Page 72 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Academic
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
présenter l’information? Quelle forme des textes te permet de respecter ton style d’apprentissage en écriture?”
Instructional tips:
(1) Teachers can model the correct use of past tenses to describe historical events and can encourage students to use these tenses appro- priately when describing events in a biography.
(2) Teachers can encourage students to express their opinions and to use expressions such as “personnellement”, “pour ma part”, and “quant à moi” to highlight their personal beliefs.
D1.3 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., describe daily routines using common reflexive verbs; write a diary entry including verbs conjugated with“être”in the past tense; create effective com- pound sentences using conjunctions in a personal blog entry; make suggestions that promote diversity and inclusion in the school community using the impératif; provide instructions related to a personal hobby in a how-to manual or poster using the impératif and/or infinitif; describe favourite and familiar activities, people, places, and things in an autobiography using a variety of adjectives; express opinions in a comic strip about a social issue using a variety of positive and negative question forms; offer advice and make recommendations in an email or in a dialogue using pronouns to avoid repetition; express likes and dislikes using verbs of emotion)
Teacher prompts: “Pourquoi faut-il vérifier l’orthographe et la ponctuation dans vos travaux écrits?” “Quels mots et expressions t’aident à écrire des phrases plus complexes?” “Quand faut-il utiliser l’impératif ou l’infinitif dans une série d’instructions?”
Instructional tips:
(1) Teachers can demonstrate how using
a graphic organizer to sequence personal experiences, events, and activities can help students decide which verb tenses to use in their autobiographical writing.
(2) Teachers can model the use of time indicators for past, present, and future events (e.g., “hier”, “demain”, “maintenant”, “le lendemain”, “dans trois jours”, “il y a cinq mois”, “l’année passée”, “ensuite”).
(3) Teachers can help students improve the accuracy of their writing by directing their attention to the agreement of adjectives with nouns (e.g., “un fruit frais”/“une eau fraîche”, “un examen final”/“une résolution finale”, “une personne intuitive”/“des parents intuitifs”) and verbs with their subjects (e.g., “Elle est allée
chez le médecin”, “Les invités sont arrivés en fin de soirée”).
(4) Teachers can encourage students to incor- porate the pronoun “y” to avoid repetition of place names when writing a dialogue (e.g., “En plus, tu vas au camp d’été au Québec? En effet, j’y vais pour améliorer mon français”).
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., use guiding questions to identify the purpose and audience before writing; use graphic organizers to help them structure ideas; conduct background reading to expand their knowledge of a topic; sort ideas into logical order for an informational paragraph; record information in their own words or using images; pose questions to guide research; gather supporting information, ideas, and opinions from print and electronic sources; assess the accuracy and relevance of information and the reliability of sources)
Teacher prompts: “Comment un référentiel peut-il t’aider à rédiger un texte écrit?” “Quels outils et stratégies t’aident à développer des idées avant de commencer une production écrite?”
Instructional tip: Teachers can model the use of a variety of graphic organizers to structure ideas and information.
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 editing checklist; reread their writing to determine where it might be necessary to add and reorder information to improve organization and clarify the message; discuss word choices during peer and teacher conferences and use feedback to help them improve precision; use words from a class word wall or personal lexicon; ensure the appropriate placement of words in a sentence)
Teacher prompts: “Comment la rétroaction de tes pairs peut-elle t’aider à réviser ton texte?” “Comment détermines-tu les idées ou informa- tions qui peuvent être éliminées de ton texte?” “Pourquoi est-il important de consulter une liste de vérification avant la finalisation de
ta production écrite?” “Comment peux-tu varier la longueur et le style de phrases dans tes productions écrites?”
Instructional tips:
(1) Teachers can demonstrate the use of linking words, such as “premièrement”, “d’abord”,
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