Français langue seconde - immersion 10

Français langue seconde - immersion K 1 2 3 4 5 6 6T 7 7T 8 9 10 11 12
Curriculum Français langue seconde - immersion Grade 10
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
Filter Curriculum:
o-o-o

Big Ideas

Grandes idées

Linguistic variations can serve as cultural reference points within the French-speaking world.
Analyzing texts
texts
oral, written, visual 
leads to an understanding of how meaning is conveyed through language and text.
The exploration of texts reveals the depth and complexity of human life.
Poetic elements
Poetic elements
versification, stylistic devices (metaphor, symbolism, gradation, euphemism, understatement) 
enrich writing, provoke a response and help create the desired effect.

Learning Standards

Show All Elaborations

Curricular Competencies

Students are expected to be able to do the following, using oral, written and visual media:

Exploring and Reflecting

Analyze the communication strategies used by the sender to evaluate their impact on the recipient.
Examine the roles of stories
roles of stories
  • in Francophone cultures: transmitting language, traditions, history, perspective, information
  • in First Peoples cultures: transmitting traditions, worldviews, teachings, history, attachment to the land
 
in Francophone and First Peoples cultures
Grasp
Grasp
understand through the mind or through the senses 
the linguistic and cultural variety
linguistic and cultural variety
regional expressions, idiomatic impressions, accent 
found in the French-speaking world
Distinguish between abstract notions
abstract notions
descriptions, ideas, or facts related to thought 
and concrete notions
concrete notions
descriptions, ideas, or facts related to reality 
within a text
Identify and understand the social, historical, and cultural context
understand the social, historical, and cultural context
understand that the author wrote from a perspective that was influenced by social, historical, and cultural factors (family, education, community, religion, immigration, values, perspectives, political events, economic situation); understand the link between text and context 
of a work and its author
Identify the themes and poetic elements of a text
text
oral, written, visual 
in order to understand the implicit message
Analyze the plot and examine and understand the role and evolution of a character
evolution of a character
  • external: their physical appearance, age, behaviour, relationships with others, social status, words
  • internal: feelings, emotions, thoughts, presentations, attitude, motivations
 
in a literary short story

Creating and Communicating

Communicate according to the context using a variety of expressions and the presentation formats
presentation formats
digital, visual, oral (students might use aids such as graphics, illustrations, music clips, photographs, tables, and videos) 
best suited to the sender’s and recipients’ skills and abilities
Develop own writing style by exploring registers of language
registers of language
everyday language and formal language 
Adapt the register to the communication situation at hand
Use poetic elements to elicit a response from the recipient
Further refine the message by applying the strategies for enriching a text that are presented in the course

Content

Students are expected to be able to know and understand the following in various contexts:
communication strategies:
  • registers of language
    registers of language
    everyday language and formal language 
  • prosody
    prosody
    accentuation, intonation, and rhythm 
  • verbal
    verbal
    intonation, voice, volume, flow, pauses, tone 
    and non-verbal
    non-verbal
    gesture and facial expression 
    components
cultural and historical elements
  • protocols related to the use of First Peoples stories
literary elements:
  • characteristics of a literary short story
    characteristics of a literary short story
    • short text
    • few characters
    • psychological and moral portrait of the protagonist
    • unexpected ending
     
  • poetic elements
    poetic elements
    versification, stylistic devices (metaphor, symbolism, gradation, euphemism, understatement) 
  • semantic field
    semantic field
    set of words (verbs, nouns, adjectives, synonyms) pertaining to a given theme 
  • expressions
    expressions
    idiomatic, regional, etc. 
text organization
  • structure of the literary short story
    structure of the literary short story
    narrative structure (exposition, rising action, climax, falling action, and resolution) and actantial model (power struggles that emerge between characters and push the action forward) 
language elements:
  • possessive and demonstrative adjectives and pronouns
    possessive and demonstrative adjectives and pronouns
    • possessive adjectives: mon, ma, mes
    • possessive pronouns: le mien, la mienne, les miens/miennes
    • demonstrative adjectives: ce, cette, ces
    • demonstrative pronouns: celui, celle, ceux, celles
     
  • verb tenses and modes
    verb tenses and modes
    hypothetical sentences that use the past tense (e.g., “Si j’avais pris mon petit déjeuner, je n’aurais pas eu faim à midi.”), conditional past tense (e.g., “elle aurait pu nous le dire”) 
  • active voice
    active voice
    the subject performs an action 
    and passive voice
    passive voice
    the subject experiences an action 
editing strategies
editing strategies
includes rereading, checking reference materials, using an editing checklist 
elements to enrich a text
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.