Page 88 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

Grade 9, Applied
THE ONTARIO CURRICULUM, GRADES 9–12 | French as a Second Language: Core
by the futur simple, to show how students can vary their sentence structure (e.g., “S’il fait beau, nous irons à la plage”, “Si nous ne téléphonons pas, nous écrirons un courriel”).
(3) Teachers can ensure that students communi- cate clearly by making logical transitions between ideas in their writing with connecting words such as “parce que”, “car”, and “mais”.
D2.3 Producing Finished Work: make improve- ments to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., ensure the images and words on a cover page support the message
of the text; label diagrams, illustrations, and photographs appropriately)
Teacher prompts: “Que peux-tu faire pour rendre ta copie finale plus engageante et intéressante?” “Quelles ressources peux-tu utiliser pour t’assurer que tu as atteint les critères de la tâche d’écriture?” “Comment les suggestions de tes pairs t’aident-elles à réviser et à corriger ton travail écrit?”
Instructional tips:
(1) Teachers can emphasize the importance of editing written work for correct punctuation (e.g., ensuring that there are periods at the end of statements, question marks at the end of interrogative sentences, and exclamation marks to indicate emphasis).
(2) Teachers can suggest and make available various resources that students can consult to determine the French equivalents of phrasal verbs (e.g., to get up – “se lever”, to go in – “entrer”, to go out – “sortir”, to go up – “monter”, to go down – “descendre”, to walk across – “traverser”) and compound words (e.g., “cauliflower” – “un chou-fleur”, “toothpick” – “un cure-dent”, “mother-in-law” or “stepmother” – “une belle-mère”) that cannot be translated word for word.
D2.4 Metacognition:
(a) describe strategies they found helpful before, during, and after writing;
(b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., reflect on and select the pre-writing strategies that are best suited to the task; after writing, complete a
self-assessment, with particular emphasis on the
elements associated with the selected text form; keep a log of strategies that were most helpful during the writing process)
Teacher prompts: “Quelles sont les stratégies utiles que tu utilises avant de commencer l’écriture? Pourquoi sont-elles utiles?” “Quelles stratégies utilises-tu pendant la révision et la correction? Comment les utilises-tu? Pourquoi?”
Instructional tips:
(1) Teachers can encourage students to reflect on and write about their strengths, preferences, and areas in need of improvement using com- parative and superlative adjectives and adverbs (e.g., “J’écris mieux aujourd’hui qu’hier parce que...”, “J’aime moins le dictionnaire imprimé que le dictionnaire électronique”) to help them plan their next steps.
(2) Teachers and students can create an anchor chart together, listing success criteria for effective writing strategies (e.g., “Je peux vérifier que mon texte s’adresse au public ciblé”, “Je peux utiliser des tableaux référentiels pour m’aider
à organiser mes idées”).
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 in Africa and Asia, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., describe and illustrate examples of cultural artifacts; create a print advertising campaign
for a French-speaking African country to increase awareness about arts, sports, plants, or animals; write a proposal to their family comparing the cost of a trip to two different countries in Africa, such as Côte d’Ivoire and Tunisia, or in Asia, such as Vietnam and Laos, to help them determine the most economical trip)
Teacher prompts: “Qu’est-ce que l’Afrique évoque pour toi (p. ex., les arts, les sports)?” “Qu’est-ce que tu veux que les autres apprennent à propos de cette culture?” “Décris un village d’Afrique comme tu l’imagine.” “Quelles expressions vas-tu utiliser pour
faire une simple comparaison pour choisir
un voyage?”
Instructional tip: Teachers can model expressions of comparison to guide students in choosing
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