High School LOTE Ontario Curriculum Standards

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., note key information when listening to aid understanding; visualize elements of the text while listening to help them remember content; make predictions before a listening task and confirm them during and after the task; identify what they know about a topic before listening to a text; make connections to personal experiences and opinions)

Demonstrating Understanding: demonstrate an understanding of messages in oral French texts about academic and familiar topics, with support as appropriate (e.g., identify key events and place them on a timeline when listening to a partner’s account of childhood memories; identify the purposes of a variety of telephone messages; summarize the main ideas and significant supporting details in a speaker’s presentation; identify information about movie or concert programs, times, and prices in a recording)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., restate key points to affirm understanding and show interest; ask for clarification when needed; lean forward to encourage the speaker and signal interest; paraphrase instructions or messages received from a partner, and review the paraphrase with their partner to confirm its accuracy)

Interacting: respond with understanding to what others say while participating in a variety of interactions about academic and familiar topics, in formal and informal situations (e.g., discuss the best mode of transportation to get to a concert in a neighbouring town; role-play a respectful negotiation to extend a curfew or review house or school rules; participate in a small-group or class debate)

Metacognition: (a) describe strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., during a student-teacher conference, explain how they self-monitor their listening skills; outline the steps they used prior to, during, and after listening to a recorded text)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to perspectives on the same subject from two French-speaking countries and discuss how the culture in these countries might have influenced these perspectives; identify examples from audio-visual media that illustrate the extent to which French is used in a particular country; watch a clip, video, documentary, or film set in a French-speaking country with adolescent participants, and compile a list of similarities and differences between their own community and the one depicted)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., interpret the meanings and uses of intonation and non-verbal gestures in different French-speaking communities; compare the significance and usage of tone, pitch, and emotion when communicating in French and English; identify the difference between formal and informal speech in a dialogue)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a range of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., select appropriate vocabulary and expressions for the intended message and audience; use appropriate gestures in a variety of situations; rehearse sharing ideas in a small group before presenting their ideas to the whole class; review knowledge about the topic before beginning a speaking task; adjust volume and tone to suit the message and context; identify and respond to audience needs and interests)

Producing Oral Communications: produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about a variety of academic, personally relevant, and familiar topics, with contextual, auditory, and visual support as appropriate (e.g., report on information obtained from a French text and relate it to familiar texts, personal experiences, and the wider world; ask questions using inversion and a variety of interrogative words; inform others about the importance of healthy eating and the impact their diet may have on their health; give instructions about how to play a sport; justify their choice of a particular product)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared and spontaneous communications about a range of familiar topics (e.g., use known vocabulary when speaking about familiar subjects; avoid awkward pauses by using familiar vocabulary to describe an idea or object when the exact term is forgotten; role-play a telephone conversation to demonstrate clear speaking when face-to-face communication is not possible; recite a poem using pauses for dramatic emphasis; change expression and intonation to reflect different messages and situations; change tone/inflection to express sarcasm, irony, respect, and/or happiness or other emotions)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., describe places, objects, people, and feelings using correct forms of sensory adjectives and adverbs; express necessity using the impersonal expressions “il faut que” and “il est important que” followed by the subjonctif présent of high-frequency verbs such as “être”, “aller”, “faire”, and “pouvoir”; identify the differences in meaning of synonymous nouns, adjectives, verbs, and adverbs; use comparatives and superlatives in conversation about everyday life, such as in comparisons of items to buy)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., use questions such as “As-tu pensé à ceci?” or “Avez-vous considéré cela?” to encourage others to share their thoughts; refer to personal lists of common expressions that can be used in different types of interactions)

Interacting: exchange information, ideas, and opinions with others in guided and spontaneous spoken interactions about academic and personally relevant topics, with teacher modelling as appropriate (e.g., ask questions for clarification or to elicit further information; acknowledge opinions of others using respectful language; with a peer, identify and discuss the messages presented in media texts; create and conduct a survey in interview format; engage in conversations about everyday life; compare hopes for future career paths with a peer)

Metacognition: (a) describe strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., discuss the effective elements of their presentation and identify other elements that could be incorporated in future; use a checklist to monitor their contributions to and participation in discussions)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., orally deliver a podcast, radio broadcast, or film script about tourist attractions in a Frenchspeaking community such as the Seychelles; describe and teach a dance or sport from a Frenchspeaking country; deliver an oral presentation on a famous person or fictional character from a French-speaking country; in pairs, research the history, economy, and geography of French overseas administrative territories such as French Guiana, St. Martin, or Saint Pierre and Miquelon and present the information orally, using visual aids such as a slideshow, a poster, a travel brochure; introduce a music video of a song from a Frenchspeaking community outside Canada, noting typical language and characteristics; dramatize a scene from a comic strip or story incorporating characteristics of the culture or lifestyle of a French-speaking people)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in spoken interactions (e.g., participate in a role play using colloquialisms and gestures appropriate to the setting; speak using an appropriate level of formality)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;

Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in modelled, shared, guided, and independent reading contexts (e.g., while reading, make notes to record important or interesting ideas; ask questions about a character’s motivation or actions; use an anticipation guide to make predictions and inferences; read beyond an unfamiliar word or phrase to infer its meaning from the overall sense of the passage; reread to determine or confirm meaning; after reading, make connections to their own experiences and knowledge)

Reading for Meaning: demonstrate an understanding of a variety of student- and teacher-selected French texts about academic and personally relevant topics (e.g., describethe author’s purpose and point of view; distinguish between fact and opinion; identify stated and implied ideas; role-play alternative solutions to a conflict presented in a text; locate and record information about the lives of Aboriginal people in Canada before or during the early settlement period; distinguish between informational and promotional texts; restate the message or recount the events from a graphic novel; follow written instructions)

Reading with Fluency: read a variety of French texts containing familiar vocabulary and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read groups of words in clusters or phrases; read with appropriate expression to communicate the emotions suggested by the text; make reading aloud sound like speaking, with appropriate emphasis and pauses as indicated by the punctuation; identify and pronounce smoothly words previously encountered in grade-level texts or that are part of their oral vocabulary and terminology used regularly in discussions and/or posted on anchor charts)

Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., identify parts of words, such as roots, prefixes, suffixes; list on mind maps ideas or terms related to the topic of the text they are reading; identify parts of speech as they read; use contextual clues to help them determine the meaning of new words; substitute a word that would make sense in the same context for an unfamiliar word; identify words borrowed from other languages; identify verb tenses to determine when actions take place)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., photos, status updates, and likes and dislikes on social networking sites help friends keep in touch; the artist’s name, the title of the artwork, and background information on art museum labels help the viewer appreciate the piece of art; comparisons, charts, graphs, and grading systems in consumer reports are used to review and rate products and services for potential buyers; the interplay of images and words conveys a story in a graphic novel)

Text Features and Elements of Style: identify some features and stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., point form, abbreviations, photos, and icons allow quick communication on a social networking site; titles, pull quotes, sidebars, photos, headings, and subheadings direct a reader’s attention to certain information in magazines or newspapers; a list of accomplishments, the use of chronological order, and events recounted in the third person inform the reader about the life of the subject of a biography)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., from their reading of advertisements and promotional material, identify some culturally significant practices related to events in French-speaking communities in various countries, such as Switzerland, Belgium, or Canada; read job postings to identify languages required in business in French-speaking communities around the world; identify vocabulary that reflects the history or culture of the author or setting of a text; compare posted signage in French-speaking regions and infer some of the interests, values, and societal norms of those communities)

Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities (e.g., determine what the author’s choice of language register conveys about his or her identity and position and how it affects the message; discuss similarities and differences in the language in poems or song lyrics from two French-speaking regions; scan headlines and advertisements in an online newspaper from a French-speaking region and identify vocabulary unique to that region)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for the French texts they plan to create (e.g., to discuss an environmental disaster in a newspaper article; to compose a short dialogue between two fictional characters; to narrate a personal journey; to express and justify an opinion in response to a newspaper editorial or a film critique; to encourage community service among peers through an advertisement; to request information on a Frenchspeaking country from a consulate or travel agency; to create an FAQ section for a school website for French-speaking students who have recently immigrated to Canada)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and personally relevant topics, applying theirknowledge of some of the structural and stylistic elements of each form (e.g., a persuasive article on a website to encourage healthy eating; a text message or an email to a friend using informal language; a biography that includes different points of view about its subject; a report on a topic of interest that includes subheadings to guide the reader through the text; a letter to the editor on a social or environmental issue; an opinion piece on the importance of learning French or other languages)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., describe places, objects, people, and feelings using correct forms of sensory adjectives and adverbs; express opinions using interjections and the subjonctif présent; give instructions in a recipe, positioning object pronouns correctly with the impératif; write an autobiography using two different past tenses; vary sentence length and use conjunctions such as “si”, “quand”, “lorsque”, “dès que”, “cependant”, “car”, and “donc” to create more complex sentences)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., participate in a group discussion to activate prior knowledge and generate ideas; create checklists or graphic organizers to assist them in organizing their thoughts; discuss storyboard ideas with peers to generate dialogue and narration for a comic strip; engage in free writing to generate ideas for a poem or song; assess the suitability of ideas in relation to the topic assigned; use different types of questions to deepen their understanding of a specific topic; summarize and paraphrase information and ideas in point-form notes, and review them to identify gaps; research facts to report accurately on a situation or event)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., develop questions to help them clarify and expand upon peer and teacher feedback; determine whether ideas and supporting details are important, interesting, and clearly related to the purpose or the topic; use a teacher- or student-generated checklist when revising grammar, spelling, syntax, and punctuation; use a variety of classroom and electronic resources when editing and proofreading

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use some elements of effective presentation to produce a polished product for publication (e.g., reorganize main ideas and supporting details as necessary; add headings and subheadings to create sections in a report; use photos or drawings to support key ideas)

Metacognition: (a) describe strategies they found helpful before, during, and after writing; (b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., note in a writing log instances of writer’s block, what they did to overcome it, and how their strategies worked; assess their text against success criteria to determine what they did effectively and what could be improved)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., write an online review that explores local cuisine in a specific French-speaking region; create a storyboard or skit highlighting the portrayal of adolescent issues in two different French-speaking communities; describe the influence of French colonization on the architecture of a French-speaking region; write a welcome letter to a potential new Canadian describing daily life in their community; write a double-entry journal from the points of view of people from two Frenchspeaking communities affected by the same social issue; describe the origins of a tradition or pastime from a French-speaking community; create a promotional travel brochure for a French-speaking country)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., use the appropriate salutation and language register in an email to a friend and another to a teacher; explore words or expressions related to food and meals in different French-speaking communities)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., use prior knowledge and contextual clues to make deductions and inferences while listening; identify cognates; make predictions about key ideas in an oral text and verify predictions as they listen to the text; take notes to retain information)

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts about everyday matters and matters of personal interest, with contextual and visual support (e.g., use words, pictures, and/or actions to restate the main idea and related details in an oral report about First Nations people; identify familiar words and expressions in a song; act out a procedure based on a classmate’s description; identify a character from a story or movie based on a peer’s description)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in structured and guided social interactions and interactions about everyday matters (e.g., react appropriately to personal accounts shared by a peer; use familiar words and phrases to paraphrase a speaker and verify understanding)

Interacting: respond with understanding to what others say while participating in a variety of structured and guided interactions about everyday matters and matters of personal interest (e.g., in a small group, create guidelines for preparing a litter-less lunch; recommend local restaurants in response to peers’ statements about their food preferences and budgets; respond to the ideas and contributions of others during a conversation about traditions and celebrations; listen to another person’s opinion about a story and express their own; listen to and act on descriptive feedback from a peer or teacher regarding their performance of a task)

Metacognition: (a) describe strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., identify things that have distracted them from listening to a speaker; describe how various resources can help them find out more about a subject in preparation for listening)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to perspectives on the same subject from people in two French-speaking countries and discuss how their culture might have influenced their perspectives; listen to descriptions of tourist destinations in French-speaking parts of the world and describe significant landmarks in these regions; listen to French popular songs in class and determine the meaning of the lyrics)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., interpret the meanings and uses of intonation and non-verbal gestures in different French-speaking communities; compare the language heard in conversations with a teacher and with a peer and identify some of the differences; compare the language used to introduce a performer or celebrity and the language used to introduce a friend and identify some of the differences; identify some conventions used in informal exchanges such as telephone calls with a friend)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a range of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., identify their purpose for speaking, including circumstances, audience, and topic; use descriptive language to engage their audience; adjust volume to suit the purpose for speaking; adapt familiar models of speech to new contexts; increase confidence by reusing familiar and newly acquired phrases and sentences to state needs and preferences; engage in warm-up activities to practise newly acquired vocabulary; practise the delivery of lines in a role play; use repetition and speak clearly to ensure the audience understands)

Producing Oral Communications: using familiar words and expressions, produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about familiar, everyday matters and topics of personal interest, with contextual, auditory, and visual support as appropriate (e.g., discuss personal interests in and outside school; share information about familiar activities and interests, including actions in the past and present, and plans for the future; describe skills learned through volunteering in the community; create and deliver a presentation about a familiar environmental or social issue; present a critique of a graphic novel, film, or video game)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared communications about a range of familiar topics (e.g., recite tongue twisters at different rates to practise pronunciation and emphasis; leave a clear, brief message on an answering machine with minimal hesitation)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., describe themselves and others using correct forms of sensory adjectives; express opinions using interjections and familiar verbs; use appropriate prepositions with geographical names when describing places to visit as a tourist; maintain a conversation by following a model of questions and answers)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of structured, guided, formal, and informal situations (e.g., use body language and proximity to engage the audience; share personal experiences and ideas linked to those of others; use pauses appropriately during a conversation)

Interacting: exchange information, ideas, and opinions with others in structured and guided spoken interactions about matters of personal interest and familiar topics, with teacher modelling as appropriate (e.g., ask and respond to questions to exchange personal information; ask questions for clarification or to elicit additional information; compare likes and dislikes with peers; discuss the setting, sequence of events, scenes, and characters in a text, using a graphic organizer to guide the conversation; give feedback to a classmate in a peer-assessment activity; negotiate solutions to problems; conduct opinion surveys among classmates about a variety of topics; act as facilitator during a class discussion)

Metacognition: (a) describe strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., make revisions to the form and content of speech using feedback from peers and the teacher)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., make a presentation on popular tourist attractions, movies, or jobs in various French-speaking territories, and compare them to those in their own community; identify some countries where French is used as a first or additional language and compare its use to how and where French is used in their own community; teach a dance or sport from a French-speaking country; deliver an oral presentation on a famous person or fictional character from a French-speaking country; introduce a music video from a French-speaking community outside Canada, noting typical language and characteristics)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in spoken interactions (e.g., identify and use appropriate conventions in informal oral interactions, such as standard phrases for telephone greetings, asking to speak to someone, identifying themselves, and asking to leave a message)

Reading

Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in modelled, shared, guided, and independent reading contexts (e.g., ask questions to guide the exploration of a text; use titles, captions, and illustrations to make predictions about a text; identify familiar words and cognates to support their understanding of the text; create mental images of the setting or characters based on descriptive details; use contextual clues to infer meaning; reread a section of text to confirm or clarify understanding; divide text into phrases to monitor comprehension)

Reading for Meaning: demonstrate an understanding of a variety of student- and teacher-selected French texts containing visuals and familiar names, words, and expressions, with teacher modelling and guidance as appropriate (e.g., summarize the key events in a letter, postcard, or email from a friend describing his or her weekend or vacation; read and mime the instructions in a classmate’s procedural text, such as directions to a specific landmark, instructions for assembling a piece of furniture, or prompts at an ATM; as a reading response to a story, select what a character might order from a menu, using evidence from the text to justify the choice of foods)

Reading with Fluency: read a variety of French texts containing familiar names, words, and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read aloud at an appropriate rate and with expression; read with expression during reader’s theatre; read poems or song lyrics smoothly during choral reading or in shared or paired reading contexts)

Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., develop lists of cognates to expand vocabulary and to enhance understanding; identify familiar prefixes and suffixes and use them to infer the meaning of new words; create a list of new words, adding definitions determined from their context in texts; find a synonym for an unfamiliar word; identify synonyms and antonyms for familiar words; take note of new words while reading and add them to a personal word list)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., ingredients and nutritional information on food packaging aid consumers in choosing healthy foods; maps, photos, and sample itineraries on a travel website help readers plan and budget for a vacation; pictures, diagrams, and troubleshooting tips in an owner’s manual enable consumers to set up electronic devices)

Text Features and Elements of Style: identify some features and stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., captions, titles, pictures, colour, punctuation, and various fonts emphasize important information on a poster or flyer; gridlines, various fonts, and icons in calendars identify dates and holidays)

Metacognition: (a) describe strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., rank their top three reading comprehension strategies in order of effectiveness and give reasons for their ranking; compare their top strategies with those of a peer and collaborate to describe the best use for each strategy)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., research symbols associated with a French-speaking community and explain their significance; identify the main course dishes on the menu of a restaurant in a French-speaking country; read articles that describe the eating habits in a French-speaking country and compare them to dietary recommendations in Canada’s Food Guide; research the currency used in a French-speaking country and compare the cost of some everyday products to their cost in Ontario)

Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities (e.g., while reading, identify words and expressions unique to certain regions; compare a personal and a business letter and discuss the differences in their language; describe how the words of the national anthem of a specific French-speaking country reflect some aspects of its national history or culture; discuss similarities and differences in the language used in song lyrics from two French-speaking regions)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for the French texts they plan to create (e.g., to review fashion trends or new technology; to describe a sports game for a magazine; to develop a dialogue showing different ways to request and give directions; to share personal dreams and wishes; to create a poster highlighting the benefits and importance of learning French or other languages)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about familiar, everyday topics, applying their knowledge of the basic structural and stylistic elements of each form (e.g., a poem or song about a personal experience; a how-to manual; a storyboard for an autobiographical short film or documentary; a response to an email or invitation; an article on the benefits of part-time jobs for teenagers)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., write descriptions of themselves and others using correct forms of sensory adjectives; express opinions using interjections and familiar verbs; give written directions using the impératif; describe favourite memories using the appropriate past tense; vary sentence length and use conjunctions such as “parce que”, “quand”, “et”, “ou”, and “donc” to create more complex sentences)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., in a journal, record possible topics to write about; create a list of themes from favourite songs or books; select ideas from a class brainstorming session on topics of interest; use the results of a survey as the inspiration for a letter to the editor; create a timeline of important events and personal achievements and use it as the basis of an autobiography; develop a plan for working towards career goals)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., use a list of teacher- and student-generated questions to guide revision; share work in small groups to obtain feedback; use all available resources to extend and enrich word choice; review the text to ensure that it reflects all aspects of the teacher’s instructions; review their draft with a peer to ensure the intended message is clear)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., add appropriate fonts, visuals, or graphics to support key ideas in the text; check for adequate development of information and ideas; ensure all details are related to the topic)

Metacognition: (a) describe strategies they found helpful before, during, and after writing; (b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., note in a writing log instances of writer’s block, what they did to overcome it, and how their strategies worked; assess their text against success criteria to determine what they did effectively and what could be improved)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., describe housing in a French-speaking community; create a list of important facts about Canada and their community for French-speaking students who have recently immigrated to Canada; create a poster advertising the events for “la semaine de la francophonie”; describe the origins of a tradition or popular pastime from a French-speaking community)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., write a receipt or invoice using conventions for writing numbers and money amounts [i.e., using a space to separate thousands and a comma rather than a decimal point, and placing the currency sign after the amount]; create a storyboard or skit highlighting regional differences in expressions and terminology among French-speaking communities; write menus for different types of eating establishments, such as a bistro, a brasserie, a restaurant, a café, and an auberge, and include the cost of the foods offered in each)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., break down the elements of a speaker’s message; brainstorm vocabulary before a listening task; draw on prior knowledge and make connections to personal experiences; identify key ideas and list associated details; make predictions before a presentation, and confirm, modify, or reject them during and after it)

Demonstrating Understanding: demonstrate an understanding of messages in oral French texts about everyday matters and familiar topics, with support as appropriate (e.g., identify familiar words and expressions used to persuade in an advertisement; use a graphic organizer to sort information heard in a voice mail message; extract and summarize information from a broadcast about new and upcoming athletes; re-enact an event based on a description that includes new and familiar vocabulary; determine main ideas and relevant supporting details in a news broadcast; detect forms of bias in a song)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in social interactions and interactions about everyday matters (e.g., acknowledge others’ ideas using appropriate body language and facial expressions; identify the topic of discussion in order to select appropriate vocabulary to respond; paraphrase different speakers’ points of view during a group discussion; ask for clarification or repetition to ensure comprehension during a conference with a teacher or peer)

Interacting: respond with understanding to what others say while participating in a variety of interactions about everyday matters and familiar topics, in formal and informal situations (e.g., interview students for a survey; answer questions from others in a small-group discussion; participate in an improvisational role play; express agreement or disagreement verbally and non-verbally)

Metacognition: (a) describe strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., assess their level of participation in a role play; compare effective listening strategies with a peer

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., using a graphic organizer, record the names of French-speaking people heard describing their communities and identify French influences on their first and last names; listen to songs from a variety of French-speaking cultures to determine and appreciate how they convey messages)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., interpret the meanings and uses of intonation and non-verbal gestures in different French-speaking communities; identify expressions that show interest in what another person is saying; identify the language register used by the participants in a conversation)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a range of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., focus on what to say rather than on how to say it; draw pictures to help correctly order the elements of a speaking task; use familiar ideas and expressions; provide supporting details to clarify ideas and opinions; continue speaking after making a mistake; build a bank of frequently used expressions, such as greetings, goodbyes, and requests for clarification, to help them focus on using complete phrases rather than individual words; rehearse with a partner)

Producing Oral Communications: produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about familiar, everyday matters and topics of personal interest, with contextual, auditory, and visual support as appropriate (e.g., recount childhood memories or personal experiences; share interests, dreams, hopes, and aspirations; adapt and retell a familiar text; create and present a persuasive audio commercial; give a presentation on the importance of accessibility ramps in public buildings; present the results of a survey; describe a profession’s skills and responsibilities; discuss French television commercials or film trailers after viewing; discuss the cultural significance of a personal book, object, or photograph; lead a panel discussion on where to find the most economical ticket prices or cell phone plans)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared and spontaneous communications about a range of familiar topics (e.g., vary tone and intonation for emphasis during presentations; speak in phrases using familiar vocabulary; avoid awkward pauses by using familiar vocabulary to describe an idea or object when the exact term is forgotten; role-play a telephone conversation to demonstrate clear speaking when face-to-face communication is not possible; recite a poem using pauses for dramatic emphasis)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., express feelings, desires, or suggestions using the conditional; describe an event using the appropriate past tense; use appropriate pronouns to avoid repetition while speaking)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., restate and reformulate ideas and ask questions in response to a peer’s presentation; check for understanding; give alternative suggestions in response to others’ propositions; acknowledge the contributions of others before expressing their own opinion; contribute information in a small-group discussion to encourage active participation by all group members)

Interacting: exchange information, ideas, and opinions with others in guided and spontaneous spoken interactions about everyday matters and topics of personal interest, with teacher modelling as appropriate (e.g., collaborate with classmates to prepare and present a skit; ask questions to elicit further information; acknowledge and respond to feedback during a writing conference with the teacher or peers; contribute opinions in a class discussion; discuss in small groups the effectiveness of messages in media texts; paraphrase or restate group members’ contributions to a discussion to verify understanding; compare “family rules” with a peer; discuss the setting, sequence of events, scenes, and characters in a text, using a graphic organizer to guide the conversation; with a partner, summarize key ideas from a group discussion; role-play a conversation between a parent and teenager about a product the teenager wants to have)

Metacognition: (a) describe strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., plan to incorporate newly learned vocabulary in interactions; identify strategies that are useful when interacting with peers)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., make a presentation on popular tourist attractions, movies, or jobs in various Frenchspeaking regions, comparing them to those in their own community; identify some countries where French is used as a first or additional language, and compare its use in these countries to how and where French is used in their own community; deliver an oral presentation on a famous person or fictional character from a French-speaking country)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in spoken interactions (e.g., participate in a role play using colloquialisms and gestures appropriate to the setting; speak using an appropriate level of formality)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;

Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in modelled, shared, guided, and independent reading contexts (e.g., examine the features of a text before reading; note repeated words in a text to help them identify main ideas; make inferences based on images; focus on the overall message rather than the meaning of every word; choose texts about familiar topics; read beyond an unfamiliar word or phrase to infer its meaning from the overall sense of the passage)

Reading for Meaning: demonstrate an understanding of a variety of student- and teacher-selected French texts about everyday matters and personally relevant topics (e.g., distinguish between fact and opinion in a newspaper article about providing nutritious food in schools; identify stated and implied ideas in an Internet, cable, or cell phone plan; role-play alternative solutions to a conflict presented in a text; make a timeline of the plot or key events in a story before creating a summary; read cookbooks from a variety of cultures, comparing ingredients and discussing the cultural significance of particular foods or dishes; read and respond to a reviewer’s point of view about a movie or CD; read a city map to determine directions to a particular location)

Reading with Fluency: read a variety of French texts containing familiar vocabulary and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., divide text into chunks when reading aloud; read with appropriate expression to communicate the emotions suggested by the text; identify and pronounce smoothly previously encountered words; read in role using appropriate intonation to emphasize the emotions conveyed by the character)

Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., make associations based on illustrations and prior knowledge to determine and clarify the meaning of new words; use knowledge of etymology and related words to help decode an unfamiliar word’s meaning; identify words borrowed from other languages; make a list of words and expressions that convey emotion; develop a personal lexicon including jargon and slang from personal online messaging, expressions used regularly in discussions, words from resource materials, and terminology in school-related documents; substitute a word that would make sense in the same context for an unfamiliar word)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., an encyclopedia entry or newspaper article answers the questions “Qui?”, “Quand?”, “Quoi?”, “Comment?”, “Où?”, and “Pourquoi?” in relation to its subject; a list of materials enables a person to check that all components are present before assembling furniture; short essays, images, and useful links express and support opinions in a blog; speech bubbles, captions, and illustrations are used to convey information in comic strips and graphic novels)

Text Features and Elements of Style: identify some features and stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., tables and diagrams convey information concisely in a report; the impératif and persuasive language in advertisements encourage consumers to buy a product; boldface titles, the infinitif, numbered steps, and illustrations help to guide cooks through a recipe)

Metacognition: (a) describe strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., rank their top three reading comprehension strategies in order of effectiveness and give reasons for their ranking; compare their top strategies with those of a peer and collaborate to describe the best use for each strategy)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., research symbols associated with specific French-speaking communities and explain their significance; from their reading of advertisements and promotional material, identify some culturally significant practices related to events in French-speaking communities in various countries, such as Switzerland, Belgium, or Canada; read job postings to identify languages required in business in French-speaking communities around the world; compare posted signage in Frenchspeaking regions and infer some of the interests, values, and societal norms of those communities; read descriptions of the flags of various Frenchspeaking countries and describe how the elements reflect the national history or culture)

Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities (e.g., compare vocabulary in menus from two French-speaking communities; identify words and expressions unique to certain communities; describe how the words of the national anthem of a specific French-speaking country reflect aspects of its national history or culture)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for the French texts they plan to create (e.g., to publish an article in a school paper based on an interview with a family member about his or her cultural traditions; to critique a film for a blog; to promote community service in an advertisement; to prepare a report explaining how something works or why something happened; to create a travel brochure to convince their families to visit a particular city or country; to develop a series of dialogues illustrating various ways to request and give directions; to compose an email or text message accepting an invitation to a party and confirming information about the event; to highlight the admirable qualities of a personal hero in a biography; to create a newspaper or magazine advertisement discussing the benefits and importance of learning French or other languages; to create an advertising campaign to persuade students to support a school fundraising event)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about everyday matters and personally relevant topics, applying their knowledge of some of the structural and stylistic elements of each form (e.g., an editorial to encourage adults to improve their energy conservation practices; a promotional text for a book or a movie; a slogan to encourage healthy and active living; a classified advertisement about an item lost, found, or for sale; an FAQ section for a school website about school-based apprenticeships or opportunities for bilingual volunteer work)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., describe places, objects, people, and feelings using correct forms of sensory adjectives and adverbs; express opinions or arguments using impersonal expressions and interjections; give instructions in a recipe, positioning object pronouns correctly with the impératif; write an autobiography using a variety of past tenses; vary sentence length and use conjunctions such as “si”, “quand”, “lorsque”, “dès que”, “cependant”, “car”, “donc” to create more complex sentences)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., discuss and reflect on personal opinions about a specific topic before writing; create a timeline of important events and personal achievements to use as the basis for an autobiography; discuss personal reactions with peers to clarify their own response to the work of a First Nation, Métis, or Inuit artist)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use some elements of effective presentation to produce a polished product for publication (e.g., add appropriate visuals or graphics to support key ideas; check for adequate development of information and ideas; check that their use of punctuation is appropriate and consistent with their meaning)

Metacognition: (a) describe strategies they found helpful before, during, and after writing; (b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., note in a writing log instances of writer’s block, what they did to overcome it, and how their strategies worked; assess their text against success criteria to determine what they did effectively and what could be improved)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., describe the influence of French colonization on the architecture of a French-speaking region; create a menu, including the prices, for a traditional French Canadian meal; write a journal entry describing the events during “la semaine de la francophonie”; describe the origins of a tradition or pastime from a French-speaking community; create a promotional poster related to the cuisine of a French-speaking country, such as “Saveurs de la Martinique”)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., use appropriate salutations and levels of formality when writing invitations for a special event to friends, the school principal, teachers, or a local government official; write to an organization to offer their services as a volunteer, explaining their reasons for volunteering, expressing interest in a particular position, and discussing how their skills and experiences can make a contribution; write a thank-you note to a store’s manager after a job interview)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., make predictions about the text they are about to hear; record information in a note-taking template while listening to various texts on the same topic; after listening, ask questions, restate information, or request clarification to ensure understanding)

Demonstrating Understanding: demonstrate an understanding of oral French texts about academic and familiar topics, including literary texts, with support as appropriate (e.g., identify the underlying tone of an advertisement; explain the usage of various past tenses in a news report; recount the arguments on both sides of a controversial issue explored in a documentary about Aboriginal people in Canada; explain main ideas and supporting details heard in a live or recorded presentation about a social or environmental issue; after listening to a job description, list the skills that the employer requires in order of their importance; identify the stylistic devices heard in a literary text and explain how they support the theme; infer the underlying messages in an interview with a public figure)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts in French about academic and familiar topics, with support as appropriate (e.g., detect bias in a news report about a current social issue; compare how different media texts convey their messages, and determine which are most effective and why; analyse how television or radio advertisements use familiar situations to enhance the appeal of a product or company; analyse how a commercial attempts to create a need; analyse the relationship between visuals and lyrics in a music video by a First Nation, Métis, or Inuit musician)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in academic and social interactions (e.g., when engaged in discussion, use non-verbal cues to demonstrate appreciation of another’s ideas; ask questions to show interest during a conversation; summarize both sides of the argument when moderating a debate; listen when it is not their turn to speak, and avoid interrupting others during informal debates; respond expressively to new information and acknowledge different points of view during a classroom “gallery walk”

Interacting: respond with understanding to what others say while participating in interactions about academic and familiar topics, including literary topics, in formal and informal situations (e.g., listen to a narrative and discuss with peers what they think will happen next; ask questions to clarify their understanding of a peer’s presentation on his or her future academic and career plans; contribute to a debate relating to French literature under study; discuss a current event in another part of the world; participate in a role play with a partner in which they reach a compromise about plans for a social outing; acknowledge others’ ideas using appropriate body language and facial expressions; after listening to a media clip about an environmental nongovernmental organization, discuss their own environmental goals with peers)

Metacognition: (a) explain which strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan detailed steps they can take to improve their listening skills (e.g., explain the steps they took when listening to help them contribute to a group discussion; describe strategies they used to monitor their understanding during interactions with peers; plan to apply feedback received from peers during an interaction to improve their listening skills; describe the strategies they used while listening to a long speech and explain how they were helpful; observe listening strategies used by peers and identify those that they themselves might find useful)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to a Malian song that combines French and Bambara, and describe how this combination affects the message; view news coverage of a cultural festival in Togo or Laos and compare it to one in their own community; view music videos from a variety of countries in French-speaking Africa and Asia and compare them to videos by North American French-speaking artists)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., identify and explain the difference between formal and informal speech in a dialogue; identify linguistic elements that are common to rap music in French and English; explain the uses of intonation and non-verbal gestures in a variety of French-speaking communities; identify the relationship between the speakers in a series of short dialogues)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., select appropriate vocabulary to express ideas clearly; vary their choice of words to sustain the listener’s interest; gather information from a variety of sources before a presentation; use tone of voice to help convey necessity or importance; vary the volume and rate of their speech to suit their audience)

Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about academic and familiar topics, including literary topics, with support as appropriate (e.g., research a current social issue and deliver a presentation on their findings; prepare a speech to welcome new students and orient them to their new environment; express their opinions about bike lanes in their community; recount an anecdote from their childhood; describe an issue relating to literature being studied; discuss the cultural significance of a personal artifact, such as a book, object, or photograph; thank a guest speaker, referring to what they learned from his or her presentation)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about academic and familiar topics, including literary topics (e.g., demonstrate selfconfidence during a presentation by pausing for effect at appropriate points without concern that such pauses may signal a loss for words; record a lengthy voice mail message with minimal hesitation; conduct a conversation with peers with appropriate phrasing and emphasis; use a variety of linking terms to enhance the flow between key ideas)

Creating Media Texts: create a variety of oral media texts in French about academic and familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., host a radio or television show highlighting values associated with citizenship in Canada; produce a video to inform peers about career paths in which bilingualism would be an asset; record a music video to be used to fundraise for a charitable cause)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., use appropriate pronouns to avoid repeating nouns in a conversation; use the comparative and superlative forms of adjectives and adverbs in a role play about a customer service representative and a consumer discussing service and prices; use the subjonctif after expressions of necessity; make hypothetical statements using “si” with the imparfait and conditionnel présent in the correct sequence)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., during small-group activities, use polite expressions when contributing ideas, encouraging others to contribute, expressing agreement and disagreement, and/or seeking clarification; in a group discussion, make relevant comments at appropriate times; practise using tone of voice as a persuasive tool; use basic clarification and repair strategies, such as restating the message in a different way, to bridge gaps in spoken communication)

Interacting: engage in spoken interactions in French (prepared and spontaneous), in academic and social contexts, about academic and familiar topics, including literary topics (e.g., converse spontaneously and at length about everyday life; with a partner, create and perform a lengthy dialogue dramatizing an unfair situation; participate in a panel presentation to Grade 9 students on how volunteering, part-time employment, and/or participation in school activities can develop job skills; informally discuss future career paths with peers; with a partner, role-play an interview with the author of or a character in a novel under study; present with a peer their interpretation of a French literary text; engage in a class discussion on personal finances)

