Français langue seconde - immersion 8

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Curriculum Français langue seconde - immersion Grade 8 PDF Grade-Set: k-9
Introduction
Goals and Rationale
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Curriculum Overview
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Big Ideas

Grandes idées

The choice of verbal and non-verbal language conveys the speaker’s intentions.  
Becoming aware of the values conveyed in texts
texts
oral, written, visual 
helps us to better understand their cultural content.
Deepening our understanding of a text
text
oral, written, visual 
requires discovering the implicit and explicit information in it.
The communicator, by organizing his or her ideas and relying on various sources, defends his or her point of view and influences the audience.
Literature, when viewed in its context, helps to expand our perception of a society.

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

Analyze a text
text
oral, written, visual 
in order to explore its various interpretations
Analyze the fantasy elements in Aboriginal nation and other legends, in order to understand their message
Highlight and compare different perspectives, beliefs and viewpoints in Aboriginal and other texts
texts
oral, written, visual 
Situate a play in its socio-historical context to gain a better understanding of its subtleties
Identify the role that non-verbal elements play in supporting verbal meaning in a dramatic work
Distinguish between the explicit and implicit meanings of a text
text
oral, written, visual 
Assess the reliability and accuracy of information in a text
text
oral, written, visual 
by examining and questioning the sources of this information

Creating and Communicating

Respond critically to different types of texts
texts
oral, written, visual 
Summarize a text
Summarize a text
 reformulate and synthesize 
by reformulating the main and secondary ideas
Create a character profile based on explicit and implicit elements
Prepare and present arguments and counter-arguments to justify one’s own viewpoint and to understand the viewpoints of others
Select quotations that are relevant to one’s arguments and incorporate them in a text according to style conventions
style conventions
 quotation marks, source, author, year, etc. 
Organize ideas logically and fluently in order to write coherent texts
texts
oral, written, visual 
that follow a specific structure
Use the most appropriate revision strategies to improve one’s work

Content

Students are expected to be able to know and understand the following in various contexts:
communication strategies:
  • verbal
    verbal
    intonation, voice, volume, speed, tone, pauses, etc. 
    and non-verbal
    non-verbal
    gestures and mimicry 
    communication
  • 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
    • formal language: refined or literary language
    • examples:
      colloquial: “Ché pas où est ton bouquin.”
      standard: “Je ne sais pas où est ton livre."
      formal: “Je ne sais point où est placé votre ouvrage.”
     
  • defending a position
cultural and historical elements
literary elements:
  • characteristics of the legend
    characteristics of the legend
    characters, fantasy elements, explanation of phenomena, metaphors and methods of exaggeration 
  • characteristics of the play
    characteristics of the play
    socio-historical setting, hero, supporting character, nemesis, dialogue, time and place, stage direction, implicit meaning, explicit meaning, etc. 
  • elements of oral tradition
    elements of oral tradition
    oral narratives, songs and circular thinking 
    in Aboriginal texts
text organization:
language elements:
  • structure of relative subordinate clauses
    structure of relative subordinate clauses
    e.g., Le livre que j’ai lu était passionnant. 
  • subject/verb and direct object agreement with the verbs être and avoir in the present perfect (“passé compose”) tense
  • grammatical functions of complements
  • verb moods and tenses
    verb moods and tenses
    present conditional and simple future tenses 
    associated with the genres being studied
revision strategies
revision strategies
rereading, consulting reference tools, peer review, use of 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.