Page 299 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

those in an African fable in a collection by Davesne and Gouin. Students can then use their understanding of elements of fables to create a short original fable and read it to the class.
(2) During shared reading of an opinion piece, teachers can direct students’ attention to expressions that support a point of view (e.g., “selon”, “d’après”, “comme en témoigne”) and expressions indicating disagreement (e.g., “Pour sa part, ... pense que...”, “S’il faut en croire...”, “... semble croire que...”, “... estime quant à lui...”).
C2.2 Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., similes, metaphors, and other stylistic devices reinforce the themes in a novel or short story; an explanatory title for a chapter in a literary novel serves as a preface to the chapter; images, symbols, and literary devices from Aboriginal myths and legends in the prose of a contemporary First Nation, Métis, or Inuit writer reinforce connections between the past and present; humour can be used to make a serious point in an essay)
Teacher prompts: “Pourquoi utilise-t-on beaucoup des images dans les livres pour enfants?” “À quoi sert une épigraphe dans un roman littéraire?” “Quelle influence ont les caractéristiques et
les éléments de style d’un texte littéraire sur votre façon de lire et de juger du contenu?” “Pensez-vous qu’on puisse traiter des sujets sérieux sur le mode plaisant ou humoristique? Appuyez votre réponse sur des exemples empruntés à vos lectures.”
Instructional tip: Teachers can ensure that students understand the difference between similes (e.g., “La neige recouvrait le sol comme un manteau blanc”) and metaphors (e.g., “Elle a versé un torrent de larmes”).
C2.3 Metacognition:
(a) explain which strategies they found helpful before, during, and after reading to understand texts;
(b) identify their areas of greater and lesser strength as readers, and plan detailed steps they can take to improve their reading skills (e.g., discuss with peers reading strategies that
can be used with multiple types of texts and those that work best with specific kinds of text; use graphic and semantic organizers to help monitor their comprehension and identify where they
have difficulty)
Teacher prompts: “Quelles sont les différentes façons de trouver l’information dans le texte?” “Pour vous, y a-t-il une différence entre lire un texte et lire un roman?” “Comment pourriez-vous vous assurer que votre plan sera fonctionnel et qu’il vous permettra d’aller jusqu’au bout de votre tâche?”
Instructional tip: Teachers can encourage students to use the conditionnel présent and
the conditionnel passé with “si” when they
are reflecting on reading strategies (e.g., “Si j’engageais un dialogue animé avec le texte
ou l’auteur, je pourrais...”, “Si j’avais utilisé
de façon judicieuse mes connaissances sur la présentation des textes : genres, structures, etc., je serais capable de...”).
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., after investi- gating the issue online, explain in their own words an environmental issue in a French-speaking African or Asian country, such as poaching and loss of lowland gorilla habitat in Democratic Republic of the Congo; compare and contrast
texts on the same topic from Franco-African and Franco-Asian communities; identify issues to be considered when planning a year of study in a French-speaking African or Asian community)
Teacher prompts: “Dans un texte de diversité culturelle : Que cherche-t-on à nous informer ou que veut-on nous faire comprendre?” “Comment la lecture de divers textes sur une région peut-elle vous aider à développer une appréciation de sa culture?” “Quel niveau de langue demande-t-on pour étudier dans une université francophone?”
Instructional tip: Teachers can suggest ways for students to read texts from other cultures more effectively, such as finding out about the writer and the circumstances in which the text was written.
C3.2 Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in
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FIF2D