Metacognition: (a) explain which strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan detailed steps they can take to improve their speaking skills (e.g., reflect on the types of situations in which they interact most freely, and identify strategies that might help them improve their ease in other situations; in small groups, discuss their strengths and prioritize areas for improvement; assess the appropriateness and effectiveness of methods they have used to request clarification during a conversation; explain during a student-teacher conference the strategies that they used to prepare for an oral presentation)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities in Africa and Asia, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., deliver an oral presentation on a famous person or fictional character from Burkina Faso or Cambodia; discuss the importance of a musical style or a song to a particular French-speaking culture in Africa or Asia; in a small group, deliver an oral presentation on differences and similarities in cuisine, fashion, and/or art between a French-speaking region in Africa or Asia and their own community)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in spoken interactions (e.g., use regional idioms or expressions in a new context; compare and contrast vocabulary from two Frenchspeaking areas or cultures and use this vocabulary appropriately in an interaction; choose words to suit the conversational context; use appropriate slang in a dialogue between two teenagers)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;

Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including short, challenging texts (e.g., determine the purpose for reading before beginning; brainstorm related ideas and themes before reading to recall relevant vocabulary; make predictions about the plot of a novel they are reading before starting the next chapter; form mental images of the setting of and action in a play while reading; create a concept map to help them explore plot elements and relationships between characters in a novel; identify verb tenses to help them sequence the actions in a news article or a detective story; synthesize the information in a non-fiction text; express their thoughts about a text by writing a response, drawing a sketch, or discussing it with a peer)

Reading for Meaning: demonstrate an understanding of a variety of literary, informational, and graphic French texts, including short, challenging texts and texts used in real-life situations (e.g., describe the actions and motivations of a character in a contemporary novel or play; summarize the terms and conditions related to an online service or product; explain whether the information in a text confirmed or negated a hypothesis they had formed before reading; make connections between informational and graphic texts on the same topic; list the skills needed for jobs after reading employment advertisements)

Reading with Fluency: read a variety of French texts with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read a play aloud with suitable emphasis and phrasing to dramatize the text and highlight a character’s feelings; read familiar words, such as subject-specific terminology from gradelevel texts, without hesitation in different reading contexts; repeatedly read aloud a challenging passage till their reading becomes smoother, more accurate, and faster)

Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., establish the function of unfamiliar words in a sentence to help decipher their meaning; read texts from a variety of sources, including the Internet, and record new words in their vocabulary notebooks; create a short graphic novel focused on a superhero in which each panel is titled with a word from their list of new vocabulary that reflects the action in the panel; list cognates encountered while reading; research the origins of words adopted from other languages)

Responding to and Evaluating Media Texts: demonstrate an understanding of explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., read various reviews of the same film and then explain how they have affected their decision whether or not to see the film; analyse how each side is presented in an article detailing an issue related to workplace discrimination; explain what features make a magazine or a website more attractive; compare the information presented in reports on the same news story from television, an online source, and a newspaper; assess the credibility of a variety of Internet sites on the same topic; compare the effectiveness of a printed flyer and a website or email advertisement for a similar store or product)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., strong, persuasive language presents a reader’s point of view on an event or a matter of public policy in a letter to the editor; timetables and maps in train and bus schedules help travellers plan their route; clear categories and succinct descriptions highlight education and skills in a résumé; a fable conveys a moral illustrated by a brief story)

Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., literary devices and descriptive language enhance the meaning of poems and song lyrics; a refrain or repeated phrase in a poem or story adds emphasis; words with several connotations can add extra levels of meaning in a literary text; the layout of a concrete poem can change or add to the meaning conveyed by the words alone; specialized terminology and illustrations explain sports-related skills on a website; a quotation helps clarify the abstract idea presented in an article)

Metacognition: (a) explain which strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan detailed steps they can take to improve their reading skills (e.g., in a reading log, track the accuracy of their predictions, and assess the effectiveness of making predictions as a general reading strategy; reflect on the value of visualization as a tool to improve reading comprehension, and discuss with peers different approaches to visualization; in a conference with the teacher, discuss strategies for synthesizing texts, and develop a plan to enhance the accuracy and effectiveness of their syntheses)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read to explore issues related to equity and diversity in Niger and French Polynesia and compare them with related issues in their own community; research festivals in Cameroon or Wallis and Futuna and compare them to events in their own community; describe aspects of culture in Tunisia or Laos through analysis of news articles and images; after reading his or her website and/or CD inserts, explain how the background of a French-speaking musician from Côte d’Ivoire or Cambodia influences his or her music)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., replace the slang in a comic strip or blog with standard French; compare terminology used in job postings from diverse French-speaking countries; interpret idiomatic expressions from online resources and newspapers; compare the level of language formality in an email or note from a best friend and from an employer

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to encourage adults to change practices that have a negative impact on the environment in a series of persuasive paragraphs; to compare diction and imagery in literary texts on the same theme but from different historical periods; to educate teenagers about responsible personal financial practices through a website; to suggest to a government official what could be done to protect endangered species in their region; to answer an advertisement for a bilingual summer job)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and familiar topics, including literary topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a résumé to accompany a cover letter to a prospective employer; an introduction for a product’s user manual; a news report about the benefits of the community service requirement for the Ontario Secondary School Diploma; a retelling of a short story or novel from an alternative point of view; a dialogue to explain issues associated with a healthy lifestyle; a supported opinion essay about the effect of advertising on society, using a variety of stylistic devices)

Creating Media Texts: create media texts in French on academic and familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., write an article for the school’s newsletter about the importance of learning French in Canada and how it can be useful in a variety of careers; design and create a marketing flyer for students looking for volunteer opportunities; create a script for a commercial to advertise a new health product; create a poster promoting a novel that they have read; post an opinion piece on an online forum to express their response to a television program or type of music; write a news report based on a headline and picture that they cut out from a newspaper or magazine)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., make the past participle of verbs conjugated with “avoir” agree with the preceding direct object pronoun in affirmative and negative sentences; recount their daily routine using the passé composé of reflexive verbs; use punctuation correctly; use verb tenses appropriate to the context; use relative pronouns such as “ce qui”, “ce que”, “ce dont” to join two ideas or phrases; choose appropriate sensory adjectives and adverbs to modify nouns and verbs; select appropriate prepositions and conjunctions)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., generate ideas by surveying peers; ask fundamental questions [who, what, where, when, why, how] to help them generate content for a news report, and use an organizer to help them sort information by category of question; engage in free writing to help them produce ideas for a poem or song; create a “grocery list” of topics; visualize the setting for a story they are writing and develop a list of words and phrases that will help the reader “see” it clearly; use a point-form outline to organize their ideas)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., familiarize themselves with the success criteria for a task, and determine and sequence the steps that will enable them to meet those criteria; organize the paragraphs of an opinion piece to present their argument clearly; use the ARMS strategy [add, remove, move, substitute] when revising their text; refer to a checklist when editing to ensure that they review the key components of a writing task; consider feedback from peers to help them improve the coherence and clarity of their message)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use some elements of effective presentation to produce a polished product for publication (e.g., assess the appropriateness and clarity of their choice of vocabulary; use online and print resources judiciously to assist with revising and editing; choose an effective font and layout for their purpose and target audience, and consider what graphics, if any, they might add; reread the formatted text to ensure appropriate use of form, style, and conventions)

Metacognition (a) explain which strategies they found helpful before, during, and after writing to communicate effectively; (b) identify their areas of greater and lesser strength as writers, and plan detailed steps they can take to improve their writing skills (e.g., reflect on the usefulness of asking the five Ws before writing a news article, and identify other text forms this strategy might be useful for; discuss with peers the usefulness of various graphic organizers for sorting ideas; select the self-correcting techniques they found most useful and comment on their use in a personal reflection log)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities in Africa and Asia, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., create a tourist information brochure highlighting various French-language cultural events in Africa or Asia; write questions for an interview with individuals from French-speaking communities in Asia and Canada regarding cultural issues in these communities; write an opinion piece on how a French-speaking community in Africa is handling an issue also facing Canadian society)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in their written work (e.g., incorporate common idiomatic expressions into a dialogue or song; design a banner or poster for National Francophonie Week that includes French expressions specific to different communities; write a letter asking a local First Nation, Métis, or Inuit artist to make a presentation to their class, and create an invitation inviting students to the presentation, adjusting the level of language formality accordingly)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., set goals and prepare a notetaking template before a listening task; make predictions that anticipate information to be heard; use an organizer to keep track of the main points during a presentation; use context and previous knowledge to help figure out unfamiliar words; make inferences based on specific information or ideas, key words, or linking words; visualize a scene in a literary text to aid in understanding relationships among characters; check comprehension after listening by reviewing notes with a peer

Demonstrating Understanding: demonstrate an understanding of oral French texts about academic and familiar topics, including literary texts and long texts, with support as appropriate (e.g., note information heard in a presentation about summer jobs or future occupations, such as required knowledge, education, and skills; summarize the content of a scene from a French play after hearing it read aloud; comment on and ask relevant questions after a classmate’s oral presentation about a novel or play being studied; explain the main ideas and supporting details of a story heard in a live or recorded presentation; listen to various media texts to identify contributions that various ethnic groups have made to Canada, and compare these with their own culture’s contribution; analyse the use of figurative language to establish tone and mood in an audiobook excerpt)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts in French about academic and familiar topics (e.g., detect bias in a news report about a current social issue; identify different perspectives in a podcast about diversity and explain whether hearing multiple opinions enhances their understanding of the issue; hypothesize reasons for the possible disconnect between the images and the oral message in a music video; analyse how the language in a radio advertisement aims to influence the audience; identify examples of nationalism in a historical vignette)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in academic and social interactions (e.g., paraphrase, clarify, ask questions about, or respond to the ideas shared in a group discussion; ask questions to demonstrate engagement during a conversation; take turns speaking and avoid interrupting others during informal discussion or debate)

Interacting: respond with understanding to what others say while participating in sustained interactions about academic and familiar topics, including literary topics, in formal and informal situations (e.g., respond to a speaker’s opinion; present a rebuttal in an informal debate; acknowledge other points of view during a peer sharing session at the end of a lesson; listen to a peer share an experience of alienation and relate the feelings to an experience in their own life; contribute to a discussion or debate relating to the French literature being studied; pose questions after listening to a presentation at a co-op or job fair)

Metacognition: (a) explain which strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan detailed steps they can take to improve their listening skills (e.g., suggest what they can do differently in response to oral feedback from the teacher; evaluate their ability to anticipate what they will hear in various oral texts; list listening strategies in order of effectiveness; after a listening activity, evaluate the effectiveness of their listening strategies and decide which strategy will be most helpful in similar contexts in the future; discuss their challenges recalling information after listening and strategies to address those challenges)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., view historical clips about the French Empire in Africa and Southeast Asia and discuss its enduring cultural influence; extract cultural information from various French African or Asian songs, such as views on a social issue; watch films or video clips depicting family life and concerns in a French-speaking region in Africa or Asia and draw comparisons with those in their own community)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situationsin diverse French-speaking communities* (e.g., identify and explain differences between familiar, colloquial, and formal language; note the vocabulary and register used by people of different age groups; listen to an interview and explain how the speakers use colloquial expressions to convey their meaning)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., select vocabulary that expresses their ideas clearly; use tone of voice to convey emotion, doubt, or certainty; gather information from a variety of sources before a presentation; vary their volume and rate of speech)

Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, andopinions about academic and familiar topics, including literary topics, with support as appropriate (e.g., retell a story or fable, paying particular attention to the sequence of events; explain how reading a humorous literary story improves their ability to tell amusing anecdotes of their own; deliver a monologue articulating the point of view of a stakeholder after an environmental disaster; deliver a persuasive presentation on an equity issue; outline plans for an outing to a French film festival; state their opinion on whether social media are creating the demise of privacy)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about academic and familiar topics, including literary topics (e.g., use tone and inflection to express sarcasm, irony, respect, and emotions; recite a classic fable clearly, using pauses for dramatic emphasis; change expression and intonation to reflect different messages and situations; avoid awkward pauses by using familiar vocabulary to describe an idea or object when the exact term is not known or has been forgotten; entertain the class with a joke, humorous story, or tongue twister)

Creating Media Texts: create a variety of oral media texts in French about academic and familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a podcast analysing the explicit and implicit messages of an advertisement; create a public service message to promote intercultural appreciation; in small groups, create a media clip about climate change for their science class; record an opinion video commenting on a current local issue; in a group, create three radio news reports with different approaches to the same subject; create a multimedia advertising campaig

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., use correct tense sequences when formulating a hypothesis about what might have prevented a particular social or environmental problem; use a variety of transitional words and pronouns to link sentences when describing an experience or expressing an opinion; prepare a group presentation of a short play for a school-wide literary festival using vocabulary and verb tenses correctly)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., prepare for and think positively about an upcoming conversation on a particular topic; use appropriate tone and expression in a discussion with peers; listen actively and remain on topic when asking or answering questions during an interview; interact appropriately with peers when participating in group work; adjust their vocabulary or the speed at which they are speaking in response to non-verbal cues from their partner)

Interacting: engage in sustained spoken interactions in French (prepared and spontaneous), in academic and social contexts, about academic and familiar topics, including literary topics (e.g., in small groups, converse spontaneously about everyday life; engage in a round-table discussion exploring such topics as hobbies, current events, potential career paths, hopes, goals, and ambitions; discuss a literary writer’s choice of words and use of verb tenses to convey a message or mood; with a partner, rehearse and role-play a job interview in which the applicant highlights his or her personal strengths)

Metacognition: (a) explain which strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan detailed steps they can take to improve their speaking skills (e.g., describe strategies they have used or could use to develop their ability to respond spontaneously; review their communication portfolio to help them determine next steps; participate in a French social group in the school to practise speaking with peers and native speakers outside class)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

Intercultural Awareness: communicate information orally about French-speaking communities in Africa and Asia, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., describe cultural events in Tunisia, such as the Carthage Film Festival, and their importance to local communities; deliver a presentation on key factors that affect a particular French-speaking country in Africa or Asia, such as historical events, climate, geography, the economy, and significant individuals; discuss with peers the similarities and differences between their own community and one presented in a film or video about a Guinean or Malian community; give a presentation on travelling to a country that protects the environment and respects local culture, such as Madagascar

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in spoken interactions (e.g., use inclusive, bias-free language to show respect; use idiomatic expressions discovered while watching French commercials or reading on the Internet; accompany speech with appropriate non-verbal exclamations and gestures to help them convey an emotion or evoke a reaction; incorporate expressions from different regions in a dialogue)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;

Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including challenging texts (e.g., in a think-aloud, predict content based on the text features, specialized vocabulary, illustrations, introductory information, and/or prior knowledge; determine the meaning of unfamiliar passages by examining illustrations and tables, rereading, using contextual clues, skipping ahead and returning, and pausing to ask questions; use diagrams or graphic organizers to illustrate connections between the topic and the main ideas and supporting details in the text; after reading, relate what they have learned to what they already knew about the topic, revising prior knowledge/understanding as necessary; ask themselves questions that require them to synthesize information from different segments of the text)

Reading for Meaning: demonstrate an understanding of a variety of literary, informational, and graphic French texts, including challenging texts and texts used in real-life situations (e.g., summarize the main events in a French European literary novel; research information about an important event or development in FrancoOntarian history for the school newspaper; extract information from websites to support an opinion on an environmental issue; make text-to-text connections between informational and graphic texts on the same topic; plan and budget for an overseas trip using travel brochures)

Reading with Fluency: read a variety of French texts, including some challenging texts, with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read unfamiliar words in literary texts smoothly; read along with a recorded audiobook, matching its pace; improve pacing and intonation in response to feedback from a partner while reading aloud; when reading aloud, convey the relationship between words, phrases, and sentences indicated by the punctuation)

Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., use new words in context through role play; take notes when reading to add new words to their personal vocabulary list; find a synonym for an unfamiliar word; identify and develop lists of cognates, homonyms, and synonyms)

Responding to and Evaluating Media Texts: explain explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., read the platforms of political parties and deduce their target audiences; analyse techniques used in advertisements for a variety of products and explain which are the most effective; explain how the presentation of information on a billboard enables passers-by to read and process the message quickly; assess the methods used in newspapers to emphasize the importance of stories; describe how the elements in a teen magazine article help to convey its message)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, informational, graphic, and media forms;

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., a fable conveys a moral illustrated by a brief story; topic sentences, supporting details, and transitional words guide the reader through the argument in an opinion piece; the artist’s name, the title of the artwork, and background information on art museum panels help the viewer appreciate the piece of art; photos, status updates, and likes and dislikes on social networking sites help friends keep in touch; in a play, dialogue in verse or prose develops character and furthers the action)

Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., similes, metaphors, and other stylistic devices reinforce the themes in a novel or short story; an explanatory title for a chapter in a literary novel serves as a preface to the chapter; images, symbols, and literary devices from Aboriginal myths and legends in the prose of a contemporary First Nation, Métis, or Inuit writer reinforce connections between the past and present; humour can be used to make a serious point in an essay)

