Page 360 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, University Preparation
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
période littéraire?” “Comment rédige-t-on une analyse littéraire de deux courants littéraires majeurs?”
Instructional tip: Teachers can ask students
to analyse a scene from a play by Molière, an excerpt from the medieval Roman de Renart,
or a chapter from a novel by Dany Laferrière, and to cite examples showing how the selected text contributes to the theme of the work as
a whole.
C2.2 Text Features and Elements of Style: identify features and stylistic elements of a wide variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., analyse the syntax in a paragraph from a novel with respect to its coherence; explain how rhetorical questions engage the reader’s interest; compare two editions of a play, assessing how features such as footnotes or endnotes and glossaries improve the accessibility of the text)
Teacher prompts: “Pourquoi utilisez-vous la syntaxe de la langue française en lecture?” “Comment proposeriez-vous des arguments pour défendre le style de l’auteur et d’autres pour le critiquer?” “Comment l’emploi d’une analogie approfondit-il votre compréhension du texte?”
Instructional tips:
(1) Teachers can direct students’ attention to how writers use the passive voice in literary texts to downplay the agent of an action (e.g., “L’armistice est signé en 1918”).
(2) Teachers can direct students’ attention to the use of verbs of perception or sensation to link ideas within paragraphs of literary texts or stanzas of poems (e.g., “apercevoir”, “écouter”, “entendre”, “laisser”, “regarder”, “sentir”, “voir”: “Celui qui regarde du dehors à travers une fenêtre ouverte, ne voit jamais autant de choses que celui qui regarde une fenêtre fermée... j’aperçois une femme mûre, ridée” – Charles Baudelaire, “Les fenêtres”).
C2.3 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after reading to understand texts;
(b) demonstrate insight into their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., rank reading comprehension strategies in order of personal effectiveness and give reasons
for their choices; compare their top strategies with those of a peer and collaborate to describe the best use for each strategy; explore additional or new strategies; plan to read a variety of fiction and
non-fiction works in various forms to expand their vocabulary and enrich their understanding of language structures; recognize when confusion occurs and identify strategies they could apply to improve their comprehension)
Teacher prompts: “Comment planifiez-vous
la lecture de différents discours et formes de texte?” “Comment gardez-vous le fil de la lecture en lisant un roman littéraire?” “Quelle stratégie utilisez-vous pour approfondir votre compréhension de texte?” “Comment évaluez- vous les objectifs que vous avez fixés au début de votre lecture?”
Instructional tip: Teachers can suggest that students use conjunctions such as “avant que”, “pour que”, “afin que”, “bien que”, malgré que” followed by the subjonctif when describing their learning and planning future strategies (e.g., “Je prévois me servir de certaines stratégies qui ont été utiles auparavant avant que je lise le texte”, “Je choisis une stratégie particulière pour que je puisse approfondir ma compréhen- sion pendant ma lecture”, “Je fixe mes objectifs de lecture au début afin que je puisse les évaluer après ma lecture”).
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare the characters’ lives, influences, and motivations in texts by French-speaking non-Canadian authors and French-speaking Canadian authors; compare information on arts websites from a variety of French-speaking regions; research non-governmental organizations’ aid projects in developing regions where French is spoken to evaluate an aid initiative in that region)
Teacher prompts: “Comment pouvons-nous approfondir notre connaissance des autres cultures francophones à travers la comparaison de la littérature?” “Comment savoir quelles universités offrent le programme dans lequel vous souhaitez étudier? Comment faire un choix parmi les établissements universitaires?”
Instructional tips:
(1) Teachers can review comparative and superlative forms for students to use when comparing and contrasting writing style in literary works from different French-speaking regions.
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