Page 99 - The Ontario Curriculum, Grades 9 to 12: French as a Second Language – Core, Extended, and Immersion, 2014

(e.g., descriptive words help a reader visualize scenes in a narrative text; repetition and rhyme draw attention to certain ideas or images in a poem or song lyrics; boldface type and colours emphasize key words in catalogues and flyers)
Teacher prompts: “Quels sont les éléments persuasifs de ce texte?” ”Comment est-ce
que l’auteur a utilisé les éléments de style dans ce poème pour identifier les sentiments des personnages?” “Comment est-ce que les éléments d’une circulaire aident à communiquer un message?”
Instructional tip: Teachers can direct students to use adjectives and adverbs when discussing the stylistic elements in a text.
C2.3 Metacognition:
(a) describe strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., keep a reading log to track reading trends; analyse their reading log to determine preferred text forms and set goals to expand the variety of texts read)
Teacher prompts: “Quelle nouvelle stratégie peux-tu essayer pour améliorer ta compréhen- sion?” “Quel genre de texte lis-tu le plus souvent? Pourquoi?” “Quel genre de texte aimerais-tu lire la prochaine fois? Pourquoi?”
Instructional tips:
(1) Teachers can introduce expressions that students can use when reflecting on their use of strategies (e.g, “Ce que j’ai bien fait...”, “Ce que je dois faire...”, ”Pour améliorer ma lecture, je dois...”, “Mon but personnel c’est...”, “La prochaine fois je vais...”).
(2) Teachers can model expressions that students might use in talking about their preferences in reading material (e.g., “J’ai choisi ce texte parce que...”, “Ce texte me plaît parce que...”, “Je préfère lire les textes de ce genre à cause de...”).
C3. Intercultural Understanding
By the end of this course, students will:
C3.1 Intercultural Awareness: using information from a variety of French texts, identify French- speaking communities in Canada, find out about aspects of their cultures, and make connections
to personal experiences and their own and other communities (e.g., conduct research to identify and describe significant landmarks in various French-speaking places in eastern, western, and northern Canada; in groups, read travel brochures about different French-speaking regions and create a multimedia presentation on cultural highlights in those regions; identify common activities and interests of youth in a Franco-Ontarian community; choose a meal from a Québécois restaurant menu)
Teacher prompts: “Quelles informations t’aident à mieux comprendre les gens et les traditions de cette communauté? Quelles sont les similarités et les différences entre cette communauté et
la tienne?” “Comment est-ce que les textes t’aident à faire des liens avec ta culture?” “Quelles questions poses-tu afin d’en apprendre plus à ce sujet?” “Quels sont les détails présentés dans la brochure qui influencent ton opinion à propos de cette région?”
Instructional tip: Teachers can demonstrate the use of possessive adjectives (e.g., “mon”, “ta”, “ses”, “notre”, “leurs”) and ask students to use them as they discuss similarities and differences between two communities.
C3.2 Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with
a variety of social situations in diverse French- speaking communities* (e.g., compare the use of greetings in letters written for different purposes; based on salutations, determine the gender and number of people being addressed in a letter; identify words and expressions unique to certain regions while reading)
Teacher prompts: “Comment est-ce que le vocabulaire t’aide à apprécier les diverses cultures?” “Quelles stratégies utilises-tu
pour mieux comprendre le vocabulaire et les expressions du texte?” “Comment peux-tu identifier le narrateur du texte?” “Comment sait-on si le texte s’adresse à une seule personne ou à plusieurs personnes?”
Instructional tip: During a shared reading of travel literature, teachers can highlight words and expressions from different regions of Canada to consolidate newly acquired words and expressions found in texts that describe or originate in French-speaking communities
in various parts of Canada.
* Students are encouraged to identify examples of usage that is specific to particular regions or communities (e.g., French- speaking communities in Canada) but are not expected to do so.
READING
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Core French
FSF1O