Metacognition: (a) explain which strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan detailed steps they can take to improve their reading skills (e.g., discuss with peers reading strategies that can be used with multiple types of texts and those that work best with specific kinds of text; use graphic and semantic organizers to help monitor their comprehension and identify where they have difficulty)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., after investigating the issue online, explain in their own words an environmental issue in a French-speaking African or Asian country, such as poaching and loss of lowland gorilla habitat in Democratic Republic of the Congo; compare and contrast texts on the same topic from Franco-African and Franco-Asian communities; identify issues to be considered when planning a year of study in a French-speaking African or Asian community)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., interpret idiomatic expressions and puns in headlines from international French-language newspapers; compare academic or educational terminology in two different French-speaking communities; comment on persuasive language used in advertising in different French-speaking countries)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to explore ways in which form can affect meaning by analysing, in an academic essay, how a literary story and a fable, poem, and/or song treat the same theme or issue; to express an opinion about respecting the religious beliefs of others, especially when they are different from one’s own; to highlight local attractions in an informative letter to a potential exchange student; to report for the school’s online newsletter on community fundraising for a good cause; to survey and report on community attitudes towards reducing waste and conserving natural resources; to blog persuasively on a controversial issue)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and familiar topics, including literary topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a supported opinion essay using a variety of literary devices such as metaphors, rhetorical questions, and contrast; a critical analysis of news reports on uranium mining in Canada, paying particular attention to word choice and sentence variety; a short story from the point of view of a young person growing up in Canada, with an emphasis on use of imagery; a vivid description of a natural disaster in a form that will raise awareness of the tragedy; a report on how effectively the Canadian Charter of Rights and Freedoms supports French-language rights; a journal entry on how ideas and images in various media affect their attitudes towards social and cultural norms, lifestyle, and gender roles)

Creating Media Texts: create media texts in French on academic and familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a web page presenting a personal anthology of poetry and write introductory text for each poem; create a poster highlighting their reading recommendations for display in the school library; write a script for a commercial celebrating cultural diversity in Canada; write a news article examining how media coverage of major crises can influence the response of the international community; in a group, plan and write a brochure highlighting the responsibilities of a global citizen; write and record mock radio interviews about job programs for youth; write a television script about a celebrity or superhero)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use punctuation correctly; use verb tenses appropriate to the context; choose appropriate sensory adjectives and adverbs to modify nouns and verbs; use possessive and demonstrative pronouns to avoid repeating nouns)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., explore ideas on the Internet before beginning a first draft; activate background knowledge through conferences with peers; organize ideas using idea webs or logs and/ or other graphic organizers; identify the appropriate text form for the purpose and audience; engage in free writing to generate ideas; create a glossary reflecting previous knowledge of terminology related to a topic; summarize and paraphrase information and ideas in point-form notes)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., determine and sequence the steps necessary to create a first draft; create an outline for a multiparagraph text; refer to a teacher-prepared editing checklist when revising their draft; participate in a peer-editing conference; reread early drafts to ensure logical organization with adequate development of information and ideas; assess their choice of vocabulary)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use some elements of effective presentation to produce a polished product for publication (e.g., refer to guiding questions provided by the teacher when proofreading their writing; use elements of effective presentation in the finished product, such as graphics, different fonts, headings, and captions; reread the final draft to ensure appropriate use of form, style, and conventions)

Metacognition: (a) explain which strategies they found helpful before, during, and after writing to communicate effectively; (b) identify their areas of greater and lesser strength as writers, and plan detailed steps they can take to improve their writing skills (e.g., describe the benefits of planning carefully for each part of the writing process; use a checklist to help them assess their strengths with respect to the writing process and reflect on areas for improvement; explain how a checklist developed with peers helps focus efforts; identify alternative writing strategies they might find useful in the future; record common errors and self-correction techniques in a personal reflection log)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities in Africa and Asia, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., create an advertising campaign promoting a cultural celebration in Morocco or French Polynesia; analyse, on the basis of research, the historical reasons why many African and Asian countries use French; create a brochure on sports played in various French-speaking African countries and the ways in which they are connected to national identity)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in their written work (e.g., use the Internet to research conventions of different forms of business writing, record the sources, and compare the expressions in a summary chart; use conventional expressions of politeness in letters)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., before listening, identify the purpose of and set personal goals with respect to a listening task; anticipate what might be heard based on clues such as the title of a presentation or accompanying images; use graphic organizers to help them identify relationships between concepts in the information they have heard; note key ideas during and after listening to a text; use context and background knowledge to make inferences; practise active listening by paraphrasing, clarifying, asking questions, responding, and commenting after peer presentations)

Demonstrating Understanding: demonstrate an understanding of oral French texts about everyday matters and familiar topics, with contextual and visual support (e.g., listen to recorded job interviews and determine the most suitable candidate; match audio clips from films with their respective titles; extract detailed information from a radio or television advertisement; listen to a partial conversation and predict what will come next; dramatize the emotions of a character as a peer reads a scene from a play; follow oral directions to complete a technical procedure; use a graphic organizer to help them summarize the contents of a podcast; provide constructive feedback after peer presentations)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts in French about everyday matters and familiar topics (e.g., analyse the implicit messages in a song in relation to the explicit ones; identify the elements of a media text that indicate its intended audience; determine whose voice is represented and whose voice is absent in a public service announcement; analyse the persuasive techniques, music, and sound effects in a television advertisement; compare the techniques used to entertain the audience in various online audio clips; view a documentary clip about the impact of climate change in a region outside Canada and compare it with the impact of climate change on a local ecosystem)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in social interactions and interactions about everyday matters (e.g., listen attentively to the ideas and opinions in a smallgroup discussion and make relevant contributions when it is their turn to speak; use culturally appropriate body language and eye contact when participating in a discussion; show interest in what is being said by commenting and asking questions)

Interacting: respond with understanding to what others say while participating in interactions about familiar and new topics and everyday matters, in formal and informal situations (e.g., agree or disagree with peers when discussing an issue; role-play a job interview taking place on the telephone; acknowledge other points of view when participating in a debate; respond to others’ ideas when collaborating on a group project; share ideas to contribute to conversations)

Metacognition: (a) describe strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., assess their ability to read cues about when to enter a conversation; explain how paraphrasing what they have heard improves their understanding and helps them consolidate information; review the strategies that help them to understand oral presentations, and identify which strategy works best)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to various media clips describing family customs or teenagers’ hopes and concerns in a French-speaking region of Africa or Asia, and make comparisons with their own lives; extract cultural information from various French African or Asian songs, such as customs and traditions; watch a report on cultural events in a French-speaking community in Africa or Asia and compare these with events in their own culture)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., recognize and understand politeness conventions and forms of impoliteness; identify expressions related to folk wisdom heard in a read-aloud; identify the language register used by the participants in a conversation; identify the relationship between the speakers in a series of short dialogues or podcasts)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., repeat or paraphrase ideas to assist peers’ understanding; use voice and facial expressions to emphasize meaning; vary their choice of words; use images, illustrations, or other visual aids to support a presentation or description)

Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about everyday matters and familiar topics, with contextual and visual support (e.g., present a personal point of view on an environmental topic; make a morning announcement to promote a special event; deliver a persuasive presentation on an equity issue; deliver a speech with a message about the benefits of healthy living; present a comparison of the information or ideas in an oral text with those in another text on the same topic; present a character sketch based on a media text studied in class; create a presentation for peers on developing awareness of the advantages and disadvantages of shopping online)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about everyday matters and familiar topics (e.g., speak in appropriate phrases when using familiar vocabulary and expressions; role-play a telephone conversation to demonstrate clear speaking when face-to-face communication is not possible; recite short pieces using pauses for dramatic emphasis)

Creating Media Texts: create a variety of oral media texts in French about familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create videos with narration and interviews that inform peers about potential educational and career paths; develop a multimedia campaign to promote learning a second language; produce a trailer for a documentary about the history and culture of First Nations, Métis, or Inuit peoples; in a small group, produce a song and a music video to raise money for an environmental cause; adapt and re-record a popular song to advertise video games or toys to children)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., distinguish between the futur simple and the conditionnel présent when describing future career plans and goals or aspirations; use appropriate verb tenses when recounting events from everyday life in a conversation; speak about their interests and activities in school and outside of school using a variety of pronouns)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of structured, formal, and informal situations (e.g., remain focused on the topic during a discussion; interact respectfully with peers when engaged in group work; in a group, take turns guiding the conversation; use tone of voice to help persuade their audience)

Interacting: engage in spoken interactions in French (prepared and spontaneous), in a variety of contexts, about everyday matters and familiar topics (e.g., in a round-table discussion, share perspectives on a current issue; compare hopes for future career paths with peers; improvise dialogues about travel-related situations such as encountering different customs, going to the airport, or being sick abroad; engage in a class discussion on First Nations, Métis, or Inuit identity, culture, or language; with a group, identify a solution to a problem in the community such as the disposal of electronic items; in a small group, discuss how volunteering, part-time employment, and participation in school activities can develop job skills, and make a presentation to the class; discuss, in small groups, the benefits of learning French and other languages that are used internationally)

Metacognition: (a) describe strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., discuss strengths with peers and prioritize areas for improvement; identify the types of communication situations that allow them to interact more freely; determine how the mood of the person with whom they are speaking affects the way they respond; join a French conversation club to practise their spoken language)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities in Africa and Asia, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., research and speak about French cuisine in Africa, such as couscous in Morocco or kedjenou in Côte d’Ivoire; discuss fashion and/or art from French-speaking African or Asian countries and make comparisons to their own community; present research about a French-speaking African musical artist, such as Youssou N’Dour of Senegal; deliver a presentation on some key factors that affect a French-speaking country such as Laos, Lebanon, Burkina Faso, or Mali, including climate, geography, and some significant historical events; compare and contrast their own everyday life with that of individuals or groups from various French-speaking cultures; provide information on local customs and culture that would be needed for planning a camping trip to Laos or an Asian safari)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in spoken interactions (e.g., use appropriate vocabulary and register to introduce a speaker at parents’ night; use interjections such as “euh”, “ah”, “ben” to show hesitation; use regional expressions or colloquialisms while role-playing different members of the community; research customer service etiquette in French restaurants or stores and demonstrate it in a skit)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;

Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including short, challenging texts (e.g., determine the purpose for reading before beginning; use a graphic organizer such as a timeline, story map, or thought web to help them identify and make connections between main ideas and important details; clarify confusing instructions by using a flow chart to outline the steps; read beyond an unfamiliar word or phrase to infer meaning from the overall sense of the passage; identify words, phrases, sentences, and visuals that connect to their existing knowledge of oral and written language; create a concept map of the text using stick-on notes for the main ideas, ensuring that all the notes relate clearly to the topic and that they cover all the key ideas; use a graphic organizer to link prior knowledge with new concepts in order to consolidate their understanding of the concepts)

Reading for Meaning: demonstrate an understanding of a variety of fictional, informational, and graphic French texts, including short, challenging texts and texts used in real-life situations (e.g., discuss what the actions of a character in a story reveal about his or her attitude; describe how to maintain a bicycle after reading an instruction manual, or how to wash clothes after reading the care labels; explain, on the basis of research, the features that distinguish counterfeit and real banknotes; scan the headlines in an online newspaper to learn about First Nations, Métis, and Inuit events in their community; create a dinner menu with prices based on items in a supermarket or restaurant flyer; interpret survey results from several sources to draw conclusions about the impact of food scrap recycling programs)

Reading with Fluency: read a variety of French texts with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., when reading aloud, convey the relationship between words, phrases, and sentences indicated by the punctuation; take turns reading excerpts from a play, varying rate, tone, and expression to suit the characters; read aloud with suitable emphasis and phrasing to dramatize a text for an audience)

Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., use words from their list of new vocabulary in a different context by integrating them into a rap song; use contextual clues to figure out the meaning of new words; create a word bank related to areas of interest; use knowledge of another language to infer the meaning of a new word

Responding to and Evaluating Media Texts: explain ideas and information in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., explain why the images, colours, and information on a magazine cover might appeal to a specific demographic; analyse video game reviews and determine their underlying intent; assess the credibility of different sources of information on the Internet; analyse a page on an environmental website about recycling cellphones; compare how print and online newspaper formats help readers find the stories they are interested in; explain how different virtual worlds can promote the teaching and learning of languages)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms in French, including fictional, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., television listings and public transportation schedules are laid out to communicate information succinctly and efficiently; the “Frequently Asked Questions” [FAQ] section on a website highlights the information of greatest practical use to readers; an encyclopedia entry or magazine article answers the questions “Qui?”, “Quand?”, “Quoi?”, “Comment?”, “Où?”, and “Pourquoi?” about its subject; a key or legend explains the meaning of the symbols used on a map; withholding information adds suspense to a mystery or crime story)

Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., logo size, illustrations, font sizes, and colour attract attention to an advertisement and highlight its key message; maps supplement information in news reports about events in other parts of the world; the use of bold face or italics indicates emphasis; rhymes in a song or poem add interest and draw attention to particular words; hyperlinks and information buttons enable the user of a website to find further details)

Metacognition: (a) describe strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., identify their reading challenges and determine the best strategies to apply to address each challenge; identify a reading situation in which a seldom-used strategy might be helpful; discuss reading strategies that can be used with multiple types of texts and those that work best with specific kinds of text)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., research the colours and symbols associated with a Frenchspeaking community in Africa or Asia, such as the green in the flag of the Republic of Senegal or the letter Y in the flag of Republic of Vanuatu, and explain their significance; identify the African members of the Organisation internationale de la Francophonie [OIF] and describe some key aspects of their cultures; read job postings to identify other languages used in French-speaking communities in Africa and Asia; study two websites to compare the reviews of a specific vacation destination in French-speaking Africa or Asia; use a Venn diagram to help them compare and contrast traffic signs and symbols in two different French-speaking countries)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguisticconventions used in a variety of situations in diverse French-speaking communities* (e.g., read online reviews to identify variations and nuances in expression of preferences; investigate proverbs from various regions and determine why they are often useful devices in a text; compare the level of formality in different thank-you notes)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to protest the treatment of animals by a particular group or company; to write a script for a fashion show that promotes environmental awareness; to respond in an advice column to a question about a body image issue; to compose a thematic menu for a restaurant; to respond to a specific job advertisement with a bilingual résumé; to explain how to give constructive feedback to peers; to adapt a recipe or another set of instructions for a different audience; to welcome a new Canadian in a letter describing daily life in the community)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about everyday matters and familiar topics, applying their knowledge of some of the structural and stylistic elements of each form (e.g., a photo journal illustrating their life, with detailed captions describing each photograph; a creative slogan to encourage healthy eating; a newspaper editorial using vivid language to emphasize the negative effect of poor environmental habits, such as the failure to recycle; a comic strip about a personal interest, with varied word choice; a word collage conveying their emerging understanding of issues facing First Nations, Métis, or Inuit people; blog entries describing highlights of a cooperative education or summer job experience; a letter to the editor comparing and contrasting the concepts of a cultural mosaic and a cultural melting pot; a humorous dialogue between a francophone and an anglophone who are trying to communicate despite a limited knowledge of each other’s language)

Creating Media Texts: create media texts in French on everyday matters and familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., write a script for a public service announcement about an issue related to health, poverty, diversity, bullying, or climate change; write a news report on a current issue relevant to students; write copy for a sports or fashion magazine cover to attract a teenage audience; write a marketing flyer for students looking for volunteer opportunities, co-op placements, or part-time work; write a newspaper column on the use of celebrities in advertising; produce a pamphlet on an innovative technology)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use a variety of punctuation appropriately; describe places, objects, people, and feelings using correct forms of sensory adjectives and adverbs; use a variety of pronouns; construct positive and negative questions)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., generate ideas for an opinion piece and discuss them with peers; engage in free writing to generate ideas; sort ideas into categories for an informational paragraph; use a graphic organizer such as a plus-minus-interesting organizer or a T-chart to help them assess the relevance of ideas to the chosen topic; identify the appropriate text form for the purpose and audience; visualize the setting for a story they are writing and develop a list of words and phrases that will help the reader “see” it clearly; create a glossary of essential vocabulary for their chosen topic)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., refer to a teacher-prepared editing checklist when revising their drafts; consider feedback from peer and/or teacher conferences to help them improve precision when revising their draft; reread early drafts to ensure logical organization with adequate development of information and ideas; assess their choice of vocabulary)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use some elements of effective presentation to produce a polished product for publication (e.g., refer to a classgenerated checklist to ensure that their work meets the established criteria; reread the final draft to ensure appropriate use of form, style, and conventions; tailor the presentation, such as font, layout, graphics, to suit the intended audience; use a word-processing program to produce their finished work)

Metacognition: (a) describe strategies they found helpful before, during, and after writing to communicate effectively; (b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., note in a writing log when they experienced writer’s block, what they did to overcome it, and which strategies or methods were effective; review their past work for commonly used expressions and plan to vary their word choice; create and regularly update a personal lexicon)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities in Africa and Asia, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., write a journal entry on the differences a Frenchspeaking adolescent from Côte d’Ivoire might encounter when immigrating to Canada; create a brochure on sports practised in various Frenchspeaking African countries and ways in which they are connected to national identity; describe the origins of a tradition or pastime from Madagascar or New Caledonia; write a double-entry journal from the points of view of people from two Frenchspeaking communities in Africa or Asia affected by the same social issue)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in their written work (e.g., adapttheir language to a different audience or situation; write a formal email requesting an interview, using the appropriate conventions; write two dialogues on the same subject, one an informal conversation between friends and the other a formal conversation between a client and a customer service representative; write about professionals, using appropriate French abbreviations such as “Dr”)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies, and use them before, during, and after listening to understand explicit and implicit messages in oral French texts (e.g., identify familiar language structures and expressions; use a summary chart to record key ideas during a discussion; use teacher- and student-generated headings to organize note taking; make associations with prior knowledge while listening; use a graphic organizer to indicate their level of interest while listening)

