Page 347 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

a script for a video for a campaign about a social issue; blog about why colleges promote their “culture”and extracurricular programs alongside their course information; compose a magazine article addressing a teenage audience; write a script for a webinar on working together to build birdhouses or to plant trees in the community)
Teacher prompts: “Comment l’organisation d’une page Web influence-t-elle sa lecture?” “Comment le slogan a-t-il souvent un impact primordial?” “Quelles stratégies pourrez-vous employer pour faire appel aux émotions des jeunes au sujet de l’alcool au volant?” “Quel est le langage efficace pour capter l’intérêt du lecteur?”
Instructional tip: Teachers can encourage students to analyse successful slogans to help them create their own (e.g., “Boire ou conduire il faut choisir, choisir de boire c’est bien se conduire”, “Manger ou rouler, il faut trancher”).
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 types correctly; select verb tenses appropriate to the context; use punctuation correctly to enhance the clarity and effectiveness of their writing; use relative pronouns to avoid repetition; use a variety of transitional words and phrases to connect sentences within
a paragraph)
Teacher prompts: “Comment le choix des temps des verbes peut-il changer l’intention du message?” “Comment pouvez-vous améliorer votre propre apprentissage grammatical en lisant le travail de vos camarades?”
Instructional tip: Teachers can encourage students to use expressions of consequence in complex sentences (e.g., “L’auteur a écrit tant d’articles que peu de gens les ont lus”, “La rivière est tellement polluée qu’on n’y trouve plus de poissons”).
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., organize ideas on an appropriate graphic organizer before writing to help ensure the coherence and flow of an essay; list points that support or refute an argument; develop
their argument by anticipating possible questions and concerns of the intended audience; cluster ideas to help them organize content; use keyword searches and other browsing strategies to research topics on the Internet; record all sources used to gather ideas and information for inclusion in a reference list)
Teacher prompts: “Qui est votre destinataire
et comment allez-vous structurer votre article pour qu’il soit pertinent pour lui?” “Comment choisirez-vous les idées pertinentes à votre tâche parmi toutes les informations recherchées?” “Comment allez-vous éviter le plagiat?”
Instructional tip: Teachers can encourage students to formulate questions to establish the focus for their writing (e.g., “Quel est
le sujet ou l’aspect traité?”, “Quelle est son importance dans la vie de tous les jours?”, “Quelle est l’intention de cette tâche?”, “Quel est le résultat anticipé?”, “Qu’est-ce qui permet de déterminer si l’objectif est atteint?”, “Qu’est-ce que les lecteurs apprendront au sujet du thème traité?”).
D2.2 Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., create an outline; ensure that each paragraph has a clear topic sentence and function; use pronouns where appropriate to avoid repetition; use language appropriate to the purpose and form of the text; reread early drafts to ensure logical organization with adequate development of information and ideas)
Teacher prompts: “Comment pouvez-vous rédiger votre travail en tenant compte du sujet et de la progression des idées?” “Quelle est l’importance d’assurer la cohérence du texte
et de maintenir votre point de vue?” “Comment votre révision du texte d’un camarade peut-elle aussi vous aider à améliorer votre propre texte?” “Comment pouvez-vous relier deux phrases courtes pour enrichir votre paragraphe?” “Comment le choix de vocabulaire enrichit-il ou affecte-t-il le texte?” “Dans quelle mesure
les éléments de style vous permettent-ils d’approfondir davantage le message?”
Instructional tip: Teachers and students can work together to create an editing checklist that students can refer to when reviewing the clarity of thought and logical development of their work.
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., consult print and
WRITING
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French Immersion
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