Page 358 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, University Preparation
C1. Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;
C2. Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, informational, graphic, and media forms;
C3. Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
SPECIFIC EXPECTATIONS
C1. Reading Comprehension
By the end of this course, students will:
C1.1 Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including long and challenging or specialized texts (e.g., before reading, discuss background information about the text form, the author, and/or the topic; make predictions about the plot, characters, setting, and theme of a literary work based on its title; identify the organizational pattern of the text; while reading, focus on verb endings to establish the relative timing of events; substitute familiar terms for unfamiliar, complex words; create a concept map of the figurative allusions in a text to help identify some underlying ideas in the text; consolidate and extend under- standing after reading by paraphrasing with partners and noting similarities and differences in these retellings)
Teacher prompts: “Comment vos connaissances d’autres matières contribuent-elles à votre com- préhension d’un texte?” “Que faut-il faire avant de lire un document scientifique ou historique?” “Comment les prédictions aident-elles à com- prendre le dénouement d’une histoire?” “De quelle façon peut-on faciliter la compréhension d’un texte littéraire?” “Quels sont les mots qui vous aident à saisir l’organisation du texte?”
Instructional tips:
(1) Teachers can encourage students to identify examples of different organizational patterns (e.g., sequential, as in a procedure; by order of importance, as in a persuasive argument; or by classification, as in a guidebook).
(2) Teachers can direct students to examine the tenses of the verbs in a sentence to help them understand the temporal relationship between the clauses (e.g., “Je vous dirai quand nous aurons décidé”, “J’ai promis qu’il serait prêt
à midi”, “Je doute qu’il ait terminé”).
C1.2 Reading for Meaning: demonstrate an understanding of a wide variety of literary, informational, and graphic French texts, includ- ing long and challenging or specialized texts and texts used in real-life situations (e.g., assess the extent to which the ending of a literary work resolves the initial conflict; compare the settings
in two stories and analyse how they contribute to the themes of the stories; compare and contrast character development and/or social issues in works of literature on a similar theme from two different periods; synthesize non-fiction works in a digital presentation on a financial or an economic issue; research online to develop ideas for the school graduation celebration)
Teacher prompts: “Comment pouvez-vous juger l’efficacité du dénouement d’une œuvre littéraire comme résolution du conflit initial?” “Comment la comparaison de deux œuvres
sur un même thème peut-elle mener à une compréhension plus profonde des deux œuvres?”
Instructional tip: Teachers can direct students’ attention to the use of different past tenses (passé composé, imparfait, plus-que-parfait, passé simple) in fiction and non-fiction texts and how they help to establish different tones or levels of formality.
C1.3 Reading with Fluency: read a variety of French texts, including long, challenging texts,
C. READING OVERALL EXPECTATIONS
By the end of this course, students will:
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