Page 274 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
serait la plus efficace pour énoncer votre message?” “Comment le repère graphique vous aide-t-il à rédiger un texte?”
Instructional tip: Before students begin their first draft, teachers can encourage them to review and cluster related ideas generated during peer conferences on the topic, to help them expand the depth and breadth of their analysis.
D2.2 Drafting and Revising: plan and produce drafts and revise their work using a variety
of teacher-directed and independent strategies (e.g., determine and sequence the steps necessary to create a first draft; consider feedback from peers to help improve coherence and clarity; refer to a checklist when editing to ensure that they review the key components of a writing task; reread early drafts to ensure logical organization and adequate development of information and ideas)
Teacher prompts: “Comment réorganisez-vous le contenu de votre production écrite pour éliminer les idées qui ne sont pas essentielles?” “Pourquoi est-il important de recevoir une rétroaction de vos camarades?” “Comment pouvez-vous regrouper vos idées pour que votre message soit plus clair et cohérant?” “Comment les ressources technologiques vous aident-elles à améliorer votre style d’écriture et vos structures grammaticales?”
Instructional tip: Teachers can encourage students to use a framework specific to their chosen writing form to help them organize their thoughts and research in a first draft.
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., adopt a layout appropriate to the writing task and the target audience; add visuals to emphasize key ideas; reread the final draft to ensure appropriate use
of form, style, and conventions)
Teacher prompts: “Comment vous assurez-vous que vos idées sont clairement liées au sujet
et au destinataire?” “Comment pouvez-vous intégrer des éléments visuels appropriés pour clarifier vos idées?” “Pourquoi avez-vous choisi ce mode d’organisation du texte?”
Instructional tips:
(1) Teachers can demonstrate how appropriate verb tenses help to clarify timelines and ideas.
(2) Teachers can encourage students to check their writing for correct agreement between nouns and adjectives and between subjects and verbs to enhance clarity.
D2.4 Metacognition:
(a) explain which strategies they found helpful before, during, and after writing to communicate effectively;
(b) identify their areas of greater and lesser strength as writers, and plan specific steps they can take to improve their writing skills (e.g., reflect on and select the pre-writing strategies that are best suited to the task; reflect on the steps they used to accomplish their writing goal, and determine if any need to be revised or sequenced differently; use exit passes to reflect on the work just completed)
Teacher prompts: “Quelle stratégie de pré- écriture avez-vous trouvée efficace? Pourquoi?” “Pourquoi a-t-on besoin de structurer ses notes après un remue-méninges?” “Pourquoi est-il important d’identifier la prochaine étape à suivre pour améliorer votre production écrite?”
Instructional tip: Teachers can model and promote the use of self-reflection tools (e.g., a journal, organizers, and checklists) that students can adapt to their personal learning styles and use to record effective writing strategies and determine next steps (e.g., “Planifier mon échéancier à rebours”, “Bien comprendre les objectifs du travail”, “Prendre le temps d’un remue-méninges”).
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 in Europe, 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., create a print advertising campaign to increase health awareness in a French-speaking European community; write a short story that involves a significant current issue in a French-speaking European community; write a newspaper article explaining how a French-
speaking European community is handling an issue also facing Canadian society; develop two menus that reflect what they themselves and a teenager from a specific French-speaking European community might choose to eat)
Teacher prompts: “Comment les attitudes envers la santé (p. ex., le tabac, la nutrition)
au Canada sont-elles différentes de celles de l’Europe?” “Quels sont les problèmes de santé semblables au Canada et en Europe?” “Comment pouvons-nous influencer les attitudes envers
la santé?” “De quelle manière la comparaison d’un problème semblable de deux pays peut-elle nous aider à trouver des solutions?” “D’après
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