Page 257 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

D2.2 Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., review the criteria for the writing task before beginning their draft and again before revising it; while drafting their text, refer to the organizational tool they used to separate and organize the points to be covered, changing the order of the points as necessary as they continue to develop and clarify their ideas through writing; use peer editing to help them improve the clarity of their message and ensure that the information presented is essential to understanding that message; review their draft with the teacher to help them improve the focus of their writing)
Teacher prompts: “Dans quelle mesure la rétroaction d’un partenaire lors du processus de révision contribue-t-elle à améliorer votre production écrite?” “De quelle façon une conversation avec votre enseignant vous éclaire-t-elle sur vos prochaines étapes à prendre?” “Comment les critères de réussite influencent-ils votre révision, et pourquoi?”
Instructional tip: Teachers can support student learning by demonstrating to the class how to provide constructive feedback to a peer during the revision process.
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., consider feedback from previous assignments when correcting frequent errors and refining language; use electronic editing tools judiciously; assess the effectiveness of various elements in a variety of published sources and integrate some of the more effective ones into their own work, as appropriate for their theme and audience; review their formatted text for accuracy and consistency, and assess whether the elements of design/presentation they have chosen will be useful and appeal to their readers)
Teacher prompts: “Quelle est l’importance de revoir la rétroaction des projets précédents?” “Comment la technologie enrichit-elle la qualité de votre production écrite?” “Comment pouvez- vous attirer et garder l’intention de vos lecteurs?”
Instructional tip: Teachers can remind students to check their writing for agreement in gender and number between the noun preceding the relative pronoun “que” and the past participle of compound verbs (e.g., “Il a fait quelques propositions que la direction a acceptées”).
D2.4 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after writing to communicate effectively;
(b) demonstrate insight into their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., prior to a conference with the teacher, prepare notes about the writing process they used for selected texts, the problems they encountered and solved, and how well they achieved their purpose and/or targeted their audience; reflect on how they used success and/or task criteria to guide their writing, and assess the importance of having clear criteria for a writing task; prior to a new writing task, reflect on those aspects of writing that have presented the greatest challenge, and develop
a plan to address them)
Teacher prompts: “Quelles stratégies trouvez- vous les plus utiles pour planifier votre production d’écriture? Pourquoi?” “Comment les critères de réussite influencent-ils le développement de vos idées?” “Comment
la rétroaction que vous donnez à vos pairs peut-elle vous aider dans vos propres tâches d’écriture?”
Instructional tips:
(1) Teachers can encourage students to discuss in class the strategies they have used to strengthen the content and enhance the style of first drafts.
(2) Teachers can provide opportunities for groups of students to create a list of tips that can be referenced in peer editing, including the kind of assistance and advice that they have found beneficial.
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 paper about different dimensions of culture in a variety of French-speaking communities; write a commentary about a cultural artifact or a piece
of art from a French-speaking region and make connections to artifacts/art from their own com- munity; write lyrics for a song describing an encounter between two or more French-speaking cultures; broaden their understanding of a particular French-speaking culture outside Canada before
WRITING
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Extended French
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