Demonstrating Understanding: demonstrate an understanding of explicit and implicit messages about a variety of topics in oral French texts, with contextual and visual support (e.g., identify key ideas in an announcement at a community event; watch a video or listen to a recorded dialogue set in a medical clinic and identify essential vocabulary and expressions; after listening to a weather forecast for the weekend, describe the expected weather; extract the main message from a short podcast about a financial issue; predict the reaction of an environmentalist to an excerpt from a news report they have heard; listen to a presentation on co-op programs and articulate an opinion on the benefits of participating)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participatingin social and academic interactions and interactions about everyday matters (e.g., ask questions to expand on the content of a presentation; reword a peer’s point of view during a group discussion to demonstrate and clarify understanding; interpret facial expressions, gestures, and body language; affirm and build on the ideas of others in a discussion)

Interacting: respond with understanding to what others say while participating in interactions about a variety of topics, in formal and informal situations (e.g., improvise an interview between a co-op placement officer and an applicant; discuss leadership opportunities in the community and the importance of being involved; listen to a report on the impact of social networking and identify concerns and solutions with a peer; discuss in groups the importance of learning another language)

Metacognition: (a) describe strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., reflect on goals for listening to determine best strategies; identify frequently used listening strategies and describe their effectiveness; describe the effectiveness of previewing required vocabulary; set short-term improvement goals and track progress towards them in a personal journal)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to a dialogue for information about adventure travel in different French-speaking communities; compare the text of a French-language song with the text of a song from their own community; listen to a song that combines French and another language, and describe how this combination contributes to its message)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., listen to French rap music and determine which elements are the same as those in rap music in English; describe uses of intonation and nonverbal gestures in different French-speaking communities; identify and explain the difference between formal and informal speech in a dialogue)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a range of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., paraphrase to describe an object or idea when searching for the appropriate word; use gestures, familiar words, and memorized expressions to present and refine a message; use dramatic pauses in a role play to create suspense; rehearse a speech in front of a group of peers before presenting it to the class; use various audio-visual media to enhance a presentation)

Producing Oral Communications: produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about a variety of topics, with support as appropriate (e.g., describe key traits of characters in a book; summarize and comment on an environmental issue; deliver a multimedia presentation to the class about a cultural event; share information of personal interest in the form of a public service announcement; debate the benefits of teenagers’ having part-time jobs)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared and spontaneous communications about a range of topics (e.g., recite a familiar poem, varying tone of voice; self-correct by restating a message differently while discussing current events with peers; role-play with expression a scene in a book the class is reading; deliver a speech without hesitation)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., use a variety of transitional words and pronouns to link sentences while speaking; use prepositions and conjunctions appropriately; use verb tenses correctly in their conversation)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., convey understanding and sympathy; ask for clarification; agree and disagree politely using appropriate expressions; make respectful suggestions for next steps in group work)

Interacting: exchange information, ideas, and opinions with others in guided and spontaneous spoken interactions about a variety of topics, with teacher modelling as appropriate (e.g., share ideas and respond to others’ opinions in a round-table discussion about hobbies, current events, or potential career paths, hopes, goals, and ambitions; improvise a situation involving characters who hold opposing views on a topic; express and defend an opinion about a social or environmental issue with a partner; contribute ideas in a brainstorming activity)

Metacognition: (a) describe strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., make revisions to the form and content of their speech using feedback from peers and the teacher; identify the most effective elements in their oral presentation and describe what they would do differently next time; identify sounds and vocabulary that have proven to be difficult and practise pronouncing them in useful expressions)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., discuss the cultural significance of a personal book, object, or photograph, and make connections with a similar French artifact discovered through research; relate the key message in a French song to their own community)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in spoken interactions (e.g., use interjections to show hesitation, such as “euh”, “ah”, “ben”; answer a variety of questions using regional expressions or colloquialisms while role-playing different members of the community; research customer service etiquette in French restaurants or stores and demonstrate it in a skit)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;

Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in various reading contexts (e.g., use a graphic organizer to illustrate the structure of a text; develop mind maps to activate prior knowledge and consolidate new learning; create sketches to help them visualize characters, events, or settings; ask questions to determine the author’s intent or a character’s motivations; make personal connections to dig deeper into a book’s relevance)

Reading for Meaning: demonstrate an understanding of explicit and implicit messages in a variety of student- and teacher-selected French texts about everyday matters and personally relevant topics (e.g., retell a story from an alternative perspective; create a commercial based on information in travel brochures; compare personality traits of characters in a text with those of real people or fictional characters in another text; with a partner, role-play an interview asking an author to justify his or her perspective; create a timeline showing key events in a text; distinguish between fact and opinion in advertisements)

Reading with Fluency: read a variety of French texts containing familiar vocabulary and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., respond to feedback from a partner while reading aloud in order to improve pacing and intonation; participate in shared reading with the whole class to build fluency and confidence; read poetry to develop expression)

Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., consolidate learning of new words through memory aids, visualization techniques, or thematic lists of key concepts; use new words appropriately in different contexts; find a familiar root or word within an unfamiliar compound word; maintain a personal lexicon of words that relate to personal interests, are used regularly in discussions, or are posted on anchor charts, and use them frequently)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., articles, graphics, and advertisements in magazines appeal to a certain demographic; the continuing use of familiar characters in a fiction series allows the reader to make predictions; blogs have concise entries that include anecdotes, personal opinions, and images related to relevant issues to attract readers and generate discussion)

Text Features and Elements of Style: identify some features and stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey explicit and implicit messages (e.g., abbreviations and legends on maps help a reader to plan a trip; photos, statistics, and standings on a sports team’s website engage fans; headlines, descriptive language, and photographs in newspapers inform readers of important events)

Metacognition: (a) describe strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., plan to read different types of fiction to expand vocabulary and fluency; identify and seek opportunities to read French outside of class; build fluency by gradually increasing the time spent reading French texts; reflect on the reading strategies suited to different purposes; vary text choices during independent reading)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., analyse the actions and choices of fictional characters in terms of the social and cultural norms of their communities; research a French-speaking country and report on an interesting aspect of its culture; conduct research for an article outlining the impact of the natural environment on the culture of a French-speaking country; decipher clues prepared by classmates in a cultural scavenger hunt to learn more about various European cultures; read a tourism brochure about Senegal to plan an imaginary trip)

Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities (e.g., identify puns in headlines from international French-language newspapers; compare the language used in formal and informal letters written by correspondents from two different age groups; use a Venn diagram to compare and contrast traffic signs and symbols in France and Canada; comment on persuasive language used in advertising in different Frenchspeaking countries)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for the French texts they plan to create (e.g., to describe themselves and their families; to speak out against discriminatory language and blog about its effects on school culture; to survey their peers’ attitudes towards diversity and equity, and report on them to younger students; to promote active living on behalf of a local hospital; to request fashion advice; to describe the value of using French in their personal lives; to reflect on an ethical dilemma in their community; to express an opinion about the effects of inappropriate or biased language on the Internet; to inform other students how to prepare for life after secondary school)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about everyday matters and personally relevant topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a recounting of an article or short story from an alternative point of view; a graphic organizer comparing aspects of two products in preparation for writing a report recommending one of the products instead of the other; a blog or zine about personal preferences; a critique of a movie, television show, or book)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., summarize the essential elements of a presentation using indirect discourse; highlight an industrial practice that has harmful consequences for the environment using hypothetical sentences; express nuances and degrees of appreciation or criticism in a letter to a community newspaper; describe their day in a blog or journal entry using the passé composé and imparfait)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., develop a checklist of elements needed for a movie or video game review; consider what to include in a letter to an author describing their reaction to a text read in class; use a “quick write” strategy to generate ideas and record thoughts and words; use a “sketch to stretch” strategy, drawing images that reflect their understanding of concepts or their reaction/ response to ideas)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., use online and print resources to assist with revising and editing; use note cards to organize the main ideas and supporting details for a report; ask a peer to edit their work, and use the feedback to improve the coherence and clarity of the text’s message; check written text for accuracy, consistency, and clarity; identify wording that conveys gender bias, and substitute gender-neutral language by using the pronoun “on”)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., add organizational and design elements, such as text boxes, sidebars, and effective spacing to highlight key information; include quotations to support ideas presented, and reference their sources appropriately to avoid plagiarism)

Metacognition: (a) describe strategies they found helpful before, during, and after writing; (b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., reflect on the effectiveness of different aids, such as electronic/print resources and feedback from peers, the teacher, or parents, used when correcting work; explain the benefits of planning carefully for each part of the writing process; select the most useful self-correcting techniques and comment on their use, and their limitations, in a personal reflective journal)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., create a storyboard about Canadian culture from the perspective of a French speaker from outside North America; create a brochure on sports in various Frenchspeaking countries and how they might be connected to national identity; describe the education systems in various French-speaking communities)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., use the Internet to research regional expressions, identify the regions, and compare the expressions in a summary chart; use conventional expressions of politeness; use familiar quotations and adages appropriately)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies, and use them before, during, and after listening to interpret explicit and implicit messages in oral French texts (e.g., use prior knowledge of the type of oral text to make predictions about content before a listening task; ask questions for clarification; generate mental images while listening to clarify their impressions of the setting or characters in a narrative; discuss their interpretation of a speaker’s message with a peer to compare their understanding of the points made)

Demonstrating Understanding: demonstrate an understanding of explicit and implicit messages about a variety of topics in oral French texts, with support as appropriate (e.g., identify the main ideas in public announcements relating to health and healthy choices; identify key phrases in an airport or airplane announcement; listen to a job description, infer the skill set that the employer requires, and prioritize the skills most suitable for the job; extract the key ideas from a traditional oral text from another culture; list the main points in a podcast about an environmental issue; summarize the underlying messages in a television or radio advertising campaign; with a partner, listen to the description of a series of events and deduce possible causes; summarize the main ideas in a news report on climate change; replay a recorded text and prepare specific questions or commentary about it; after listening to a news report, play the role of a reporter and develop questions that could be asked of eyewitnesses to gain additional information)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., ask carefully considered questions to encourage the speaker to continue talking; affirm and build on the ideas of others in a discussion; summarize both sides of an argument when moderating a discussion)

Interacting: respond with understanding to what others say while participating in interactions about a variety of topics, in formal and informal situations (e.g., with a partner, improvise a dialogue between a medical practitioner and a patient; role-play how to respectfully respond to an aggressive speaker; contribute to a panel discussion about consumer awareness and advertising)

Metacognition: (a) explain which strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., reflect on suggestions for improvement during a studentteacher conference; plan to develop a vocabulary list of new words and unfamiliar expressions; describe strategies they use to monitor their understanding when someone is speaking; explain and reflect on how they use body language to communicate interest while listening)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections topersonal experiences and their own and other communities (e.g., listen to a dialogue for information about adventure travel in different French-speaking communities; based on information obtained from oral texts, compare aspects of the history of two or more French colonies, including Canada; describe and compare ways in which national pride is expressed in the French-language songs of artists such as Patrick Bruel, Christophe Maé, or Wyclef Jean and in songs from their own community)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French speaking communities (e.g., analyse how the non-verbal interactions of characters in a French-language film clarify the messages in their speech; when listening to news reports from different French-speaking communities throughout the world, identify expressions or perspectives particular to those communities and explain how they are related to their way of life; listen to a conversation between people to identify their relationship; identify expressions related to folk wisdom in a read-aloud; identify conventional expressions used to enumerate and respond to choices)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a range of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., practise to develop skills related to explaining, rephrasing, and clarifying ideas; prepare guiding questions for discussion; vary the pace of speech to hold the audience’s attention when presenting; use a level of language appropriate to the audience; vary tone when expressing opinions; use appropriate facial expressions to help convey feelings; adjust the pace of their speech to the needs of the audience; vary word choice to clarify a message)

Producing Oral Communications: produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about a variety of topics, with support asappropriate (e.g., prepare and deliver a speech on current environmental issues; explain personal reactions to a news report on a natural disaster; deliver a presentation on issues affecting Aboriginal communities in Canada; dramatize a previously researched and discussed Aboriginal legend; express an opinion on art or music; present an impromptu monologue explaining a picture thematically associated with a personal interest; develop and perform a skit illustrating the pitfalls of generalizations and stereotypes; deliver an oral book or movie review; prepare and rehearse possible responses to job interview questions)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared and spontaneous communications about a range of topics (e.g., use inflection and tone to help convey meaning; vary volume for emphasis in a presentation; use changes of pace and pauses for dramatic effect when reciting or recounting a story or event; adapt their voice to role-play the subject in a mock interview; demonstrate self-confidence during a presentation by using pauses for effect without concern that they might signal a loss for words)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., describe an experience or express an opinion using a variety of pronouns; use conditional sentences when making hypotheses; place the adjective before or after the noun according to the meaning of the sentence)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., negotiate solutions to problems, interpersonal misunderstandings, and disputes; politely change the subject or suggest alternative topics for discussion; recognize and adhere to time limits and other constraints; find polite expressions that can be used to show appreciation for others’ cultures in group discussions; listen actively and respond constructively as an audience member)

Interacting: exchange information, ideas, and opinions with others in prepared and spontaneous spoken interactions about a variety of topics, with support as appropriate (e.g., engage in a round-table discussion exploring topics such as hobbies, current events, potential career paths, hopes, goals, and ambitions; debate the use of technology in the school; express sentiments about the aspirations of a peer; synthesize ideas in a group discussion; identify familiar and unfamiliar expressions in a French movie and use them appropriately in a skit)

Metacognition: (a) explain which strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., make revisions to the form and content of their speech using feedback from peers and the teacher; identify the most effective elements in their oral presentation and explain what they would do differently next time)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., create an advertisement highlighting important aspects of various Frenchspeaking communities; discuss the differences and similarities between a French-speaking community in Canada and one elsewhere in the world; compare wedding traditions from a French-speaking community to their own traditions; make a presentation on choices for healthy living facing the youth in a French-speaking community; compare the attitudes towards learning another language in different French-speaking regions; research the currency used in a French-speaking country and compare the cost of some everyday products to their cost in Ontario)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in spoken interactions (e.g., use idiomatic expressions discovered while watching French commercials or reading on the Internet; use appropriate non-verbal exclamations and gestures to accompany speech when conveying an emotion or evoking a reaction; incorporate expressions from different regions in a dialogue; use the Internet to research non-verbal cues, including facial expressions and gestures, in different French-speaking communities, and present their findings in class)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;

Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in various reading contexts (e.g., develop mind maps in pairs before, during, and after reading to activate prior knowledge on a topic; use visualization and comparisons to clarify their impressions of characters or settings; ask questions to monitor and clarify understanding; use context to help determine the meaning of unfamiliar words in a novel; make personal connections to dig deeper into a book’s meaning; skim the text to identify key words or phrases related to the main idea; skip chunks of text that are not directly related to the purpose of the reading task; to ensure comprehension, read to the end of a sentence or paragraph)

Reading for Meaning: demonstrate an understanding of explicit and implicit messages in a variety of student- and teacher-selected French texts about academic and personally relevant topics (e.g., identify the intent or point of view of the writer of an article in a newspaper or magazine or on a website, and share their reaction to the article with their peers; compare and contrast the points of view presented in different articles or reports on the same issue; create a glossary of key terms used in texts on a specific issue; summarize texts to compare information about mental health and mental illness; develop a list of questions for a mock interview with a character from or the author of a text; analyse texts in terms of information, ideas, or themes relevant to the issue under study)

Reading with Fluency: read a variety of French texts at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., participate in paired reading, monitoring their own reading and that of their partner to improve pronunciation and fluency; distinguish between the silent endings of the present tense of verbs and the pronounced endings of the present participle, such as “finissent” and “finissant”; scan text for key words such as academic and technical terms in textbooks, reports, and essays)

Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., find a synonym for an unfamiliar word; find a familiar element within an unfamiliar compound word; determine the meaning of idiomatic expressions; use contextual clues to help them determine the meaning of new words; create a notebook or word bank of vocabulary related to various areas of interest; read from a variety of sources including the Internet)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., stage directions and scene changes in play or movie scripts situate the action; events recounted in the first person help the reader to understand the motivations of an individual in an autobiography; impersonal style distinguishes the factual, objective orientation of a news report from the personal, persuasive orientation of an opinion piece)

Text Features and Elements of Style: identify some features and stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey explicit and implicit messages (e.g., figurative language and descriptive words in poetry evoke an emotional response; logos, illustrations, font sizes, and colour influence are used in advertisements to try to influence the behaviour of consumers; sidebars, illustrations, and graphics highlight key information in magazine and Internet articles; references to actual people, dates, and events add credibility to historical fiction; metaphors help convey ideas or emotions in a variety of text forms)

Metacognition: (a) explain which strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., keep a reading log and analyse it periodically to ensure that they are reading various types of texts; reflect on how to modify or adapt strategies for different types of text; plan to read a variety of works of fiction to expand vocabulary and fluency; identify and seek opportunities to read French outside of class; build fluency by gradually increasing the time spent reading French texts)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read about common practices relating to diet and physical activity in different French-speaking countries to assess the healthiness of people’s lifestyles; analyse the social and cultural context of a contemporary play set in a Frenchspeaking community; compare online reviews of a specific vacation destination in a French-speaking region; examine similarities and differences in newspapers from different French-speaking countries; decipher clues prepared by classmates in a cultural scavenger hunt to learn more about various European cultures; read tourism literature about Senegal to plan and budget for an imaginary trip; research the major industries in a Frenchspeaking country and prepare a brochure promoting the country because of its industries)

Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities (e.g., identify proverbs, idiomatic expressions, or puns in headlines from international French-language newspapers; compare academic terminology in two French-speaking countries; research a variety of idiomatic expressions associated with money, and explain the contexts in which they are used)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for the French texts they plan to create (e.g., to introduce themselves and the region in which they live to a potential exchange student by letter; to write a multi-paragraph biography about a member of the school community for an online school newsletter; to survey student attitudes towards healthy lifestyles and nutrition; to promote a cause in an advertising campaign; to create an advice column responding to questions from teenagers and young adults about human rights issues; to express an opinion about the effects of inappropriate or biased language on the Internet; to plan a community event and develop a feedback form to evaluate the event’s success; to compare and contrast the arguments in two persuasive essays on the same topic; to inform other students about the advantages of volunteering as a way of preparing for future jobs and careers)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and personally relevant topics, applying their knowledge of the structural and stylistic elements of each form (e.g., an online article on a subject of school-wide interest; a cover letter to accompany a résumé; a retelling of a short story or novel from an alternative point of view; a report explaining the influence of aspects of contemporary culture on the work and perspectives of a particular writer; a photo essay with a series of images and captions promoting diversity and inclusion; a dialogue demonstrating conflict between two characters to be acted out in class)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., summarize the essential elements of a presentation using indirect discourse; highlight an industrial practice that has harmful consequences for the environment using hypothetical sentences; express nuances and degrees of appreciation or criticism in a letter to a community newspaper; develop an opinion piece using the passive voice; describe their day in a blog or journal entry using expressions of emotion, doubt, desire, and permission with the subjonctif)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., brainstorm ideas in small groups; rank ideas in order of importance; use a “plus-minus-interesting” organizer to help them classify ideas; determine the best structure, such as chronological order, order of importance, or cause and effect, for presenting information in a report or essay)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., use online and print resources to assist with revising and editing; use note cards to organize the main idea and supporting details for a report; ask a peer to edit their work, and use the feedback to improve the coherence and clarity of the text’s message; check written text for accuracy, consistency, and clarity; review their writing to ensure that the language and ideas are inclusive and nondiscriminatory; reorganize sentences in the text to improve the flow of ideas)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., choose design features that support the message in the text; improve flow between paragraphs; add precise and appropriate transitional words and phrases to more clearly show the logical relationship between ideas in an opinion paper; quote and acknowledge sources of information to establish authority in an argument or position essay and to avoid plagiarism, and provide a complete bibliography or reference list)

Metacognition: (a) explain which strategies they found helpful before, during, and after writing; (b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., reflect on the helpfulness of different aids, such as electronic and print resources and feedback from peers, the teacher, or parents, used when correcting work; explain the benefits of planning carefully for each part of the writing process; select the most helpful self-correcting techniques and comment on their uses, and their limitations, in a personal reflective journal)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., create a storyboard about Canadian culture from the perspective of a French speaker from outside North America; create an advertising campaign promoting a cultural celebration in a French-speaking community; create a brochure on sports in various French-speaking countries and how they might be connected to national identity; create a guide for tourists that explains the etiquette of tipping in a variety of French-speaking countries)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., adapt language to a different audience or situation; write an email incorporating abbreviations, acronyms, and symbols used in texts and Internet forums; use appropriate greetings in letters or emails to different people; use conventional expressions of politeness; use proverbs from different French-speaking communities)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., before a listening task, set goals and prepare a note-taking template; use knowledge of the structure of oral texts to make predictions about their content; make inferences based on specific information or key words; after listening, compare interpretations with a peer)

Demonstrating Understanding: demonstrate an understanding of oral French texts about a variety of topics, including literary texts and long texts (e.g., articulate personal health goals after hearing an expert speak about physical fitness in a documentary; after listening to a presentation on personal finance, summarize the advantages and disadvantages of using a credit card; articulate an informed opinion on a natural disaster after listening to news reports; following a multimedia presentation on an environmental issue, develop solutions that can be implemented to address the issue in their community; make an electoral decision based on news coverage of a candidates’ debate; describe the use of figurative language in an audiobook excerpt and analyse how it helps to establish tone and mood)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts in French about a variety of topics (e.g., analyse the biases of panelists on a public affairs program and how they affect their credibility; describe multiple perspectives heard in a podcast about diversity and explain whether hearing multiple opinions enhances their understanding of the issue; analyse how a television show popular among teenagers promotes a particular lifestyle; in pairs, analyse how the language in a radio advertisement is intended to influence the audience; identify and assess potentially controversial language in a song; assess the persuasiveness of a speech about the importance of making life plans)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in academic and social interactions (e.g., use diverse questioning techniques to deepen a discussion about an issue of concern; build on the ideas of others in conversation; summarize a peer’s point of view during a group discussion to demonstrate and clarify understanding; respond to a speaker’s opinion while showing respect for the diversity of ideas and cultures represented in a discussion)

Interacting: respond with understanding to what others say while participating in sustained interactions about a variety of topics, including literary topics, in formal and informal situations (e.g., acknowledge other points of view during a sharing session at the end of a lesson; improvise a dialogue between a consumer and a customer service representative dealing with a challenging situation; respond to the opinions of others by supporting and defending their own opinions in a class debate about the themes of literary works under study; discuss with peers the skills that are required for various types of summer employment; ask questions about a presentation on a new environmental technology)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after listening; (b) evaluate their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., explain what type of listener they are; evaluate the strategies they have used to help them understand a speaker’s message; identify new strategies to improve their listening comprehension; assess and describe the effectiveness of strategies they have used to determine what is relevant in an audio resource; discuss the extent to which summarizing the main points of a lecture helps them remember key ideas)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., using various oral texts as sources, compare aspects of the colonial history of overseas collectivities of France, such as Saint Pierre and Miquelon, French Polynesia, or St. Martin, with that of New France, with a particular focus on the relationship between indigenous peoples and the imperial power; listen to a story or legend from a French-speaking culture and compare it to a story or legend from their own community illustrating the same moral; compare emotions, expressions, and melody in songs from different French-speaking communities; view a variety of French-language films and compare the cultures represented in them to their own culture)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., listen to speakers at a symposium on equity issues to help them determine the appropriate level of formality to use when addressing others in this context; listen to news from various Frenchspeaking regions to compare the language used to report on the same event; identify differences in the language a political leader uses when speaking to the general public and when speaking in the legislature; describe variations in the language used by callers on a radio call-in show)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., review their prior knowledge about the topic before beginning a speaking task; record their oral presentation or speech, listen to it, and make changes to improve their delivery; consider their personal opinions about the topic under discussion and identify creative ways to express them persuasively; choose a structure and style of speaking suitable to the purpose, subject matter, and audience; use vocabulary specific to the topic; use humour to recover from a fumble in a presentation, and then regroup, reformulate, and carry on; adapt their voice to different speaking contexts, such as literature circles, three-way interviews, or book talks)

Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about a variety of topics, including literary topics (e.g., deliver a speech on the impact of technology on ways of learning; dramatize a chapter of a French-language literary novel; present a satirical monologue on a current political issue; analyse and discuss the explicit and implicit messages of an advertisement; discuss the influence of cultural stereotypes and prejudices in society, the media, history, and/or popular culture)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about a variety of topics, including literary topics (e.g., deliver a humorous monologue using tone and inflection to express sarcasm; avoid awkward pauses by using familiar vocabulary to describe an idea or object when the exact term is not known or has been forgotten; narrate a classic fable using pauses for dramatic emphasis; in a small group, reproduce the pronunciation and rhythm heard in a recorded play)

Creating Media Texts: create oral media texts in French on a variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., narrate a video clip promoting inclusiveness and acceptance within the school community; deliver an on-site news or sports report; hold a mock press conference with a general manager of a sports team to discuss leadership and plans for the season; in a small group, produce a television panel discussion presenting differing viewpoints on workplace issues in Canada; narrate a documentary on an economic or environmental topic)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., role-play a scenario in which each participant has a different and potentially conflicting agenda, using the correct sequence of verb tenses; use disjunctive pronouns correctly in both prepared and spontaneous conversations; incorporate relative pronouns such as “lequel” into their speech)

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., consider their choice of words before responding in spontaneous conversations; take turns to express and defend their opinions in a group discussion; in negotiations, demonstrate respect for the feelings and perspectives of others)

Interacting: engage in sustained spoken interactions in French (prepared and spontaneous), in academic and social contexts, about a variety of topics, including literary topics (e.g., survey peers about healthy eating to create recommendations for the school cafeteria; discuss and reach a class consensus on a theme for a semi-formal dance; improvise questions to initiate a discussion with peers on a topic of personal interest; chair a round-table discussion about savings, investment, and financial planning for higher education; lead a panel discussion on a literary theme; formulate questions on a literary topic to initiate or deepen a discussion with peers; share information and opinions in pairs before a class discussion on a human rights issue)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after speaking to communicate effectively; (b) evaluate their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., comment in a journal about the usefulness of various types of speaking practice; consider feedback from the teacher and peers when planning next steps; reflect on their presenting skills and identify strategies that might enhance them; explain during a student-teacher conference the strategies that they use and observe others using for responding spontaneously)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., lead a discussion on the impact on other communities of cultural productions exported from French-speaking regions; deliver a presentation on how their perspective or worldview has changed as a result of travel in a French-speaking region; present an oral report summarizing key social, cultural, and geographic factors that have affected the people of a particular French-speaking region, including the influence of significant individuals, historical events, climate, and location)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use themappropriately in spoken interactions (e.g., roleplay courteous behaviour in various contexts, such as greetings, introductions, or customer service, in different French-speaking regions; use humour appropriately in conversation; use polite language to accept or decline a gift or invitation or to express gratitude, support, or sorrow)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;

Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including challenging texts (e.g., as a class, discuss background information to consolidate their knowledge about the topic before reading; preview the text and make predictions about the content based on headings and illustrations; draw on their prior knowledge to make inferences about an unfamiliar subject within a text; synthesize ideas to confirm their understanding of a literary text; consolidate and extend understanding after reading by paraphrasing the text and then comparing their paraphrase with that of a peer)

Reading for Meaning: demonstrate an understanding of a variety of literary, informational, and graphic French texts, including challenging texts and texts used in real-life situations (e.g., articulate the connection between a political cartoon and an article in the same paper about a current issue in their community; rewrite a classic text to treat its principal themes in a modern setting; extract information from charts about financial support for postsecondary students in Ontario and present it to the class; analyse the information and solutions presented in multiple texts about reducing pollution; draw a conclusion about economic challenges faced by First Nations, Métis, or Inuit communities based on texts by several Aboriginal writers)

Reading with Fluency: read a variety of French texts, including some challenging texts, with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., in a small group, practise reading every day and share feedback with peers to improve their enunciation and speed; read with appropriate tone and expression when participating in reader’s theatre; place stress and use intonation appropriately and observe natural pauses when reading; read with expression and confidence, pausing or varying tone as required by punctuation)

Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., use prior knowledge to help them determine the meaning of new terms in a technical manual, job description, or travel brochure; deduce the meanings of unfamiliar words by using contextual clues; work with peers to develop ways to use new vocabulary learned in a literary text)

Responding to and Evaluating Media Texts: explain explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., mak inferences about a political issue from information presented in an online news article; discuss their reactions to an advice column with peers; read promotional material from a health centre in their community and discuss whether the information is written and presented in a way that addresses the groups who use the services, such as seniors or parents; respond to an editorial in a newspaper; determine underlying messages in the lyrics of a song and relate them to personal experiences; analyse the script of a French-language film produced by an Aboriginal film maker to study how the words reveal the theme)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., setting enhances the theme in a literary story, novel, or play; diagrams and sequential instructions in a manual describe how to operate an appliance; a thesis statement and supporting points present the author’s argument in a persuasive essay; in a play, dialogue in verse or prose develops character and furthers the action)

Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., dramatic irony provides an additional level of meaning in a play and help readers more fully understand the significance of plot developments; symbols in a poem can evoke an idea or theme that is not explicitly stated; flashbacks in a novel can help explain the motivation or actions of characters; graphics support the ideas or information in a report)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after reading to understand texts; (b) evaluate their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., in a small group, discuss effective ways to make inferences during their reading; during a conference with the teacher, explain how reflecting on their previous experiences helped them deepen their understanding of new information; discuss with peers their thought processes when engaging with a literary text so that they can develop awareness of strategies/practices that can be applied when reading other texts)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., discuss with a peer their interpretations of the explicit and implicit cultural elements important to the plot of a French-language novel; on the basis of research, compare the characteristics and role of fashion in a variety of French-speaking regions around the world; research a French-speaking political figure and evaluate how he or she influenced his or her culture or society; research and report on the importance of cultural industries in a French-speaking region; describe the influence of an environmental movement in a French-speaking region after reading books and periodicals, including e-books and e-journals)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., analyse how authors’ use of formal and informal language differs among regions; explain the influence of other languages on the French song lyrics that they read; describe the level of formality/informality of a text, and analyse its effect; explain the use and effect of a regional dialect in a play)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to respond to an argument made in an oral report about a social issue; to heighten awareness of an environmental issue in an editorial; to change the outcome of a literary novel by rewriting the conclusion; to script questions for an interview with a peer about an equity-related concern in their community)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about a variety of topics, including literary topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a persuasive essay on whether researchers should be allowed to test products on animals; a comic book that satirizes a current event or public figure; a detailed description of a celebration that they have attended or read about; a poem in a particular form, such as sonnet or ballad, addressing a controversial issue that is personally relevant; a literary essay using a variety of stylistic devices such as metaphors, rhetorical questions, and contrast; an analysis of the novel under study, supported by quotations; a speech highlighting the contributionsof Aboriginal people to Canadian society; a plan and budget for a school fundraiser)

Creating Media Texts: create media texts in French on a variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., write a script for a video as part of a campaign about a social issue; create a web page presenting an anthology of their poetry; generate an online survey for students about postsecondary options and future goals; write subtitles for a silent film; write a magazine article about whether today’s celebrities are good role models for young people; write a letter to the editor of a periodical stating the pros and cons of using genetically modified organisms in agriculture or in medicine)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use a variety of sentence structures, particularly when writing lengthy texts; transform simple sentences into complex sentences using relative pronouns; express their future plans using the futur simple and the futur antérieur; sequence the plus-que-parfait and conditionnel passé appropriately in sentences with “si”; use the gérondif, such as “en me promenant”, to express an action that is occurring simultaneously with the action of the main verb of a sentence; use a variety of transitional words and phrases to connect sentences within a paragraph)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., compile a list of points that support or refute an argument; use prior knowledge of a topic when planning what to include in their text; consult a variety of sources to expand their knowledge of a topic; use free writing to generate content, writing down ideas without self-editing; with a peer, develop an appropriate graphic organizer and use it to help them organize their main and supporting points before writing)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., review the success criteria for the writing task; when drafting a persuasive text, refer to the graphic organizer they had initially used to organize the points in their argument, and flesh out each point in their draft; when revising their text, ensure that appropriate transitions guide readers from one point to another; refer to guidelines generated in class when revising their writing; use print and electronic spelling tools judiciously, demonstrating awareness of variant spellings and homonyms; consult print and electronic resources to help them assess the accuracy of the peer feedback they receive; quote and properly acknowledge sources to establish authority in a persuasive or position essay)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., before formatting, consider which typographic and other design elements, such as colour, fonts, headings, sidebars, and/or graphics or other illustrations, would best support the message in their text and engage their target audience; review texts with similar purposes or forms to generate ideas for design/presentation; reread their final draft to ensure that all main points are clear and are adequately supported; seek peer or teacher feedback on their formatted text before finalizing it)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after writing to communicate effectively; (b) evaluate their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., explain how using a checklist of success criteria helped them meet the requirements for a writing task; describe the benefits of planning carefully for each part of the writing process; select the writing strategy they have found most useful and comment in a personal reflection journal on their use of it; assess the usefulness of mentor texts or models in the planning stages of a writing task; describe writing skills they have developed this year and how they made this progress, and describe the areas they still want to improve and the next steps to help them to do so)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., write a research report analysing how different French-speaking regions deal with the same social or environmental issue; describe some specific issues that First Nations or Métis communities experience because of their position as either indigenous or indigenous and French speaking; write the foreword for a travel guide to selected French-speaking regions around the world, highlighting reasons why people should visit them; draw up a recruiting plan for a multinational corporation wishing to hire French-speaking candidates; write a descriptive itinerary and budget for a trip to cultural and historical points of interest in a French-speaking country)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., rewrite in a formal style of French an excerpt from a social media website written in an informal style of French; write a letter to a business owner requesting sponsorship for a school event; write a dramatic monologue from the point of view of a character in a novel, using language consistent with the character; use idiomatic expressions in a persuasive essay)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., recall prior knowledge about the different forms, language structures, and vocabulary that are used to distinguish between fact and opinion; select a graphic organizer before a listening task and use it to record and organize their thoughts while listening; research vocabulary or language conventions needed to understand the message of an oral text)

Demonstrating Understanding: demonstrate an understanding of oral French texts about a variety of topics, including long texts, with contextual and visual support (e.g., identify key phrases in a train station, airport, or in-flight announcement; listen to a job description and list the skill set that the employer requires; identify the essential vocabulary, expressions, and non-verbal cues in a music video; listen to the opinions of peers and incorporate them into a persuasive text or a rebuttal; view videos to identify and describe examples of Canadian music, visual art, drama, or dance that reflect the natural or cultural landscape; deduce the subjects being taught after listening to oral excerpts from lessons that include unfamiliar vocabulary; listen to an old interview or news report and explain how information or technology available today dates or contradicts it)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts in French about a variety of topics (e.g., analyse how the qualities of the narrator’s voice in a public service announcement or commercial influence the audience; check the accuracy of statements heard in a political advertisement that are designed to appeal to the audience’s sense of need; identify the social changes advocated in a documentary; evaluate the effectiveness of the presentation of arguments in a documentary about how technology affects the relationship between humans and the environment; analyse conversations during a talk show for possible biases; analyse how the images and spoken message work together in a television advertisement; identify elements, such as types of interactions, interviews, and editing, that distinguish an episode of reality television from a fictional show; analyse the way in which familiar words are used to influence

