer)
Teacher prompts: “Qu’est-ce qui vous permet de comprendre les idées importantes et le
point de vue du texte?” “Comment les titres, les sous-titres, les diagrammes, les éléments encadrés ou surlignés peuvent-ils vous guider?” “Comment pouvez-vous vous assurer que vous avez compris les idées principales dans un poème complexe?”
Instructional tip: Teachers can encourage students to read between the lines by providing guiding questions to help students infer mean- ing (e.g., “À quel moment ou quelle époque
ou saison de l’année se passe l’action?”, “Dans quelle catégorie générale entrent les objets énumérés? Quel mot peut désigner l’ensemble de ces objets?”, “Quelle attitude manifeste le personnage? Quel sentiment semble éprouver le personnage?”).
C1.2 Reading for Meaning: demonstrate an understanding of a variety of literary, informa- tional, and graphic French texts, including challenging texts and texts used in real-life situations (e.g., articulate the connection between a political cartoon and an article in the same paper about a current issue in their community; rewrite
a classic text to treat its principal themes in a modern setting; extract information from charts about financial support for postsecondary students in Ontario and present it to the class; analyse the information and solutions presented in multiple texts about reducing pollution; draw a conclusion about economic challenges faced by First Nations, Métis, or Inuit communities based on texts by several Aboriginal writers)
Teacher prompts: “Que pensez-vous de l’idée de transmettre un message au moyen d’une bande dessinée humoristique?” “Comment peut-on tirer des informations des tableaux, des graphiques ou des schémas?” “Comment la syntaxe de la phrase influence-t-elle le sens du message?”
Instructional tips:
(1) Teachers can encourage students to identify the use of the passé simple in classic literary texts.
(2) Teachers can direct students’ attention
to how the placement of adjectives before or after a noun affects meaning (e.g., “la dernière semaine”[d’une période], “la semaine dernière” [la semaine précédente]).
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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