Page 378 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 12, Open
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Immersion
D1.3 Creating Media Texts: create media texts in French on a variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a social networking page for a character from a work of fiction; create liner notes for a CD by a French- speaking artist; design promotional materials based on a speaker’s presentation about bilingual career opportunities; create a publicity campaign for a new video game; write a script for a video promoting a school program or service; write an opinion piece defending or condemning tabloid gossip; create a brochure on workplace safety; write a film review in which they use vivid, descriptive language that encourages others to see or avoid a current film)
Teacher prompts: “Quelle est l’importance
du graphisme en publicité?” “Quel impacte les images et les textes que vous choisissez d’utiliser pour vendre un jeu vidéo ont-ils sur le consommateur?” “Comment pouvez-vous utiliser une vidéo pour promouvoir un service ou un programme de votre école?” “De quelle façon écrivez-vous une critique d’un film pour convaincre vos amis de ne pas aller le voir?”
Instructional tip: Teachers can suggest that students use impersonal expressions with the infinitif in their film reviews to strengthen their arguments for seeing or not seeing a film (e.g., “Il faut vraiment voir ce film! Il est important de se rappeler que c’est le premier film de ce réalisateur”).
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
to communicate complex ideas; use verb tenses correctly for reported dialogue; use unconventional grammar occasionally for a special effect; use transitional words and phrases to give coherence to their paragraphs)
Teacher prompts: “Comment choisissez-vous les temps des verbes dans vos productions écrites?” “Comment enrichissez-vous votre texte écrit?”
Instructional tip: Teachers can encourage students to use present and past tenses correctly with temporal expressions such as “depuis”, “ça fait”, and “il y a” (e.g., “Ils habitent ici depuis cinq ans”, “Ça fait cinq ans qu’ils habitent ici”, “Il y a cinq ans qu’ils sont partis de leur ville natale”).
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., survey peers to solicit opinions about a topic; develop a series
of questions to guide research; make jot notes while researching, and record the sources of the information; use a T-chart to help separate facts from opinions on a topic)
Teacher prompts: “Quels sont les avantages d’utiliser un sondage de vos camarades pour générer des idées?” “De quelle façon un sondage de vos pairs pourrait-il vous fournir des infor- mations correctes et incorrectes?” “Comment formulez-vous des questions pour mener vos recherches?” “Pourquoi le langage que vous utilisez dans vos notes personnelles diffère-t-il du langage du texte original?” “Comment distinguez-vous entre les faits et les opinions dans vos recherches?”
Instructional tip: Teachers can ask students to create groups of three or four that will work together when deciding on topics for writing and when starting to organize their ideas.
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 to organize arguments
and evidence; in pairs, assess each other’s work to determine whether success criteria have been met and make suggestions for improvement; reread drafts to ensure logical organization with adequate development of information and ideas)
Teacher prompts: “Comment l’usage d’un plan peut-il faciliter l’écriture d’un brouillon?” “Dans quelle mesure la rétroaction des pairs vous aide-t-elle à enrichir votre écriture?”
“De quelle façon lisez-vous vos brouillons
afin d’organiser l’information pour enrichir vos arguments?”
Instructional tips:
(1) Teachers can suggest that students annotate their text with numbers to indicate how to reorder the ideas and information when revising their initial drafts.
(2) Teachers can encourage students to link ideas logically by using a variety of conjunctions
and other connecting words (e.g., “puisque”, “conséquemment”, “pourtant”, “ alors que”, “cependant”).
(3) Teachers can suggest that students ask questions and provide specific feedback when editing other students’ writing.
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