Page 348 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 11, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
electronic resources to help them with some aspects for specific spelling errors or language conventions; reread the final draft to ensure appropriate use of form, style, and conventions)
Teacher prompts: “Que permet la révision
du brouillon par des camarades de classe?” “Comment les ressources technologiques vous aident-elles à améliorer votre style d’écriture et vos structures grammaticales?” “Comment vous assurez-vous de la qualité du contenu de votre production écrite?”
Instructional tip: Teachers can suggest that students read their text aloud to a partner to help them identify and correct errors in language and inconsistencies in details.
D2.4 Metacognition:
(a) explain which 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 detailed steps they can take to improve their writing skills (e.g., reflect on the effectiveness of various strategies they used when revising their work, such as the use of electronic and/or print resources, consultations with the teacher, and discussions with peers or parents; explain how a checklist on the writing process developed with peers helps them plan and focus on the various stages of the process; plan to incorporate newly acquired vocabulary in future writing tasks)
Teacher prompts: “Selon vous, quelle stratégie est la plus efficace pour appliquer le processus d’écriture? Pourquoi?” “Quels sont vos buts pour la prochaine tâche?” “Comment pouvez- vous modifier la tâche donnée pour l’adapter
à vos propres capacités ou intérêts?” “Décrivez comment la discussion de vos idées avec votre professeur et vos camarades de classe durant votre processus d’écriture vous permet d’améliorer votre production écrite.”
Instructional tip: Teachers can suggest that students maintain a reflection log to help them monitor their progress and set writing goals.
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 worldwide, 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., compose
a script with slapstick humour from different French-speaking regions to be presented in class; listen to a legend from a French-speaking culture and compose a legend for their own community using the same moral; write an FAQ [Frequently Asked Questions] section for a website about a particular French-speaking region)
Teacher prompts: “Que pensez-vous de cette citation de Pierre Desproges: ‘On peut rire de tout, mais pas avec n’importe qui’?” “Est-il possible de rire et de faire de l’humour sur tous les sujets? Justifiez votre réponse.” “Dans quelle mesure le respect de certaines conventions culturelles d’autrui est-il aussi important?”
Instructional tip: Teachers can ask students
to use expressions such as “On dit que...”, “J’ai lu que...”, “Il me semble que...”, “J’ai appris que...” when describing other cultures.
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., rewrite a popular song rich in cultural slang into formal French; use colloquialisms, slang, or dialect in dialogue for a story; write a résumé based on an advertisement for a job at a local company; research and use idiomatic expressions involving colours; use slang words, abbreviations, acronyms, and technical terminology commonly found in informal text after consulting a variety of resources to check their meaning)
Teacher prompts: “Comment adaptez-vous votre écriture en fonction des rôles sociaux de différents lecteurs?” “D’après vous, pourquoi l’application des conventions de politesse dans la correspondance est-elle importante?” “Comment mettez-vous en valeur vos compétences dans un curriculum vitæ fonctionnel?” “Au Canada, le rouge est associé à la Poste. Dites à quels commerces ou services d’une région franco- phone vous associez les couleurs suivantes : jaune, vert, rouge et bleu.”
Instructional tips:
(1) Teachers can encourage students to explore how the same message may be expressed in different language registers (e.g., formal: “J’ignore ce qu’il est advenu”; standard: “Je ne sais pas
ce qui s’est passé”; informal: “J’sais pas c’qu’y
a eu”).
346