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in social interactions and interactions about everyday matters (e.g., in group collaboration, listen to others’ ideas before making decisions; affirm and build on the ideas of others in a discussion; practise interactive listening skills when working in pairs, using techniques such as paraphrasing what the other has said, asking for clarification, and clarifying their own ideas when asked)

Interacting: respond with understanding to what others say while participating in sustained interactions about a variety of familiar topics and everyday matters, in formal and informal situations (e.g., in a role play, respond to questions relating to familiar topics; share with a partner feelings evoked by a multimedia text; role-play a college entrance interview that includes the oral presentation of a portfolio; after listening to several travel agency promotions, in small groups, discuss the best way to market a trip)

Metacognition: (a) explain which strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan detailed steps they can take to improve their listening skills (e.g., think aloud with a peer about strategies they use to monitor their understanding while listening, and processes for retaining the information heard; identify new strategies to improve their listening comprehension; describe to peers the strategies that help them to concentrate during oral presentations)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to a legend from a French-speaking community, such as Mali or Guadeloupe, and compose a story for their own community using the same moral; compare expressions, emotional aspects, and musical styles in songs from different French-speaking communities; compare myths and legends of diverse French-speaking cultures presented by peers, such as the Métis story of the “loup garou”, and identify common elements)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., identify and explain differences between familiar, colloquial, and formal language; recognize pronunciations and dialects from diverse French-speaking communities; analyse how the non-verbal interactions of characters in a French-language film help to clarify the messages in their speech)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., review knowledge about the topic before beginning a speaking task; use non-verbal cues to emphasize their emotions during a speech; change the language and pace of their discourse to suit the audience; involve the audience to engage them in a presentation; explain unfamiliar terms; practise to develop the skills of explaining, rephrasing, and clarifying their ideas)

Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about a variety of topics, with contextual and visual support (e.g., present a plan supported by visuals about how to protect groundwater; orally critique a film or video game; deliver a presentation about a site not to be missed on a trip around the world; deliver a speech on the impact of stereotypes and discrimination; take turns retelling a story read or told in class that addresses environmental stewardship; introduce or thank a guest speaker; deliver a presentation to peers about consumerism and addressing the difference between needs and wants)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about a variety of topics (e.g., use specific vocabulary related to their topic to express concepts accurately; use a variety of linking terms to enhance the flow of ideas during a presentation; reproduce with a partner the pronunciation and rhythm of a recorded dialogue)

Creating Media Texts: create oral media texts in French on a variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., present a news report on a social event, natural disaster, crime, or sports event; present their opinion as a panellist for a public affairs show on how images in advertising influence public attitudes and behaviour; develop and record a quiz show on topics being studied, in which contestants are presented with clues in the form of answers and must phrase their responses as questions; in small groups, create a video to promote a designer’s upcoming line of clothing that is made from sustainable fabrics; produce a radio program including interviews with Aboriginal leaders about some issues of concern to First Nations, Métis, or Inuit people in Canada; create an advertising campaign to persuade jobless young people to seek training to develop marketable skills)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., use some reflexive verbs when leading a panel discussion on social media; use indefinite pronouns such as “personne” or “aucun” when responding to a speaker’s opinion; use possessive pronouns when developing questions on a topic of personal interest to initiate a discussion with peers)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., predict what they might hear and what expressions they can use to formulate a response; vary their language to convey emotion in class discussions; rephrase to clarify their message when misunderstanding occurs; use familiar vocabulary to describe an idea, object, or action when the exact term for it is not known or has been forgotten; use conversational and visual cues to indicate comprehension, agreement, and emotional response; identify useful words and expressions for starting, continuing, and concluding a conversation)

Interacting: engage in sustained spoken interactions in French (prepared and spontaneous), in a variety of contexts, about a variety of topics (e.g., create a dialogue using questions and spontaneous answers; express a point of view about the responsibilities of citizenship and defend their perspective in response to questions; with a partner, role-play an interview with a new Canadian or a figure from sports, history, or politics; engage in a round-table discussion exploring a social or environmental issue; interview a participant in a school or community event; in a small group, role-play a press conference with a minister of health in which they discuss health and safety in the lives of children, adolescents, adults, or the elderly)

Metacognition: (a) explain which strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan detailed steps they can take to improve their speaking skills (e.g., assess and monitor their own speaking skills; make revisions to the form and content of their speech using feedback from peers and the teacher; determine which tools, strategies, and/or approaches have been most useful in helping them improve their oral skills)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., share with peers key similarities and differences between their own culture and a French-speaking culture presented in a film or video; present their findings about the influence of a French-speaking fashion designer; present an oral report giving clear and pertinent details about two cultural celebrations in French-speaking communities and highlighting the most significant aspect of each one)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in spoken interactions (e.g., re-enact comedy sketches from two French-speaking communities to compare the humour in each region; create a monologue utilizing the rhythm and intonations of a specific French-speaking region; use expressions of appreciation appropriate to different contexts; select appropriate language registers and expressions for different audiences, purposes, or situations)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;

Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including challenging texts (e.g., determine the purpose for reading before beginning; before reading, discuss themes or background information to increase knowledge about the topic; form mental pictures based on the words on the page; use a graphic organizer to help them categorize main ideas and important details; consolidate and extend understanding after reading by paraphrasing with partners and noting the similarities and differences in these retelling; anticipate text by constantly keeping the eye moving forward when reading)

Reading for Meaning: demonstrate an understanding of a variety of fictional, informational, and graphic French texts, including challenging texts and texts used in real-life situations (e.g., create an alternative ending for a short story or novel that is consistent with the action/characters in the work; comment on how a conflict was resolved in a story studied in class; discuss, in small groups, the message in an editorial cartoon about the economy; extract information from a data chart about paper waste and its impact on the environment; in pairs, discuss a text about values, principles, and/or beliefs of First Nations, Métis, and/or Inuit peoples; consult a flyer from a local department store or a mail-order catalogue to place an order; after reading a fictional work, list the elements that should be on the cover of the book and justify their choices)

Reading with Fluency: read a variety of French texts with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., during shared reading with the whole class, read with appropriate pauses to convey their understanding of the material; place stress correctly to distinguish between similar words and phrases such as “plutôt/plus tôt”)

Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., discuss unfamiliar vocabulary and concepts in a text read in class; substitute familiar words when new, more difficult words are encountered; devise short and effective games that involve hearing, saying, and taking note of new vocabulary; with peers, plan an imaginary web page on a subject related to recently acquired vocabulary, and decide which words should be used in combination in its URL; work in small groups to develop ways to use new vocabulary; connect new words to prior knowledge and list examples of their use to help them remember their meanings; use context to help them determine meaning)

Responding to and Evaluating Media Texts: explain ideas and information in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., evaluate a poster created by a peer to inform workers about the safe storage, handling and disposal of hazardous materials; discuss the effectiveness of a newspaper or magazine advertisement; read reviews of children’s or young adult books in parenting magazines and explain why a teenager might have a different view of the work; identify various kinds of stereotypes in advertisements; use a graphic organizer to help distinguish between fact and opinion in a news article)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms in French, including fictional, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., images and text are combined to deliver information on a website; the table of contents and headings guide the reader through material in a textbook; didactic folk songs convey a moral lesson; science fiction novels are often set in a future that is based on some current trends in science or technology)

Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., the layout of the front page of a newspaper directs attention to its feature stories; graphics support the ideas or information in a text; the tone and choice of words in a letter to the editor help express the attitude of the author towards a particular issue; similes and metaphors add layers of meaning to descriptions in a short story)

Metacognition: (a) explain which strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan detailed steps they can take to improve their reading skills (e.g., identify strategies used to differentiate fact from opinion; discuss strategies that might be used when reading a campaign brochure; describe the similarities and differences in the reading strategies they would apply to a poem as compared to a print advertisement; identify confusing or challenging parts in a text and determine which strategy or strategies might help them understand it)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., analyse the actions and choices of fictional characters from French-speaking communities in terms of the social and cultural norms of those communities; read fashion blogs from a variety of areas around the world where French is spoken to identify styles worn on different occasions; decipher clues prepared by classmates for a cultural scavenger hunt to learn more about various French-speaking cultures; read tourism brochures and websites to plan and budget for a trip or an eco-tour to a French-speaking region; discuss what the lyrics of songs convey about the culture of a French-speaking community)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., compare the level of language used in formal and informal letters from two different age groups; identify puns in headlines in newspapers from different French-speaking countries; comment on persuasive language used in financial advertisements in different French-speaking countries; compare foods on menus in a variety of French-speaking communities)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to blog about the effect of inappropriate or biased language in social media; to compose a prologue to a favourite story or film; to explain how to obtain a driver’s licence; to describe the career of a little-known Canadian Olympic athlete; to survey peers about the pros and cons of fast-food lunches and graph the results; to advertise an item lost, found, or for sale; to take notes on a well-stuctured presentation; to email a politician about supporting a community initiative)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about a variety of topics, applying their knowledge of the structural and stylistic elements of each form (e.g., dialogue for a role play; a photo essay with a series of powerful images and captions promoting diversity and inclusion; a chart describing postsecondary options; a research paper describing professions in which the ability to speak French would be an asset; an essay detailing their personal development or explaining how some of their activities, hobbies, or pastimes contribute to their family or community; an article for a community newspaper about an initiative to create and sustain conditions that support health and well-being in the community)

Creating Media Texts: create media texts in French on a variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., design and write text for a website that promotes inclusiveness within the school community; create a slogan for T-shirts to support a joint school-community project; write a script for a video for a campaign about a social issue; blog about why colleges promote their “culture” and extracurricular programs alongside their course information; compose a magazine article addressing a teenage audience; write a script for a webinar on working together to build birdhouses or to plant trees in the community)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use a variety of sentence types correctly; select verb tenses appropriate to the context; use punctuation correctly to enhance the clarity and effectiveness of their writing; use relative pronouns to avoid repetition; use a variety of transitional words and phrases to connect sentences within a paragraph)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., organize ideas on an appropriate graphic organizer before writing to help ensure the coherence and flow of an essay; list points that support or refute an argument; develop their argument by anticipating possible questions and concerns of the intended audience; cluster ideas to help them organize content; use keyword searches and other browsing strategies to research topics on the Internet; record all sources used to gather ideas and information for inclusion in a reference list)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., create an outline; ensure that each paragraph has a clear topic sentence and function; use pronouns where appropriate to avoid repetition; use language appropriate to the purpose and form of the text; reread early drafts to ensure logical organization with adequate development of information and ideas)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., consult print and electronic resources to help them with some aspects for specific spelling errors or language conventions; reread the final draft to ensure appropriate use of form, style, and conventions)

Metacognition: (a) explain which strategies they found helpful before, during, and after writing to communicate effectively; (b) identify their areas of greater and lesser strength as writers, and plan detailed steps they can take to improve their writing skills (e.g., reflect on the effectiveness of various strategies they used when revising their work, such as the use of electronic and/or print resources, consultations with the teacher, and discussions with peers or parents; explain how a checklist on the writing process developed with peers helps them plan and focus on the various stages of the process; plan to incorporate newly acquired vocabulary in future writing tasks)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., compose a script with slapstick humour from different French-speaking regions to be presented in class; listen to a legend from a French-speaking culture and compose a legend for their own community using the same moral; write an FAQ [Frequently Asked Questions] section for a website about a particular French-speaking region)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., rewrite a popular song rich in cultural slang into formal French; use colloquialisms, slang, or dialect in dialogue for a story; write a résumé based on an advertisement for a job at a local company; research and use idiomatic expressions involving colours; use slang words, abbreviations, acronyms, and technical terminology commonly found in informal text after consulting a variety of resources to check their meaning)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., before a listening task, prepare a template including headings for the subject, vocabulary, and key points to help them take informed notes; use knowledge of oral text forms to make predictions about the content to be heard; while listening, continually evaluate their understanding of the material and its main ideas; identify any information that is still unclear after listening; make connections to personal knowledge and experiences)

Demonstrating Understanding: demonstrate an understanding of oral French texts about a variety of topics, including literary and other challenging texts (e.g., identify ways in which environmental changes can affect human and/or ecosystem health after viewing a documentary on the subject; dramatize a movie scene viewed in class; identify the evidence in an oral text that supports its central claim; listen to a dramatic scene in a play and choose music to accompany and add atmosphere to it; listen to media texts about different groups, such as special interest groups or ethno-cultural groups, and identify some of their views about citizenship rights and responsibilities; after listening to a chapter from a French novel, discuss its images, stylistic elements, and vocabulary with a partner; evaluate the points heard in a political debate)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts in French about a variety of topics (e.g., comment on the purpose and effectiveness of flashbacks in a film adaptation of a French novel; interpret and explain the perspective expressed in a song; analyse the language in a news broadcast for words or phrases that overgeneralize or contain stereotypes about race, gender, culture, or ability; determine the characteristics of an effective commercial by listening to a variety of commercials; explain how the audio elements enhance the message in a documentary on sustainable development; identify the social changes advocated by a public service announcement and analyse the arguments presented; in pairs, evaluate the appropriateness of content in a non-visual media conversation, such as a web conference or a radio interview; in a small group, compare two television advertisements for similar products, and determine what information is present and what is missing)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in academic and social interactions (e.g., summarize an issue in a news report and ask peers their opinion on the issue; paraphrase ideas expressed by peers; express agreement or disagreement during discussions)

Interacting: respond with understanding to what others say while participating in sustained interactions about a variety of topics, including literary and other challenging topics, in formal and informal situations (e.g., after hearing a news report, role-play in pairs a reporter interviewing a witness for additional details; listen to several travel presentations, network to exchange opinions, and make a reasoned argument to justify their choice of the best place to travel; interview a local politician about his or her environmental platform; improvise a dialogue between a client and a banker about investments; support and defend personal opinions in a class debate about the themes of literary works under study; contribute to a discussion about a poem read in class)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after listening; (b) evaluate their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., assess the strategies they use to monitor their understanding of a speech on a particular topic or an animated discussion between two of their peers; after a listening task, reflect on what they did and did not understand and how they could address areas in need of improvement; assess how well they use various interaction strategies when participating in debates; reflect on their progress in listening and discuss strengths and challenges with peers)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to a biography of a French-speaking playwright and explain how his or her work reflects his or her background and philosophy; using various oral texts as sources, compare various aspects of the colonial history of overseas collectivities of France, such as Saint Pierre and Miquelon, French Polynesia, and Saint Martin, with that of New France; explore cultures represented in different French-language films and compare them to their own culture; listen to a song that combines French and another language, such as songs by Nicolas Ciccone or Samian, and describe how this combination affects its message)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., identify and explain colloquial idioms or expressions from different French-speaking communities; identify ways in which humour is used to convey messages in media texts from different French-speaking regions; compare the formal and informal expressions heard in a conversation)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., make reference to listeners’ prior knowledge and experiences; use a structure and style of presentation suitable to the purpose, the subject matter, and the audience; use vocabulary specific to the topic and appropriate for the audience; use non-verbal cues to support the comprehension of listeners)

Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about a variety of topics, including literary and other challenging topics (e.g., rehearse and present a drama based on a novel read independently; make a clear and detailed presentation about French immersion to a group of students from a feeder school; explain and support their opinion on an issue; deliver a speech that includes metaphors and analogies to reinforce their ideas; present a slideshow to peers on the advantages and disadvantages of different types of credit to finance purchases)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about a variety of topics, including literary topics (e.g., use changes of pace and pauses for dramatic effect when reciting literary texts; vary volume appropriately for emphasis in a speech; use inflection and tone to help convey meaning when debating; adapt their voice to role-play different participants in a talk show; demonstrate self-confidence during an improvised presentation by using pauses for effect without concern that they might signal a loss for words; use a variety of expressions and linking terms to enhance the flow of their speech)

Creating Media Texts: create oral media texts in French on a variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a multimedia presentation analysing violence in sports and including evidence that supports their position on the issue; in a small group, make a video for class viewing that summarizes a chapter of a novel or a scene from a play; create and participate in a public affairs show about socio-economic challenges facing First Nations, Métis, and/or Inuit people; create a video about an environm

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., use the subjonctif or indicatif appropriately after certain expressions when stating opinions or ideas in a debate; use the active voice, passive voice, and pronominal voice as appropriate for the purpose and audience; incorporate the language of literary analysis into a seminar)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., ask and answer questions for clarification, to elicit additional information, or to steer the discussion; adjust their speaking technique and their eye contact with others as appropriate for the conduct of a debate; encourage others in a small group to contribute)

