Page 346 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

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.
Grade 11, Open
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 blog about the effect of inappropriate or biased language in social media; to compose a prologue to a favourite story or film; to explain how to obtain a driver’s licence; to describe the career of a little-known Canadian Olympic athlete; to survey peers about the pros and cons of fast-food lunches and graph the results; to advertise an item lost, found, or for sale; to take notes on a well-stuctured presentation; to email a politician about supporting a community initiative)
Teacher prompts: “Expliquez l’importance de s’autocensurer lorsqu’on participe à un réseau social.” “Comment retrouve-t-on son portable perdu?” “Quelle stratégie utilisez-vous pour prendre des notes pendant une présentation orale?”
Instructional tip: Teachers can ask students to use expressions of emotion when commenting on language used online (e.g., “Je suis content que...”, “J’aimerais que...”, “Il veut que...”).
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about a variety of topics, applying their knowledge of the structural and
stylistic elements of each form (e.g., dialogue for a role play; a photo essay with a series of powerful images and captions promoting diversity and inclusion; a chart describing postsecondary options; a research paper describing professions in which the ability to speak French would be an asset;
an essay detailing their personal development or explaining how some of their activities, hobbies,
or pastimes contribute to their family or community; an article for a community newspaper about an initiative to create and sustain conditions that support health and well-being in the community)
Teacher prompts: “Quels sont les critères d’évaluation que vous adopterez pour votre reportage photos pour promouvoir la diversité et l’inclusion dans votre communauté?” “Comment interpréterez-vous une expérience vécue pour montrer votre développement personnel?”
Instructional tip: Teachers can suggest that students incorporate relative pronouns such as “duquel”, “de laquelle”, “auquel” into their photo captions.
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., design and write text for a website that promotes inclusiveness within the school community; create a slogan for T-shirts to support a joint school-community project; write
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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