Page 288 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Applied
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
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effective presentation to produce a polished product for publication (e.g., refer to a checklist based on success criteria to guide their revisions to grammar, spelling, syntax, and punctuation; 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 vous avez inclus tous les éléments nécessaires pour finir la tâche?” “En équipes de trois, dressez une liste des caractéristiques d’une brochure touristique, par la suite, nous compilerons
une liste de tous les critères retenus par la classe pour l’afficher comme aide-mémoire.” “Comment pouvez-vous intégrer des éléments visuels appropriés pour clarifier vos idées?”
Instructional tip: Teachers and students can develop anchor charts of visual components that students might use to highlight or clarify key ideas in their writing (e.g., varied fonts, bulleted lists, text boxes, graphics, captions).
D2.4 Metacognition:
(a) describe 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 steps they can take to improve their writing skills (e.g., explain how following a model can assist in creating a more effective piece of writing; assess their text using success criteria to determine what they did effectively and what could be improved; after a writing activity, complete a self-assessment of their use of a particular text form and plan next steps to improve the effectiveness with which they use that form; consider feedback from the teacher and peers when planning next steps)
Teacher prompts: “Comment vérifiez-vous la qualité de votre travail?” “Dans la liste de stratégies d’écriture que vous avez dressée, quelle est celle que vous recommanderiez à vos camarades de classe et pourquoi?”
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., “Écrire une marche à suivre : le sujet traité, l’intention, les étapes et l’ordre à suivre, les besoins pour exécuter parfaitement toutes les étapes, réflexion, etc.”).
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., describe, illustrate, and explain the significance of cultural artifacts from a French-speaking European com- munity; write an online encyclopedia article or blog entry summarizing interesting and important facts about a French-speaking European community; write a letter or email to a teenager in a French- speaking European community asking questions to determine how his or her life is similar to and different from their own)
Teacher prompts: “Comment peut-on expliquer les artefacts culturels?” “Comment pouvez-vous présenter vos commentaires en respectant les valeurs des autres?”
Instructional tip: Teachers can encourage students to make comparisons between cultures using the comparative and superlative forms of “bon” and “bien” (e.g., “meilleur”, “mieux”).
D3.2 Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in their written work (e.g., write
a thank-you note using expressions of gratitude and appreciation; email a parent, friend, teacher, or job interviewer, adjusting the level of language
formality accordingly; create a brochure with pictures to explain greeting expressions to younger students; use onomatopoeia and regional expressions in a comic strip or abbreviations in a text message)
Teacher prompts: “Quelles sont les expressions en français familier dont vous pouvez vous servir?” “Quelle est la différence entre un courriel adressé à votre ami et celui adressé à votre directeur d’école?” “Comment allez-vous simplifier la langue pour les enfants?”
Instructional tip: Teachers can suggest that students use apocope in email to their friends (e.g., “deg” for “dégueulasse”; “ciné” for “cinéma”; “ordi” for “ordinateur”; “d’acc” for “d’accord”).
* Students are encouraged to identify examples of usage that
is specific to particular regions or communities (e.g., French- so.
speaking communities in Europe) but are not expected to do