Page 242 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Extended
des autres sur votre production écrite?” “Comment établissez-vous les étapes à suivre pour la planification et la révision d’une pro- duction écrite?” “Pourquoi faut-il insérer une bibliographie dans votre production écrite?”
Instructional tip: Teachers and students can work together to create an editing checklist that students can refer to when reviewing their drafts for clarity and appropriate content.
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work, and use various elements
of effective presentation to produce a polished product for publication (e.g., before formatting, consider which typographic and other design elements, such as colour, fonts, headings, sidebars, and/or graphics or other illustrations, would best support the message in their text and engage their target audience; review texts with similar purposes or forms to generate ideas for design/presentation; reread their final draft to ensure that all main points are clear and are adequately supported; seek peer or teacher feedback on their formatted text before finalizing it)
Teacher prompts: “Comment peut-on renforcer la structure formelle d’un texte écrit?” “Comment enrichit-on la structure d’un journal?” “Comment révisez-vous votre production écrite avant de la soumettre?”
Instructional tip: Teachers can encourage students to compare the design features of several local and international newspapers and incorporate different features in the layout of their own news article as appropriate.
D2.4 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after writing to communicate effectively;
(b) evaluate their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., explain how using a checklist of success criteria helped them meet the requirements for a writing task;
describe the benefits of planning carefully for each part of the writing process; select the writing strategy they have found most useful and comment in a personal reflection journal on their use of it; assess the usefulness of mentor texts or models in the planning stages of a writing task; describe writing skills they have developed this year and how they made this progress, and describe the areas they still want to improve and the next steps to help them to do so)
Teacher prompts: “Comment reconnaissez-vous vos propres forces et faiblesses en écriture?” “De quelle façon l’utilisation d’une liste de contrôle sert-elle à raffiner votre écriture?” “Comment les copies types sont-elles exploitées pour renforcer l’efficacité de votre production écrite?”
Instructional tip: Teachers can instruct students to maintain a portfolio of their writing and to review it regularly to help them monitor their progress, establish goals, and plan next steps.
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 worldwide, 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., write a research report analysing how different French-speaking regions deal with the same social or environmental issue; describe some specific issues that First Nations or Métis communities experience because of their position as either indigenous or indigenous and French speaking; write the foreword for a travel guide to selected French-speaking regions around the world, highlighting reasons why people should visit them; draw up a recruiting plan for a multi- national corporation wishing to hire French-speaking candidates; write a descriptive itinerary and budget for a trip to cultural and historical points of interest in a French-speaking country)
Teacher prompts: “Comment ferez-vous une analyse de recherche sur les pays francophones?” “Comment rédigez-vous un avant-propos d’un guide de voyage pour convaincre le lecteur d’entreprendre un voyage?” “Comment développerez-vous un plan d’affaires afin d’inciter des candidats bilingues à faire une demande d’emploi?”
Instructional tip: Teachers can suggest that students use phrases such as “selon l’auteur...”, “comme le soulignent les experts...”, “l’auteur attire notre attention sur...” to introduce the opinions of others in their research reports.
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., rewrite in a formal style of French an excerpt from a social
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