Page 317 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

rejoindre un certain groupe de gens?” “Comment identifiez-vous vos mauvaises habitudes et
les remplacez-vous par de bonnes habitudes pour protéger l’environnement?” “Quelles sont les différentes formes de l’humour?”
Instructional tips:
(1) Teachers can remind students that dialogue often includes elliptical sentences (e.g., “C’est génial”, “Excellent article!”, “Aucune trace de peur dans son regard”, “Pas de neige là-bas, au moins”, “Pas fameux ce film”, “Mais ici, personne pour les rencontrer”, “C’est beau, non?”, “Un petit génie cet artiste”).
(2) Teachers can suggest that students brainstorm lists of French words or phrases commonly used in English (e.g., “casserole”, “croissant”, “bon voyage”) and English words or phrases commonly used in French to use when writing a skit about miscommunication.
D1.3 Creating Media Texts: create media texts in French on everyday matters and familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., write a script for a public service announcement about an issue related to health, poverty, diversity, bullying, or climate change; write a news report
on a current issue relevant to students; write copy for a sports or fashion magazine cover to attract
a teenage audience; write a marketing flyer for students looking for volunteer opportunities, co-op placements, or part-time work; write a newspaper column on the use of celebrities in advertising; produce a pamphlet on an innovative technology)
Teacher prompts: “Où trouveriez-vous les données nécessaires pour préparer des graphiques et des tableaux pour votre produc- tion médiatique?” “Comment la publicité influence-t-elle notre société?” “Comment
une vedette qui se trouve dans la publicité influence-t-elle votre réaction au produit par rapport à vos camarades de classe?”
Instructional tip: Teachers can promote the use of adverbs of time and place (e.g., “actuellement”, “autrefois”, “auparavant”, “dorénavant”, “ailleurs”, “alentour”, “au-delà”, “dedans”, “dehors”, “lors”, “partout”) in promotional materials such as flyers (e.g., “Lors de notre rencontre vous verrez...”, “Ça bouge partout!”).
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 a variety of punctuation appropriately;
describe places, objects, people, and feelings using correct forms of sensory adjectives and adverbs; use a variety of pronouns; construct positive and negative questions)
Teacher prompts: “De quelle façon peut-on changer le message en utilisant différentes ponctuations?” “Quelles stratégies peuvent aider à trouver des synonymes appropriés pour décrire une place ou un produit?”
Instructional tip: Teachers can encourage students to create questions for a survey using interrogative adjectives (e.g., “quel”, “quelle”, “quels”).
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., generate ideas
for an opinion piece and discuss them with peers; engage in free writing to generate ideas; sort ideas into categories for an informational paragraph; use
a graphic organizer such as a plus-minus-interesting organizer or a T-chart to help them assess the relevance of ideas to the chosen topic; identify the appropriate text form for the purpose and audience; visualize the setting for a story they are writing and develop a list of words and phrases that will help the reader“see”it clearly; create a glossary
of essential vocabulary for their chosen topic)
Teacher prompts: “Comment trouvez-vous vos idées avant de commencer à écrire un texte?” “Comment organisez-vous vos idées en un tout cohérent?” “Comment trouverez-vous
de nouvelles idées sur le sujet à traiter?”
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., refer to a teacher-prepared editing checklist when revising their drafts; consider feedback from peer and/or teacher conferences to help them improve precision when revising their draft; reread early drafts to ensure logical organization with adequate development of information and ideas; assess their choice of vocabulary)
Teacher prompts: “Comment la rétroaction de vos camarades vous aide-t-elle à déterminer
WRITING
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French Immersion
FIF2P