Page 86 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Applied
D1. Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;
D2. The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;
D3. Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
SPECIFIC EXPECTATIONS
D1. Purpose, Audience, and Form
By the end of this course, students will:
D1.1 Identifying Purpose and Audience: determine their purpose in writing and the audience for the French texts they plan to create (e.g., to script a newscast; to create an online survey; to depict conflict between a superhero and villain in a comic strip or short graphic novel; to produce an engaging cover for a class magazine on a contemporary issue or trend; to express ideas about cell phone or Internet plans)
Teacher prompts: “Comment est-ce que ton choix d’actions, de vocabulaire et d’expressions pour le super héros et le vilain de ton histoire va montrer leurs traits de personnalité/leurs qualités?” “Explique l’image choisie pour
la page couverture du journal d’étudiant.” “Comment prépares-tu un plan pour profiter pleinement du service Internet?”
Instructional tip: Teachers can encourage students to discuss the most appropriate verb tense(s) in which to write their newscast script.
D1.2 Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about everyday matters and personally relevant topics, applying their knowledge of the basic structural and stylistic elements of each form (e.g., a visual essay with captions on a current event or topic of personal
interest; a multimedia text demonstrating the benefits of daily physical activity; a diary entry on personal reactions to bullying; a blog review of a television show or movie; shopping lists detailing favourite items and their prices; a brief email or text message; a poem or song responding to an event in their lives; testimonials or quotes for an advertising campaign raising awareness about
a social or environmental issue)
Teacher prompts: “Quels éléments visuels peux-tu inclure dans un texte pour persuader tes lecteurs?” “Comment le choix de mots et d’images peut-il influencer les émotions des lecteurs?” “Comment peux-tu passer d’une idée à l’autre dans un texte écrit?” “Comment peux-tu éviter la répétition d’un mot dans un paragraphe?”
Instructional tips:
(1) Teachers can encourage the use of past tenses in a diary entry (e.g., passé composé: “Hier, mon ami est venu chez moi...nous sommes allés au cinéma...nous avons vu un film d’horreur... nous sommes rentrés très tard...”).
(2) Teachers can review the correct placement of modifiers to guide students in writing a blog about the benefits of daily physical activity (e.g., “Sophie se rend à l’école à pied ou
à bicyclette pour rester en bonne santé”).
(3) Teachers can explain to students the use of linking words both to connect sentences and
D. WRITING OVERALL EXPECTATIONS
By the end of this course, students will:
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