Page 272 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;
D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;
D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
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SPECIFIC EXPECTATIONS
D1. Purpose, Audience, and Form
By the end of this course, students will:
D1.1 Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to persuade the community to take action
on an issue; to introduce a significant Canadian personality to newcomers to Canada in an article for the school newsletter; to share a significant personal moment with the class; to illustrate an opinion on a social issue in a comic strip for youth; to write an expository essay for peers, explaining
a character’s development in a literary novel or short story; to dramatize two sides of an issue
in a dialogue to be acted out in class; to write a proposal to convince a finance committee that funds should be granted for a summer work project)
Teacher prompts: “Pourquoi faut-il bien choisir le style et le contenu d’un texte selon l’intention et le destinataire?” “Comment pouvez-vous déterminer qu’une description est intéressante et cohérente pour vos lecteurs?” “Comment pouvez-vous utiliser une bande dessinée
pour exprimer une opinion?” “Comment
vous assurez-vous que votre registre de langue convient à vos lecteurs?”
Instructional tips:
(1) Teachers can model how to use specific verbs to appeal to a reader’s emotions or opinions (e.g., “Ce qu’on peut/pourrait faire...”, “Ce qu’on doit/devrait faire...”) and can encourage students to use these verbs in persuasive texts.
(2) Teachers can encourage students to avoid repeating nouns in a dialogue by using object pronouns with simple and compound verbs (e.g., “L’invitation? Paul me l’a donnée”, “As-tu parlé à Marie de ce problème? Non, je ne lui en ai pas parlé”, “Comment êtes-vous allés au cinéma? Mon père nous y a emmenés”).
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and familiar topics, including literary topics, applying their knowledge of some of the structural and stylistic elements of each form (e.g., a new scene or ending for a literary play or short story read in class, drawing on the key themes of the original; an updated myth or fairy tale using a variety of literary devices; a pamphlet inviting other secondary school students to a special event at their school, using concrete words to depict the event vividly and
precisely; an advice column about resolving a personal or social conflict, playing on words to add extra meaning; a“how-to”manual or poster about a personal hobby or interest; a series of paragraphs for an opinion piece; a letter to an editor of a newspaper or to a politician outlining the argument for action on an current issue)
Teacher prompts: “Comment peut-on s’assurer que la nouvelle scène respecte le format, les messages importants et l’auditoire de la pièce originale?” “Par quel moyen pouvez-vous invoquer les sentiments de vos lecteurs?”
Instructional tips:
(1) Teachers can help students write coherent and accurate descriptions by directing their
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will: