Page 286 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Applied
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 demonstrate conflict between a superhero and villain in a dialogue to be presented to the class; to promote awareness of a community environmental issue on the cover of a class magazine; to create helpful and clearly written clues that enable classmates to guess persons, places, or things; to express their opinion on a social issue; to invite people to a community event such as a First Nations, Métis, or Inuit celebration; to promote the value of learning French in a brochure for adolescents; to describe personal dreams and aspirations in a journal entry; to accurately and objectively report an event for the school yearbook)
Teacher prompts: “Comment pouvez-vous vous assurer que les indices choisis servent
à constituer la preuve auprès de vos lecteurs?” “Comment allez-vous persuader vos lecteurs de l’importance de l’apprentissage du français au Canada?” “Comment avanceriez-vous activement vers vos buts et rêves chaque jour?”
Instructional tips:
(1) Teachers can suggest that students use a checklist to help them target their writing to suit their particular purpose and audience.
(2) Teachers can encourage students to use the imparfait when describing an event in an article (e.g., “Pendant le match de football il pleuvait;
il y avait du monde qui regardait le match, les gens se dépêchaient de se couvrir...”).
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about everyday matters and familiar topics, applying their knowledge of the fundamental structural and stylistic elements of each form (e.g., instructions for a game for younger students; a humorous review
of a music video; an adaptation of a poem or song to express a different perspective from that of the original; a list of strong, logical points that express their viewpoint on safety in schools in preparation for a debate; a budget based on their identified financial goals; a text message to a friend about making plans for the weekend or a tweet giving their response to a movie)
Teacher prompts: “Quelles expressions utiliseriez- vous pour expliquer les règles d’un jeu aux enfants?” “Comment pourriez-vous incorporer un point de vue ou une perspective dans une chanson ou un poème?” “Par quels moyens pouvez-vous invoquer les sentiments de
vos lecteurs?” “Y a-t-il une relation entre l’établissement d’un budget de vos dépenses
et l’organisation de vos activités sociales pour le mois? Expliquez votre réponse.”
Instructional tip: Teachers can encourage students to express their points of view using the personal pronoun “on” with verbs such as “pouvoir”, “devoir”, and “vouloir” plus the infinitif (e.g., “On doit penser à réagir rapide- ment pour favoriser l’instauration d’un climat scolaire positif”).
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will: