Page 364 - 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
may be used to help sort their information and notes in different ways, such as comparing (Venn diagrams), clustering (webs), and sequencing (flow charts).
D2.2 Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., use an outline to organize the arguments supporting a thesis; compare their draft to an exemplar to help them assess how well the estab- lished success criteria have been met; reread early drafts to ensure logical organization with adequate development of information and ideas)
Teacher prompts: “Dans quelle mesure la planification du travail écrit vous aidera-t-elle à l’écriture du brouillon?” “Comment la comparaison de votre travail à un modèle influence-t-elle votre révision et pourquoi?” “De quelle façon une conférence avec le professeur ou un autre élève pourrait-elle vous assurer que vous comprenez les critères de réussite d’un travail écrit?”
Instructional tips:
(1) Teachers can encourage students to use the conditionnel présent and conditionnel passé to give written feedback to their peers (e.g., “Je dirais cela différemment”, “J’aurais utilisé un autre mot ici”).
(2) Teachers can provide opportunities for students to work in small groups to review each other’s work in detail, identifying its strengths and weaknesses (e.g., “Les détails sont logiques”, “Utilise des preuves pour soutenir l’idée principale”, “Pas assez de faits et d’exemples”).
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., consider feedback from previous assignments when correcting frequent errors and refining language use; use
electronic editing tools judiciously; reread their work, looking specifically for errors in language conventions; publish texts in an appropriate format, such as a blog for an opinion piece or
an anthology for a series of poems; reread the final draft to ensure appropriate use of form, style, and conventions)
Teacher prompts: “De quelle façon la rétroaction des projets précédents aide-t-elle à la rédaction de vos textes?” “Comment l’usage de la tech- nologie facilite-t-il ou empêche-t-il la rédaction de vos textes?” “Comment choisissez-vous
le format dans lequel vous publierez votre écriture?”
Instructional tip: Teachers can provide oppor- tunities for students to review the appropriate written use of the plus-que-parfait, passé composé, imparfait, présent, futur simple, futur antérieur, and verb modes such as the conditionnel and subjonctif.
D2.4 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after writing to communicate effectively;
(b) demonstrate insight into their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., for a conference with the teacher, prepare a portfolio of their work along with an introduction explaining the writing process for each text, what problems they encountered and solved, and how well they achieved their purpose or targeted their audience; reflect on how they used success and/or task criteria to guide their writing, and assess the importance of having clear criteria for a writing task; reflect on their strengths and needs as a writer in a personal journal; record useful self-correcting techniques in a personal reflection log; compare their current writing skills with those required
for higher education, and set specific goals for improvement)
Teacher prompts: “Comment le portfolio ou
le dossier d’apprentissage vous sert-il pour la maîtrise du français?” “Comment les critères de réussite vous permettent-ils de mieux rentrer dans la logique de l’évaluation?” “De quelle façon maintenir un journal vous aide-t-il à planifier les stratégies que vous utiliserez la prochaine fois?” “Comment la rétroaction de vos camarades de classe pourra-t-elle vous aider à établir vos buts d’écriture lors de la prochaine tâche?”
Instructional tip: Teachers can suggest that students share with peers how they revised a first draft to strengthen content and style, and that they create a list of tips to be used in peer editing, including the kind of assistance and advice that they feel would specifically benefit them.
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