Page 316 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, 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
SPECIFIC EXPECTATIONS
D1. Purpose, Audience, and Form
By the end of this course, students will:
D1.1 Identifying Purpose and Audience: deter- mine their purpose in writing and the audience for French texts they plan to create (e.g., to protest the treatment of animals by a particular group or company; to write a script for a fashion show that promotes environmental awareness; to respond in an advice column to a question about a body image issue; to compose a thematic menu for a restaurant; to respond to a specific job advertisement with a bilingual résumé; to explain how to give constructive feedback to peers; to adapt a recipe or another set of instructions for a different audience; to welcome a new Canadian in a letter describing daily life in the community)
Teacher prompts: “Comment persuadez-vous quelqu’un à changer ses habitudes d’achat de vêtements?” “Comment pouvez-vous capter l’intérêt de vos camarades dans votre rétro- action?” “Pourquoi est-il important de savoir dès le début pour quel public on écrit?”
Instructional tips:
(1) Teachers can encourage students to use
the impératif in recipes and instructions (e.g., “Rangez les courroies”, “Ajustez...”, “Appuyez fermement...”, “Soulevez, puis tirez...”).
(2) Teachers can ensure that students understand that the objective of giving feedback to peers
is to provide practical guidance in a positive manner, and they can encourage students to
phrase their feedback in constructive ways (e.g., “...peut communiquer habilement les éléments essentiels de son message”, “...possède un vocabulaire suffisant pour...”, “...peut employer correctement les temps convenables des verbes...”, “...peut faire des liens...”, “...peut améliorer son texte par...”, “...peut mieux maîtriser...”).
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 some of the structural and stylistic elements of each form (e.g., a photo journal illustrating their life, with detailed captions describing each photograph; a creative slogan to encourage healthy eating; a newspaper editorial using vivid language to emphasize the negative effect of poor environ- mental habits, such as the failure to recycle; a comic
strip about a personal interest, with varied word choice; a word collage conveying their emerging understanding of issues facing First Nations, Métis, or Inuit people; blog entries describing highlights of a cooperative education or summer job experience; a letter to the editor comparing and contrasting the concepts of a cultural mosaic and a cultural melting pot; a humorous dialogue between a francophone and an anglophone who are trying to communicate despite a limited knowledge of each other’s language)
Teacher prompts: “Comment les éléments stylistiques dans un slogan peuvent-ils
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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