Études littéraires et artistiques + nouveaux médias 11

Français langue première K 1 2 3 4 5 6 7 8 9 10 11 12
Curriculum Études littéraires et artistiques + nouveaux médias Grade 11
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Language is a tool we can use to explore ourselves, others, and the world, and to construct profound meaning.
Linguistic precision helps develop critical and creative thinking.
Understanding the form of a text makes it possible to appreciate its aesthetic and meaning.
Literary and artistic works reflect Francophone culture and history, as shaped by the perception of the author.
A text is inevitably linked to the time and space in which it was created
created
narrative context and production context 
 and in which it is consumed.
Digital citizenship
Digital citizenship
responsible and ethical use of the Internet and other digital technologies to contribute to civil and social communities 
 implies recognizing the impact that new media has on ourselves, others, and the world.

Learning Standards

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Curricular Competencies

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As authors, readers, and speakers, students are expected to do the following, using oral and written, digital and print, and textual and visual materials:
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Exploring and Reflecting

Understand, compare, and make connections between themes and cultural references in French-language texts
Synthesize ideas conveyed in a text, including ideas drawn from a variety of multimodal texts to make a decision or take a position
Challenge a text from a personal perspective
Consider the diversity
diversity
ethnic, cultural, linguistic, sexual, religious, social, economic, gender identity, gender expression 
 and richness of the context
context
cultural, social, historic, economic, political, religious, philosophical 
 to analyze the message conveyed in Francophone and other texts
Recognize and understand the role of story and oral and artistic tradition in expressing First Peoples perspectives, values, and beliefs
Analyze the symbolism or aesthetic references in a text, including multimodal
multimodal
multimodality is characterized by the presence of different visual, linguistic, and auditory modes within a single document 
 texts, in order to better grasp the text’s meaning
Analyze the effects of language, structure, technique, and style on the audience
Evaluate the relevance and value
value
importance of information weighing in a variety of perspectives such as: cultural, esthetic, political, historic, personal, etc. 
 of the information presented in multiple sources
Evaluate the impact of digital citizenship on thought, communication, and social behaviour
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Creating and Communicating

React to a question or problem statement in a creative or critical manner
Choose the presentation mode
presentation mode
students might use aids such as graphics, illustrations, music clips, photographs, tables, and videos 
 that is best suited to a communication situation
Choose a variety of stylistic devices to produce different types of texts that respond to a specific objective and audience
Convey a message by creating a multimodal text
Respect the writing process in order to communicate effectively
Justify arguments while taking into account different perspectives
Use grammar, syntax, punctuation, and a language register suited to the communicative intention
Behave ethically when communicating

Content

Students are expected to know and understand the following, using a variety of texts and works from a broad range of literary genres and artistic movements, with a focus on the production of formal and creative writing:
text organization
  • the structure
    structure
    manner and order in which ideas are organized 
    and genre of a text
  • graphic organization
literary elements
  • rhetoric
  • stylistic devices
  • elements of analysis
    elements of analysis
    time frame, spatial framework, narrative techniques (focus, perspective, narrative), character, writer, and audience 
strategies
  • taking a position
  • the writing process
    writing process
    planning (organizing ideas, aiming for consistency, efficiency, logic, and a clear flow of ideas), drafting, revising, writing, editing, publication 
  • writing techniques
    writing techniques
    stylistic, lexical, grammatical, and syntactic 
  • subjectivity and objectivity
  • implied versus stated
  • the communication model
  • memorization strategies
    memorization strategies
    master the content of their presentation in order to maintain visual contact with the audience; refer to a proverb, a work of art, a famous quote, a film 
  • citation techniques
    citation techniques
    paraphrasing, citation, bibliography 
  • protocols for using First Peoples stories
    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 
language elements
  • connotation and denotation
  • language registers
  • syntax and vocabulary
  • types of discourse
    types of discourse
    narrative, descriptive, explanatory, argumentative 
  • digital language
    digital language
    interactivity between word and image, elliptical expression, jargon, slang, and digital abbreviations 
elements to enrich a text
  • the relationship between images and words
  • colourful language
  • the digital footprint
  • the role of visuals
  • visuals
  • ethical behaviours

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.