Page 273 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

attention to the agreement of compound adjectives with nouns (e.g., “Des situations héroïcomiques”, “Il a prononcé des paroles aigres-douces”).
(2) Teachers can encourage students to use double negative expressions to convey opinions (e.g., “Je n’ai aimé ni le choix d’acteur, ni la cinématographie de ce film”).
D1.3 Creating Media Texts: create media texts in French on academic and familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., write a storyboard for a video depicting daily routines, describing an event, or reflecting on a significant development in their life; write jacket copy for a novel or play read in class, reflecting the themes; write a script for a public service announcement to inform teenagers about a social or health issue; create a multimedia presentation to convey the results of their research about the contributions of important figures in First Nations, Métis, or Inuit history; write an objective news article summarizing the causes and potential consequences of a current social, economic, or environmental issue)
Teacher prompts: “Comment décidez-vous la forme du texte médiatique qui convient au thème choisi?” “Comment une forme différente d’un texte médiatique atteindrait-elle le même objectif que l’original?” “Quelle forme de texte médiatique serait la plus efficace pour inciter vos camarades à passer à l’action et pourquoi?” “Quelles techniques allez-vous utiliser afin de retenir l’attention de votre public?”
Instructional tips:
(1) Teachers can suggest explicit and implicit persuasive techniques for students to incorporate in their media texts, such as gaining attention through intriguing phrases or bold colours; holding interest through questions, visual appeal, or suspense; provoking desire through emotional appeals; and prompting the audience to take action by creating a sense of urgency (e.g., “Un gros cadeau pour les 100 premiers acheteurs”).
(2) Teachers can discuss with students some key elements of the cover of a book – for example, it should have an attractive design to appeal to potential readers, and it should include a short summary of the book to give readers a preview of its contents.
D1.4 Applying Language Structures: communi- cate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., write complete and correct simple, compound,
complex, and compound-complex sentences using conjunctions; consistently make nouns and adjectives agree, and use a variety of adjectives to describe familiar activities, people, places, and things; consistently make subjects and verbs agree, and use appropriate verb tenses; use pronouns to make sentences less cumbersome and repetitive)
Teacher prompts: “Quels mots et expressions vous aident à écrire des phrases plus complexes?” “Comment peut-on éviter la répétition des mots dans la phrase?”
Instructional tips:
(1) Teachers can demonstrate how using an appropriate graphic organizer to sequence experiences, events, or activities can help students decide which verb tenses to use.
(2) Teachers can help students write coherently and accurately by directing their attention to the agreement of past participles with pronouns (e.g., “Ces cours? Nous ne les avons jamais suivis à l’école”, “C’est la phrase que je n’ai pas comprise”).
(3) Teachers can direct students’ attention to the correct sequence of tenses when using the passé composé and imparfait (e.g., “Année importante pour notre école, qui est devenue une école secondaire d’immersion française. J’ai toujours pensé que c’était possible!”, “Le comité vert est allé séduire de généreux donateurs avec des arguments pleins de bon sens; il voulait vous demander..., et il souhaitait...”).
D2. The Writing Process
By the end of this course, students will:
D2.1 Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., use free writing to develop or focus a topic; draw or sketch to formulate thoughts; use different types of questions to deepen their understanding of a topic; create a glossary reflecting prior knowledge of terminology related to their topic; summarize and paraphrase information and ideas in point-form notes; use note cards to organize the main ideas and supporting details; explore ideas in peer conferences before starting research; use online and print resources to research a topic)
Teacher prompts: “Comment tenez-vous compte de vos champs d’intérêt et de vos connaissances antérieures avant de commencer un brouillon?” “Quelles stratégies vous aident à organiser
vos idées?” “Comment choisissez-vous le vocabulaire nécessaire pour enchaîner vos idées?” “Comment décidez-vous quelle forme
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