Page 87 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

to develop coherence within a paragraph (e.g., “premièrement”, “d’abord”, “ensuite”, “puis”, “donc”, “alors”, “car”, “mais”, “finalement”, “en conclusion”).
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 their best day of the week using reflexive verbs; use the passé composé when preparing a statement about celebrities for a“guess who?”game to post in the classroom; create a video game, using the impératif for instructions; use
a variety of adjectives to describe activities and celebrations from different cultures in their com- munity when promoting diversity and inclusion
on the school website; use appropriate tenses to describe work and volunteer experiences and future plans in an article for the school newsletter)
Teacher prompts: “Comment décris-tu ton jour de la semaine préféré ou ton moment de la journée le plus difficile?” “Partage tes idées avec deux camarades pour créer un jeu ‘Qui suis-je?’ et l’afficher dans la classe?” “Comment t’introduis-tu pour joindre un club? Quelles informations partageras-tu?”
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 encourage students to use reflexive verbs when they describe in a blog their best day of the week or the most difficult moment of the day (e.g., “Samedi soir, après le dîner, je me promène avec les copains”,
“Le moment de la journée le plus difficile, c’est quand je me réveille le matin”).
(3) Teachers can model positive statements using the passé composé to help students create a “guess who?” game (e.g., “Je suis née en Italie. En 2002, j’ai joué dans le film Astérix et Obélix: Mission Cléopâtre” [Monica Bellucci]; “En Afrique du Sud, je suis resté 20 ans en prison, je suis mort” [Nelson Mandela]; “J’ai joué au Real de Madrid. En 1998, j’ai gagné la Coupe du Monde de soccer” [Zinedine Zidane]).
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., create a storyboard to outline a story before writing; organize ideas using graphic organizers suited to the structure of the piece of writing; create checklists to ensure they cover all the main points in their writing; sort ideas and information into categories; make notes that suit their personal learning styles, using words or images to record key ideas; gather supporting ideas and information from print and electronic sources; make a flow chart before writing a procedural text)
Teacher prompts: “Quelles stratégies de pré- écriture vas-tu utiliser pour bien te préparer avant de commencer à écrire (p. ex., activer tes connaissances sur le sujet et le genre de texte
à produire; explorer le sujet en consultant
des ressources imprimées, audiovisuelles
ou électroniques; organiser tes idées ou les informations)?” “Comment est-ce que tu formules tes idées pour une production écrite?”
Instructional tip: Teachers can model the use of tools such as mind maps and concept webs to assist students in generating and expanding upon ideas for writing.
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 sentence starters discussed in class or common templates; use a revision checklist either independently or when in conference with the teacher; use an appropriate graphic organizer to plan and organize vocabulary; consult with peers to verify word choice, punctuation, and language conventions when editing; adopt the appropriate voice/tone)
Teacher prompts: “Pourquoi est-ce que c’est une bonne idée d’utiliser un dictionnaire de synonymes avant de partager ton travail écrit avec un pair?” “Pourquoi est-il important d’afficher une liste de mots et d’expressions utiles dans la salle de classe?” “Comment peux-tu varier la longueur et le style de phrases que tu incorpores dans tes textes?”
Instructional tips:
(1) Teachers can suggest that students use object pronouns to avoid repeating nouns in their writing.
(2) Teachers can model the use of conditional sentences using “si” and the présent, followed
WRITING
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Core French
FSF1DP