Études du cinéma et de la littérature francophones 11

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to be able to know and understand the following in various contexts
Students are expected to do the following, using oral, written, and visual media:

Big Ideas

Big Ideas

Linguistic variations
variations in phonics (accents), lexicon (expressions), and grammar (structures)
offer cultural reference points
events, heritage objects and objects from everyday life, territorial references, artistic accomplishments, scientific discoveries, media products, values, lifestyles, characters and/or personalities
within the French-speaking world
profile of communities using French in various geographic or social spaces
.
The life experience, culture, and current context
family, language, personal experiences
of the audience influence the interpretation of a text
oral, written, visual
.
The exploration of texts reveals the depth and complexity of human life.
The cinematographic and literary works of a society reflect its principles and values.
Linguistic and cultural identities are shaped by what we hear, see, read, and write.

Content

Learning Standards

Content

communication strategies
  • language registers
    formal language and everyday language
  • taking the floor
  • courtesy formulas
    greetings, taking leave, level of formality (tutoiement and vouvoiement, pourriez-vous)
  • verbal
    intonation, voice, volume, pacing, pauses, tone
    and non-verbal
    gestures and facial expressions
social, historical, and cultural elements
  • protocols for using First Peoples stories
    First Peoples stories are often subject to usage protocols (who they belong to, where and when they can be shared and by whom); First Peoples programs within the school board can provide assistance and advice regarding local protocols
literary elements
text organization
  • structure of texts
    see course description
language elements
  • structure of impersonal sentences
    a sentence without a defined or clear subject (e.g., Il a neigé toute la nuit; On encourage une alimentation saine)
  • verb tenses and modes
    present and past infinitive, present subjunctive
editing strategies
rereading, consulting reference tools, using a revision grid]
elements to enrich a text

Curricular Competency

Learning Standards

Curricular Competency

Explore and Reflect

Use language and cultural knowledge to reflect on their identity
  • Francophone: a person whose mother tongue is French;
  • Francophile: a (non-Francophone) person who appreciates aspects (language, culture, civilization) of French Canada and
    the French-speaking world;
  • French-Canadian
and role within the French-speaking world
Grasp
fully understand
the influence and importance of social, historical, and cultural contexts
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
in approaching
tackle, present, and interpret
various texts
oral, written, visual
Interact with Francophones and have life experiences in the French-speaking world
blogs, class or school visits (including online or virtual visits), concerts, discussions, festivals, films, correspondence, plays, social media, stores or restaurants offering service in French
Examine diverse points of view in Francophone and First Peoples cultures
Examine the roles that stories and the oral tradition play
  • in Francophone cultures: to transmit language, traditions, history, perspectives, teachings
  • in First Peoples cultures: to transmit traditions, worldviews, teachings, history, attachment to the land
in Francophone and First Peoples cultures
Interpret
explain, seek to render understandable that which is complicated, ambiguous; find meaning
sound effects, music, and images in cinematographic works to identify implicit and explicit messages
Compare their personal values and points of view with those expressed in a text in order to call into question their own opinions
Identify and explore the problem statement
overview of all the links between the facts, characters, actors, and components of a given problem (e.g. agricultural pollution,
its impact on the health of waterways and people)
in a text
Recognize the type and intention
to inform, convince, persuade, entertain
of a text
Develop a critical mind
ask questions and seek answers
, clarity, and coherence in responding to texts
Evaluate the acquisition of new knowledge concerning a text
Analyze the role of characters in a text

Create and Communicate

Communicate using a variety of expressions and presentation formats
digital, visual, oral (e.g., graphics, illustrations, music clips, photographs, tables, videos)
according to the context
Paraphrase
reformulate in other words
ideas and information obtained from a text
Substantiate
support a statement with arguments
their message using techniques
  • explanatory: quotes, statistics
  • argumentative: evidence, opinions
from diverse sources
Use various writing styles
the manner of writing that is unique to the author of a text
in their work in order to enrich the text to create the desired effect
Apply appropriate strategies in a variety of contexts in order to understand and produce a text
Use writing processes
planning, drafting, revising, proofing, publication
and design methods to plan, develop, and create interactions and texts for a variety of purposes and audiences