Page 379 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

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., use electronic editing tools judiciously to check spelling and do global searches; consider feedback from previous assignments when correcting frequent errors; publish texts in an appropriate format, such as a manual for instructions or a website for the results of a study or survey; reread the final draft to ensure appropriate use of form, style, and conventions)
Teacher prompts: “Dans quelle mesure pouvez- vous vous fier aux corrections faites par les outils de rédaction électroniques?” “Comment utiliseriez-vous les corrections faites sur des travaux précédents pour corriger votre travail actuel?” “Comment choisissez-vous le format dans lequel vous publierez votre écriture?”
Instructional tip: Teachers can provide opportunities for students to review the appropriate written use of the passé composé, imparfait, présent, futur simple, and verb modes such as the indicatif and conditionnel.
D2.4 Metacognition:
(a) explain which of a variety of strategies they found helpful before, during, and after writing to communicate effectively;
(b) evaluate their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., reflect on strategies used to generate ideas and determine which might be appropriate for future writing tasks; identify difficulties faced during the writing process; record frequent errors and useful self-correcting techniques in a personal reflection log; compare their current writing skills with those required
for college or the workplace, and set specific goals for improvement)
Teacher prompts: “Comment utiliserez-vous votre journal d’autocorrection pour améliorer votre travail actuel?” “Comment résoudrez-vous ou éviterez-vous les difficultés que vous avez rencontrées à la prochaine tâche?” “Comment évaluez-vous le degré d’efficacité dans l’appli- cation du processus d’écriture et élaborez-vous un plan d’amélioration?”
Instructional tip: Teachers can discuss with students the writing strategies and tools that they see themselves using in settings beyond high school.
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 con- nections to personal experiences and their own and other communities (e.g., write a tribute to a French-speaking member of the global community who has had a positive impact on the advancement of his or her culture; review a restaurant serving food from a French-speaking culture; create a list of things and places that seem to be characteristic of a particular region or country, such as cultural objects and cities or villages; prepare a report on aspects of advertising campaigns that reflect the priorities of different regional, cultural, or socio- economic groups in a French-speaking country)
Teacher prompts: “Quelle est votre perception de ce qu’est un ‘village global’, et comment le reconnaissez-vous dans votre communauté?” “Comment composez-vous une liste des objets ou des lieux qui caractérisent, selon vous, la culture d’un pays?”
Instructional tip: Teachers can suggest that students use comparative and superlative forms of adjectives when writing restaurant reviews, such as “d’autant que”, “plus...que”, “moins...que”, and “d’autant mieux que” (e.g., “Ce menu est très intéressant. Il est apprécié des clients. D’autant qu’il est aussi délicieux.
Il est d’autant mieux apprécié qu’il est bon marché”).
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., write a scene for a play in the form of text messages; write a letter to a member of the provincial or federal cabinet; write a rap, song, or poem using slang)
Teacher prompts: “Quels sont les avantages et les inconvénients de la messagerie instantanée?” “Comment pouvez-vous créer toute une pièce de théâtre en utilisant les messages instantanés?” “Comment écririez-vous une lettre à un membre du cabinet du premier ministre pour vous assurer que vous communiquez d’une façon respectueuse et polie?” “Comment savez-vous quand on peut utiliser des expressions fami- lières/idiomatiques dans la vie de tous les jours?”
Instructional tip: Teachers can suggest that students expand their knowledge of French slang by reading blogs and/or posts from social networking sites.
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French Immersion
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