You are here
Français langue première 4
Curriculum Français langue première Grade 4
PDF Grade-Set: k-9
o-o-o
Big Ideas
Grandes idées
Hypotheses are formed based on clues in the texts.
texts
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc. Intonation and gestures have an impact on the transmission and comprehension of spoken messages.
Texts transport us to another world as we experience the events lived by different characters.
Texts
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc. Every language follows a system of rules that distinguishes it from other languages.
Aboriginal narratives are part of Canada’s Francophone history and culture.
Communicating in French helps to develop a sense of belonging to a Francophone community.
community
the Francophone community can constitute the family, the class, the school, or the local, provincial, national, or international community. Learning Standards
Show All Elaborations
Curricular Competencies
o-o-oo-o-o
o-o-oo-o-o
o-o-oo-o-o
As authors, readers, and speakers, students are expected to be able to do the following, using oral and written, digital and print, and textual and visual materials:
Exploring and Reflecting
Make inferences by drawing on personal experiences and prior knowledge, identifying clues, and asking questions.
Identify the purpose of a text, as well as its steps and organization.
text
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc. Identify discourse markers to show the connections between the various ideas in a text.
Specify the roles of the different characters in a text.
text
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc. Make connections between the characters’ feelings and their actions.
Ask questions to develop one’s creative thinking ability.
Identify how narratives in Aboriginal cultures connect people to their environment.
Creating and Communicating
Express oneself with accuracy and fluency using the strategies studied.
Express the ways in which a text can generate an emotional response.
text
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc. Adapt communication to the audience, taking into account speech arts.
speech arts
demonstrate logical reasoning, be able to reveal one’s feelings and emotions, and demonstrate an open attitude that is conducive to discussion. Reformulate the main idea in a text.
text
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc. Write texts that reflect the characteristics of the types of texts and language conventions studied.
texts
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc. texts
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc. language conventions studied
written conventions and language elements (structure of exclamatory and imperative sentences, adverbs, synonyms and antonyms, and verb moods and tenses associated with the genres studied) Revise own texts and clarify ideas.
texts
a text is a coherent set of written, oral or visual elements that convey meaning and serve to communicate or transmit a message. Texts have numerous representations and can be in the form of Aboriginal narratives, articles, advertising, novels, picture story books, legends, comic books, biographies, correspondence, invitations, instructions, diagrams, charts, news stories, films, songs, poems, nursery rhymes, photographs, totem poles, images, works of art, oral presentations, blogs, surveys, reports, text messages, videos, television programs, etc. Content
Students are expected to be able to know and understand the following, particularly in injunctive texts, youth novels and speech arts:
text organization:
- narrative structurenarrative structuresetting, inciting incident, rising action, falling action, resolution
- structure of youth novelsstructure of youth novelsincipit (opening line of a work), prologue, paragraphs, chapters and epilogue
- structure of injunctive textsstructure of injunctive textse.g., recipes, game instructions, directions, advertising, invitations
- markers of causal relationship and conditionmarkers of causal relationship and conditionà condition que, à moins que, ainsi, alors, etc.
- punctuationpunctuationcolon, semi-colon, and quotation marks
literary elements:
- characteristics of the youth novelcharacteristics of the youth noveldescription; plot; spatial and temporal framework; chronology; distinction between author, narrator, and main character; etc.
language elements:
- structure of exclamatory and imperative sentences
- adverbsadverbstime, place, manner, quantity, cause, and result
- synonyms and antonyms
- verb moods and tensesassociated with the genres studiedverb moods and tensesimperfect (“imparfait”), imperative (“impératif”) and present infinitive (“infinitif présent”)
strategies studied:
- communication and socializationcommunication and socializationverbal and non-verbal language, clarification and speech arts (definition of speech arts)
- readingreadingprior knowledge, visualization, prediction, asking questions, main idea, making connections, important information, inference, referents
- writingwritingplanning, draft, correction, writing, revision, publication
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.