Page 251 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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.
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 long, challenging texts (e.g., do background research to become familiar with related concepts before reading a text on a specialized topic; predict the actions of the protag- onist before reading each scene of a play; skim, scan, and sample the text to help them make informed predictions; ask questions after reading to help process information; extract and note the most important and relevant information in a text; compare their reactions to a character’s decisions and actions with those of peers; during a literature circle, discuss particular problems raised by a text with peers and the teacher)
Teacher prompts: “Comment vos connaissances antérieures à propos du sujet abordé vous aident-elles à comprendre le texte?” “Comment vos prédictions faites avant la lecture vous ont-elles aidé à analyser les événements dans le texte?” “Comment comprenons-nous les convictions de l’auteur à travers le langage
et la structure employés dans son texte?”
Instructional tip: Teachers can ask students engaged in a literature circle to discuss the language used by an author to express his or her point of view and convictions.
C1.2 Reading for Meaning: demonstrate an understanding of a variety of literary, informa- tional, and graphic French texts, including long, challenging texts and texts used in real-life situations (e.g., summarize the plot of a novel or play and identify the main themes; explain the points of view expressed in different essays, books, and/or articles about the impact of humans on the environment; with a peer, role-play an interview with the writer of an article about the history of the hunting and fishing rights of First Nations, Métis, and Inuit peoples; synthesize information from an article about the importance of striking a balance between different aspects of life; compare two literary texts on the same theme from different periods
or regions; read excerpts from several authors representing a French literary movement, and describe how the excerpts reflect the main charac- teristics of this movement)
Teacher prompts: “Quels sont les éléments importants à considérer pour faire une com- paraison?” “Pourquoi l’étude de textes littéraires demande aussi une étude de l’époque durant laquelle l’œuvre a été écrite?” “En vous appuyant sur les œuvres que vous avez étudiées et votre expérience du théâtre, diriez-vous que les présentations sont indispensables pour apprécier et comprendre pleinement une pièce de théâtre? Justifiez votre réponse.”
Instructional tip: Teachers can ask students to trace the evolving moral or spiritual values of a character in a play by Molière or Marcel Dubé, in a story by Jean-Paul Sartre, or in a poem by Angèle Bassolé-Ouédraogo.
READING
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Extended French
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