Page 302 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
les métaphores pour créer des images pour les lecteurs?” “Pourquoi utilise-t-on les marqueurs de relations en rédigeant un texte?”
Instructional tip: Teachers can direct students to use logical connectors (e.g., “donc”, “compte tenu de ce qui précède”, “de ce point de vue”, “en ce qui concerne”, “à cet égard”) to join individual words, phrases, paragraphs, or ideas.
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., create a web page presenting a personal anthology of poetry and write introductory text for each poem; create a poster highlighting their reading recommendations for display in the school library; write a script for a commercial celebrating cultural diversity in Canada; write a news article examining how media coverage of major crises can influence the response of the international community; in a group, plan and write a brochure highlighting the responsibilities of a global citizen; write and record mock radio interviews about job programs for youth; write a television script about a celebrity or superhero)
Teacher prompts: “Quels graphiques et mise en page emploieriez-vous pour cibler un auditoire précis?” “Comment écrivez-vous un reportage pour votre journal d’école pour attirer l’attention sur l’influence des médias dans les crises globales?” “Que veut dire un citoyen global?” “Quelle sorte de production médiatique prépareriez-vous pour promouvoir les programmes d’emploi pour les jeunes?”
“À votre avis, comment est-ce que les médias créent et détruisent des héros?”
Instructional tips:
(1) Teachers can promote the use of appropriate tenses in a news article.
(2) Teachers can encourage students to use the negative infinitif for emphasis in their posters on recommended reading (e.g., “C’est un livre à ne pas manquer!”).
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., use punctuation correctly; use verb tenses appropriate to the context; choose appropriate sensory adjectives and adverbs to modify nouns and verbs; use possessive and demonstrative pronouns to avoid repeating nouns)
Teacher prompts: “De quelle façon peut-on modifier le message en changeant la place de la ponctuation dans la phrase?” “Quels éléments grammaticaux considérez-vous dans un texte d’opinion?”
Instructional tips:
(1) Teachers can review the use of a variety
of past tenses (e.g., passé récent, passé composé, imparfait) and encourage students to use them when writing a biography of someone that they admire.
(2) Teachers can encourage students to use possessive and demonstrative pronouns when writing an essay expressing an opinion (e.g., “Mon opinion est bien claire, mais la sienne...”, “Pour ma part, je me suis toujours méfié de ceux qui prétendent détenir les critères de...”).
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., explore ideas on the Internet before beginning a first draft; activate background knowledge through conferences with peers; organize ideas using idea webs or logs and/ or other graphic organizers; identify the appropriate text form for the purpose and audience; engage in free writing to generate ideas; create a glossary reflecting previous knowledge of terminology related to a topic; summarize and paraphrase information and ideas in point-form notes)
Teacher prompts: “Comment explore-t-on un sujet avant de commencer la rédaction?” “Quelle technique utilisez-vous pour provoquer votre inspiration?”
Instructional tip: Teachers and students can discuss how different text forms may suit different audiences and purposes.
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; create an outline for a multi- paragraph text; refer to a teacher-prepared editing
checklist when revising their draft; participate in
a peer-editing conference; reread early drafts to ensure logical organization with adequate develop- ment of information and ideas; assess their choice of vocabulary)
Teacher prompts: “Utilisez-vous le même plan de rédaction pour rédiger un résumé, un texte d’opinion, un texte informatif, un rapport de recherche ou des nouvelles journalistiques? Pourquoi?” “Serait-il pratique d’utiliser un code de correction pour réviser le texte avant
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