Français langue seconde - immersion 5

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 5 PDF Grade-Set: k-9
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
Filter Curriculum:
o-o-o

Big Ideas

Grandes idées

Interactions with other people reveal their varied perspectives and thus expose human diversity.
Fiction presents sociocultural and historical elements that have been adapted and shaped by the author.
Looking for information in multiple sources provides different points of view and enriches knowledge and vocabulary.
The interpretation of a text
text
oral, written, visual 
depends as much on its structure and visual presentation as on its content. 

Learning Standards

Show All Elaborations

Curricular Competencies

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

Exploring and Reflecting

Identify the cultural and historical elements in Aboriginal and other texts
texts
oral, written, visual 
, to put them into context
Describe the dominant mood of a written work or its audiovisual adaptation
Distinguish secondary ideas from main ideas in a text
text
oral, written, visual 
Distinguish objectivity from subjectivity in a text
text
oral, written, visual 
Analyze the interdependence of text
text
oral, written, visual 
and image
Obtain information from various sources and sift through this information to identify the most relevant elements

Creating and Communicating

Adapt a message by taking into account its intention
intention
purpose of the message (e.g., to inform, convince, etc.) 
and audience to ensure comprehension
Describe the characters in a work based on their actions, and according to the social and historical context
Use biographical details from different sources to recreate the life of a character
Synthesize information from different texts
texts
oral, written, visual 
Organize and write a text
text
oral, written, visual 
following the structures under study
Revise own work using reference tools
reference tools
e.g., dictionary, Bescherelle (reference for verb conjugations), etc. 

Content

Students are expected to be able to know and understand the following in various contexts:
communication strategies:
  • active listening
    active listening
    the recipient is physically and intellectually engaged, and reacts to what is heard  
  • consideration of other people’s perspectives
  • registers of language
    registers of language
    • colloquial language: language that does not conform to proper usage, is spoken between friends, and can include slang or popular expressions
    • standard language: language that conforms to proper usage and is used in daily life
    • examples:  
      colloquial: “Ché pas où est ton bouquin.”
      standard: “Je ne sais pas où est ton livre.”
     
  • self-correction
cultural and historical elements
literary elements:
text organization:
language elements:
  • adverbs
    adverbs
    time, place, manner, quantity, cause and result 
  • simple relative pronouns
    simple relative pronouns
    qui, que, quoi, dont and où 
  • negation
    negation
    ne…plus, ne…jamais, ne…rien 
  • verb moods and tenses associated with the genres being studied
revision strategies
revision strategies
rereading, consulting reference tools, using a revision grid, etc. 
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.