Page 332 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
quel point les choses que nous aimons et apprécions sont-elles liées à notre culture?” “Comment faites-vous un plan et un budget pour la collecte de fonds pour l’école?”
Instructional tips:
(1) Teachers can encourage students to use words that are connected to the subject of their writing project and appropriate for the form they have chosen.
(2) Teachers can suggest that students incorporate figures of speech to make their language more expressive.
D1.3 Creating Media Texts: create media texts in French on a variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., develop an initial plan and create content for a website about a play read in class; write a script for a documentary about the fast-food industry to inform teenagers about nutrition and the cost of buying healthy foods; script a television news story about whether electronic forms of communication could ever replace print as the main source of information; write a persuasive article for a magazine explaining the overt and implied messages conveyed by a children’s cartoon; design a themed calendar
that includes tips for environmentally responsible practices and photographs of local scenes in the natural world; write a script for a video about the role of social networking in a political campaign; develop a web page that illustrates how the percep- tion of beauty changes from culture to culture)
Teacher prompts: “À ton avis, quel est le rôle des médias dans la société?” “Jusqu’à quel point le choix de la forme du texte médiatique peut-il faire varier l’objectif d’un message à propos des bons choix alimentaires?” “Comment les médias peuvent-ils influencer le choix électoral des individus?”
Instructional tips:
(1) Teachers can encourage students to use impersonal expressions such as “Il est... de” or “C’est... de” with an adjective followed
by the infinitif when expressing opinions (e.g., “Il est facile de critiquer...”, “C’est une honte de voir cela”).
(2) Teachers can instruct students to use words and expressions such as “comme”, “étant donné”, and “à force de” to make their arguments more persuasive.
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 sentence structures in their texts; transform simple sentences into complex sentences using appropriate subordinating con- junctions; use indirect discourse correctly and appropriately; select appropriate pronouns; use
the past participle as an adjective)
Teacher prompts: “Quel langage utilisez-vous pour faire un compte rendu d’expériences qui décrivent vos sentiments et vos réactions?” “Dans quelle mesure le choix du temps des verbes vous semble-t-il naturel ou parfois forcé?”
Instructional tips:
(1) Teachers can direct students’ attention to the agreement of the past participle in gender and number with the noun it modifies (e.g., “L’élève montre à son professeur son travail achevé”, “Les paroles entendues lors du procès ont choqué beaucoup de personnes”, “Le directeur a aussitôt ouvert la lettre remise”, “Avertie par ses amis, elle a réagi rapidement”).
(2) Teachers can encourage students to use a variety of resources to improve their accuracy in using language conventions, such as dictionaries and grammar and style books.
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., use graphic organizers to help sequence ideas in a way that suits the structure of the piece of writing; make jot notes about background reading; take notes for later use during classroom presentations on a topic; identify and record potential ideas and sources of information while reading print materials, blogs, e-books and e-journals, online catalogues, and/or
CD-ROMs; use word-processing software to organize and sort the data they gather)
Teacher prompts: “Comment est-ce que vous développez et organisez les idées principales et secondaires pour votre tâche?” “Pourquoi est-il important de faire la synthèse et l’évaluation d’informations et d’arguments empruntés à des sources diverses avant d’écrire un texte?”
Instructional tip: Teachers can encourage students to use a variety of critical and creative thinking strategies to develop and organize ideas, such as clustering, generalizing, and outlining.
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