Page 318 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 10, Applied
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
l’information que vous allez inclure?” “Comment la correction par des pairs aide-t-elle votre écriture?” “Comment déterminez-vous quelles idées ou informations peuvent être éliminées de votre écriture?” “Comment pourriez-vous enrichir votre vocabulaire dans vos productions écrites?”
Instructional tips:
(1) Teachers can encourage students to record feedback from their peers for consideration in the current and future revision of writing pieces.
(2) Teachers can encourage students to look for anglicisms, gender errors, and improper use of tenses as they proofread their work.
(3) Teachers can encourage students to vary word choice when revising their writing (e.g., “une nouvelle”, “une actualité”, “un événement”).
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability
of their written work, and use some elements of effective presentation to produce a polished product for publication (e.g., refer to a class- generated checklist to ensure that their work meets the established criteria; reread the final draft to ensure appropriate use of form, style, and conventions; tailor the presentation, such as font, layout, graphics, to suit the intended audience;
use a word-processing program to produce their finished work)
Teacher prompts: “Quel impact le titre et les graphiques ont-ils sur la compréhension de votre message?” “Comment pouvez-vous rendre votre produit final plus vivant/attrayant?”
Instructional tip: Teachers can encourage students to avoid repetition in their writing by using a variety of direct and indirect pronouns.
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., note
in a writing log when they experienced writer’s block, what they did to overcome it, and which
strategies or methods were effective; review their
past work for commonly used expressions and plan to vary their word choice; create and regularly update a personal lexicon)
Teacher prompts: “Quelles stratégies d’écriture vous ont aidés le plus, et pourquoi?” “Comment organisez-vous votre temps efficacement quand vous écrivez?” “Quelles sont vos meilleures stratégies pour commencer votre travail écrit?”
Instructional tip: To help build confidence and reduce anxiety about writing, teachers can provide students with opportunities to self-assess their use of strategies throughout the writing process.
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 Africa and Asia, 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., write a journal entry on the differences a French- speaking adolescent from Côte d’Ivoire might encounter when immigrating to Canada; create
a brochure on sports practised in various French- speaking African countries and ways in which
they are connected to national identity; describe the origins of a tradition or pastime from Madagascar or New Caledonia; write a double-entry journal from the points of view of people from two French- speaking communities in Africa or Asia affected
by the same social issue)
Teacher prompts: “En quoi votre journal personnel serait-il différent de celui d’un adolescent ivoirien?” “Comment les sports et la musique peuvent-ils rapprocher les cultures?”
Instructional tip: Teachers can encourage students to use verbs such as “pouvoir”, “vouloir”, and “devoir” in their writing (e.g., “On peut voir...”, “Vous voulez visiter...”, “Nous devons aller...”).
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., adapt
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* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French- speaking communities in Africa and Asia) but are not expected to do so.