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Français langue seconde - immersion 5
Curriculum Français langue seconde - immersion Grade 5
PDF Grade-Set: k-9
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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 depends as much on its structure and visual presentation as on its content.
text
oral, written, visual Learning Standards
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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, to put them into context
texts
oral, written, visual 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 and image
text
oral, written, visual 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 and audience to ensure comprehension
intention
purpose of the message (e.g., to inform, convince, etc.) 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 following the structures under study
text
oral, written, visual 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 listeningactive listeningthe recipient is physically and intellectually engaged, and reacts to what is heard
- consideration of other people’s perspectives
- registers of languageregisters 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:
- characteristics of the comic bookcharacteristics of the comic bookpanels, characters, dialogue, text/image relationship, ellipsis, onomatopoeia, personification, etc.
- characteristics of the biographycharacteristics of the biographypoint of view, historical setting, quotations, references, etc.
text organization:
- narrative structurenarrative structuresetting, inciting incident, rising action, falling action and resolution
- structure of informational textsstructure of informational textsthematic progression
- chronological organization
- bibliographies
- punctuationpunctuationquotation marks, colon and parentheses
language elements:
- adverbsadverbstime, place, manner, quantity, cause and result
- simple relative pronounssimple relative pronounsqui, que, quoi, dont and où
- negationnegationne…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.