Interacting: engage in sustained spoken interactions in French (prepared and spontaneous), in academic and social contexts, about a variety of topics, including literary and other challenging topics (e.g., lead a classroom debate on a current world issue or trend, such as one related to technology, fashion, or health, using specialized vocabulary; with a partner, role-play making and responding to a complaint at a store, post office, or public transportation office, using respectful and clear language and including spontaneous and appropriate answers to questions; discuss, in small groups, strategies to showcase the skills, knowledge, and abilities they have to offer a potential employer; contribute to a literature circle discussion; respond to questions from the audience after presenting a paper on a literary topic)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after speaking to communicate effectively; (b) evaluate their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., during a student-teacher conference, identify the steps they take to monitor their speaking skills and plan for continued improvement; compare their learning development when presenting a scripted oral report and when engaging in spontaneous discussion; make revisions to the form and content of their speech using feedback from peers and the teacher; identify the most effective elements in a speaking task and explain what they would do differently next time)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., present an oral report giving clear and pertinent details about two cultural celebrations in French-speaking communities and highlighting the most significant aspect of each one; discuss differences and similarities between a French-speaking community in Canada and one elsewhere in the world; compare traditions from a French-speaking community to their own traditions; compare attitudes towards learning another language in different French-speaking regions)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in spoken interactions (e.g., demonstrate respect through appropriate vocabulary and expressions of courtesy; incorporate into a presentation regional words and expressions encountered on the Internet and/or while social networking; adapt their speech as appropriate for different social contexts; research and account for the variable presence or absence of “ne” in verbal negation)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;

Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including long, challenging texts (e.g., skim, scan, and sample to preview a text and make informed predictions before reading; make inferences by reading between the lines and connecting the clues in the text; deepen their understanding of important details in the text by relating them to prior knowledge and experiences; ask questions about a character’s motivation or actions in a literary text; visualize the action in a scene)

Reading for Meaning: demonstrate an understanding of a variety of literary, informational, and graphic French texts, including long, challenging texts and texts used in real-life situations (e.g., analyse the development of the main idea or theme in a literary work, such as a novel, play, or short story; draw parallels between examples of children’s literature from around the world; synthesize information from an article about an environmental issue in a French-speaking community outside of North America; after reading an article about past and present contributions of First Nations, Métis, and Inuit people to Canadian society, role-play an interview with the writer, asking questions about current Aboriginal concerns related to information in the article; list the skills needed for part-time jobs after reading employment advertisements)

Reading with Fluency: read a variety of French texts, including some long, challenging texts, with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., during a reader’s theatre, read with appropriate tone and emphasis; read an excerpt from a text expressively; read a text aloud, using tone to convey a randomly chosen emotion, and ask classmates to identify the emotion; in a small group, practise reading a scene from a play in a particular role, and then present it to the class)

Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., create a television guide in which the title of each show includes a word from their list of new vocabulary and the description of the episode suggests that word’s meaning; discuss a dramatic event using words from their list of new vocabulary; consider how meaning is affected when synonyms are substituted for selected words in a poem or a passage from a novel; refer to a thesaurus and other tools to broaden vocabulary)

Responding to and Evaluating Media Texts: analyse and explain explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., summarize the key ideas and supporting details in a persuasive news article on an equity issue; analyse a variety of print advertisements to identify negative bias and stereotypes; identify what points of view are missing from a newspaper article on a particular event or issue; explain how the perspective and audience of a newspaper or magazine are revealed through the type of advertising it attracts)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., the introduction and conclusion of a persuasive essay reinforce the key ideas presented in the body of the text; illustrations and graphics highlight key information in magazine and Internet articles; descriptions of setting and costume add meaning to the dialogue in a play; a question-and-answer or problem-andsolution format may be used in a brochure to allow readers to quickly find the information they need)

Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., the connotations of words add extra levels of meaning in a poem; alliteration in a slogan helps make it memorable; an extended metaphor in a poem or fiction provides a concrete image that helps clarify an abstract idea or a complex emotion; figurative language and descriptive words evoke an emotional response in literary works)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after reading to understand texts; (b) evaluate their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., determine reading strategies that they might use to help them understand a historical narrative; identify strategies used to differentiate fact from opinion and assess their effectiveness; describe the similarities and differences in the reading strategies they would apply to a poem as compared to a print advertisement)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., read about various Frenchspeaking historical figures and determine their role in the development and spread of the French language and culture worldwide; research the social, economic, and political context in a Frenchspeaking country to gain a better understanding of excerpts of the works of one of its authors; using sources such as the website of the Programme des Nations Unies pour l’environnement, explain the agenda of an environmental project in a French-speaking community; compare the cost of postsecondary studies in a variety of Frenchspeaking countries with the cost in Ontario)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., describe the influence of other languages on the French song lyrics that they read; analyse key elements in the closing paragraph of a formal letter addressed to the prime minister or school principal; identify words and expressions unique to certain regions while reading)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to summarize ideas about a literary work in a critical essay; to express an opinion about the effects of inappropriate or biased language on the Internet; to email a friend, teacher, or peer sharing their point of view on an equity issue; to promote a candidate for student council president through a speech; to express emotion in a letter of appreciation or complaint; to justify a point of view by synthesizing arguments from various sources; to write a persuasive essay with supporting details about environmental threats)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about a variety of topics, including literary and other challenging topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a poem using a variety of literary devices to establish a distinctive tone and style; an analysis of the influence of the culture of a contemporary First Nation, Métis, or Inuit writer on his or her works and perspectives; a plan and budget for school fundraising; an expository essay to compare how beliefs from different cultures are portrayed in the media; a scene from a novel or play they have read, rewritten to set it in a different time period; a critique of a film, book, or play under study; a letter nominating a student leader who made a difference in their community for an award)

Creating Media Texts: create media texts in French on a variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., develop an initial plan and create content for a website about a play read in class; write a script for a documentary about the fast-food industry to inform teenagers about nutrition and the cost of buying healthy foods; script a television news story about whether electronic forms of communication could ever replace print as the main source of information; write a persuasive article for a magazine explaining the overt and implied messages conveyed by a children’s cartoon; design a themed calendar that includes tips for environmentally responsible practices and photographs of local scenes in the natural world; write a script for a video about the role of social networking in a political campaign; develop a web page that illustrates how the perception of beauty changes from culture to culture)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use a variety of sentence structures in their texts; transform simple sentences into complex sentences using appropriate subordinating conjunctions; use indirect discourse correctly and appropriately; select appropriate pronouns; use the past participle as an adjective)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., use graphic organizers to help sequence ideas in a way that suits the structure of the piece of writing; make jot notes about background reading; take notes for later use during classroom presentations on a topic; identify and record potential ideas and sources of information while reading print materials, blogs, e-books and e-journals, online catalogues, and/or CD-ROMs; use word-processing software to organize and sort the data they gather)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., refer to an editing checklist during the peer editing process; identify sentences that are out of place and move them to improve the flow of ideas; reread early drafts, adding and reordering information to improve organization; check for bias and ensure that their language and ideas are inclusive and non-discriminatory; consider whether someone from a different background would be able to understand their descriptions)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., check written text for accuracy, consistency, and clarity; reread the final draft to ensure appropriate use of form, style, and conventions; determine whether their work would benefit from a cover page, headings, labelled diagrams, illustrations, or photographs; publish their work using a word-processing program)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after writing to communicate effectively; (b) evaluate their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., assess the value of whole-group brainstorming in generating ideas for writing; evaluate the usefulness of the resources they used in correcting their work; articulate the benefits of the various processes used to plan writing projects; select the most useful self-correcting techniques and comment on their use in a personal reflection log; reflect on how they used success and/or task criteria to guide their writing, and assess the importance of having clear criteria for a writing task)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., in the role of tourists visiting a French-speaking community outside North America, write observations in a diary; in a small group, research an environmental issue on websites from different French-speaking countries, and write a report analysing how cultural perspectives influence the presentation of the issue; plan and budget for a trip to a French-speaking country, and write an outline highlighting cultural points of interest to persuade friends to accompany them; prepare a report about how digital recording technology affects the distribution of cultural products, such as French movies and television shows, to a global audience)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., create a comic strip incorporating aspects of popular culture and some idiomatic expressions of a French-speaking community; use French slang when writing about violence in the media for a web page; adapt their language register to specific contexts and audiences, such as professionals or students; write a formal letter of application for a job at a local business)

Classical Studies and International Languages

Archaeology: demonstrate knowledge and understanding of archaeological history, practices, and issues, and the physical remains or artefacts related to classical sites;

Classical Culture: make inferences about the social structures, customs, and technological achievements of classical societies based on information derived from their material culture;

Critical Thinking and Literacy Skills

Research: select and organize information about the classical world from a variety of oral, written, and visual primary and secondary sources;

Formulating Questions: formulate different types of questions to guide research and facilitate making predictions and inferences about aspects of classical civilizations (e.g., factual question: “What types of Minoan artefacts have been identified in the grave goods found in Mycenaean tombs, and what might this information indicate about trading and other relationships between Crete and mainland Greece in the Bronze Age?”; comparative question: “What are some key similarities and differences in mood and expression between Catullus’s early and later poems to Lesbia?”; causal questions: “How might the results of the First Punic War have created conditions leading to the Second Punic War?” “How did Roman demand for timber and other resources affect the local environment and create a need to expand territory?”)

Reading Complex Texts: use decoding strategies (e.g., referring to glossaries and specialized dictionaries and encyclopedias) and information technology (e.g., Internet search features) to understand unfamiliar vocabulary, writing and numerical systems, and textual and visual representations in a broad range of classical sources (e.g., historical commentaries, tomb inscriptions, statuary, coins, public notices and advertisements)

Using Primary and Secondary Sources: distinguish between and make appropriate use of different types of primary and secondary sources (e.g., identify similarities and differences in the information acquired from primary and secondary sources; use information in classical literary texts to supplement historical and geographical information; use historical maps and diagrams to clarify and enhance their understanding of historical events; locate ancient sites on modern maps)

Selecting and Organizing Information: select information derived from oral and written forms of ancient Greek and Latin primary sources in translation (e.g., information about rural life in the first century BCE from a translation of Vergil’s Georgics presented orally, information about the life of Agrippina from the Annals of Tacitus), from ancient Greek and Roman visual sources (e.g., statues, pottery, friezes), and from secondary sources about the classical world (e.g., information about the Trojan War from a television documentary), and organize the material using criteria appropriate to the focus of the inquiry

Citing Sources: demonstrate academic integrity by acknowledging all contributions from collaborative inquiry and all extracts and other information from written, graphic, and electronic sources that they have used to support and enhance their oral, written, and multimedia presentations in classical studies, using accepted forms of accreditation and/or documentation (e.g., use quotation marks to identify all material taken word for word from a source and acknowledge the source; produce accurate and comprehensive notes and bibliographies)

Interpretation and Evaluation: interpret and evaluate information to make inferences about the cultural customs and values of the classical world;

Interpreting Information: make inferences about the cultural characteristics, customs, and values of the classical world based on an analysis of information gathered in research (e.g., make inferences about attitudes towards women in classical societies based on research findings about the various roles and depictions of women of those times; make inferences about Plato’s attitude to Athenian democracy based on his prescription for government in The Republic; make inferences about the historian’s purpose based on the presentation of the life of Livia, wife of Augustus, in the Annals of Tacitus; make inferences about the development and socio-cultural impact of slavery in the ancient world and the Roman practice of manumission, using research findings)

Evaluating Evidence: assess the reliability and/or significance of physical, artistic, and literary evidence pertaining to the nature of the classical world based on an analysis of the context, purpose, values or biases, expertise, and reputed authenticity of the available historical and contemporary sources (e.g., the historical significance of Thucydides’ account of the Peloponnesian War; the purpose of Martial’s flattery of the emperor; the reliability of Pliny the Younger’s depictions of the early Christian community in his letters to the Emperor Trajan; the significance of Petronius’s depiction of Trimalchio in the Satyricon; the accuracy of Plato’s characterization of Socrates in The Apology; the socio-political significance of monuments such as the Ara Pacis Augustae and visual artefacts such as frescoes, relief sculptures, and inscriptions)

Communication: communicate knowledge and understanding of the classical world using a variety of media;

Communicating Orally: communicate orally about the classical world for a wide range of purposes and audiences, using a variety of communication strategies and demonstrating effective word choice, clear expression, convincing delivery, and accurate use of Latin and ancient Greek when required (e.g., pronounce Latin and ancient Greek words and phrases correctly; 97Classical Civilization LVV4U respond to questions by using appropriate examples; participate in class discussions and collaborative learning opportunities; initiate conferences with the teacher; differentiate among presentation styles suitable for teachers, peers, and younger students; display cross-cultural and historical sensitivity in presenting potentially uncomfortable material on warfare, indigenous peoples, race, gender roles, slavery, disability, and religion)

Collaborating: demonstrate responsible, constructive behaviour in interactions with others in a collaborative setting (e.g., work cooperatively in teacher-assigned and/or selfselected groups to solve problems and resolve conflicts; apply interpersonal skills to collaborate effectively; show respect for others in open-forum discussions about presentations by class members; give and receive constructive criticism)

Developing and Producing Texts: plan and produce a variety of literary, informational, and graphic texts about the classical world for a wide range of purposes and audiences, using effective words, images, and language structures, correct grammar, and a range of editing and revising strategies (e.g., keep a reading-response journal about Cicero’s Letters; rewrite the myth of the contest for Athens between Athena and Poseidon based on the archaeology of the Athenian Acropolis; write an essay comparing King Cogidubnus and Joseph Brant as indigenous leaders faced with occupation by a dominant power; write a news report of the apotheosis of Julius Caesar and the development of emperor worship; create a T-chart or Venn diagram of Roman deities adopted from other religions to demonstrate syncretism; produce a graphic text, such as a series of labelled diagrams, comparing the waste management systems in Rome and Athens)

Summarizing and Paraphrasing: summarize and paraphrase information in original texts in translation, orally and in writing, to communicate and consolidate their understanding of the classical world (e.g., summarize Pericles’ funeral oration from Thucydides’ History of the Peloponnesian War; paraphrase Antigone’s final speech in Sophocles’ Antigone; summarize the information about the eruption of Mount Vesuvius contained in Pliny the Younger’s Letter 6.16)

Transcribing, Transliterating, and Identifying Derivatives: accurately transcribe words in ancient Greek, transliterate words from ancient Greek into the Latin alphabet and ancient Greek and Roman numerals into Arabic numerals, and identify English words derived from Latin and ancient Greek (e.g., identify an English derivative from ancient Greek or Latin, using an etymological dictionary; create an artefact using the Greek alphabet; accurately transliterate into the Latin alphabet ancient Greek words for which there are no clear English equivalents, and give an approximate English meaning

Selecting Media: select appropriate media and delivery styles to produce, share, and disseminate products related to their learning (e.g., use presentation software to develop a seminar on the significance of the Trojan gold found in the Pushkin State Museum of Fine Arts; dramatize an excerpt from The Verrine Orations of Cicero; create a model of the Temple of Jupiter Capitolinus in Rome; make a three-dimensional topographical map of Greece)

Intercultural and Other Connections: describe how learning about the classical world relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and their own experience.

Investigating Connections: develop and outline learning plans to initiate and guide inquiries into the influence of the classical world on the history and culture of later societies, including contemporary societies (e.g., create a learning plan for a group presentation comparing the rights and responsibilities of Roman citizens to the rights and responsibilities of citizens in a modern Western democracy and describing the criteria for citizenship in both systems; formulate questions to guide a project exploring the legacy of Greek and Roman military strategists in later eras) Teacher prompt: “What questions will you ask and what research materials will you use to show the impact of ancient art on the art of Michelangelo or Rodin?”

Reflecting on Connections: determine whether and how their learning about the classical world enhances their understanding of other academic and non-academic areas of life (e.g., explain in what ways their learning about Roman satire is, or is not, helpful for understanding Jonathan Swift’s approach in A Modest Proposal; give examples of ways in which knowledge of Greek and/or Latin vocabulary is helpful or could be helpful in other areas of study, such as medicine, science, language studies, philosophy, and law)

Mythology and Literature

Mythology: demonstrate knowledge and understanding of different types of myths and their socio-cultural contexts;

Types of Classical Myths: identify and describe different types of classical myths and their characteristics (e.g., types: aetiological [origin] myths; liturgical [religious origin] myths; direct [history-based] legends, as in stories based on the Trojan War and the founding of Rome; indirect [metaphorical] legends, as in stories based on possible historical activities in the remote past such as the Titanomachy]; psyche [psychological] myths, often disclosing the darker side of human nature, as in the story of Daphne and Apollo; characteristics: occurrence in a timeless past, inclusion of the supernatural)

Myths and Their Context: describe the context and meaning of some ancient Greek and Roman myths in classical times (e.g., the [liturgical] myth of Persephone explains the development of the Eleusinian Mysteries; the [aetiological] myth of Narcissus explains the creation of the daffodil; the [direct] legend about the Roman abduction of the Sabine women explains the amalgamation of Roman and Sabine territories)

Literature: demonstrate knowledge of classical literary genres and understanding of the literary aspects of classical texts;

Genres: identify various genres found in classical literature and describe their characteristics (e.g., describe how Homer’s Odyssey exemplifies an epic poem; describe what makes Catullus a lyric poet; explain why Aristophanes’ play Lysistrata is a comedy)

Literary Analysis: identify, in works of classical literature in English translation, some common themes (e.g., rebirth, the hero’s confrontation with mortality on a quest) and stylistic devices (e.g., the chorus in drama), and describe various ways in which they have been used by classical writers

Terminology and Writing Systems: identify terminology in English derived from classical mythology and literature and use it correctly, and demonstrate knowledge of classical writing systems;

Mythological and Literary Terminology: identify mythological and literary words, phrases, and terms in English derived from ancient Greek and Latin and use them correctly (e.g., myth and aetiology from ancient Greek; theatrical terms such as deus ex machina, dramatis personae, exit/exeunt from Latin)

Writing Systems: describe the characteristics of various writing systems used in the classical world, including some key similarities and differences among them (e.g., Linear A; Linear B; ancient Greek, Etruscan, and Latin alphabets; Egyptian hieroglyphics)

Intercultural and Other Connections: describe how their learning about classical mythology and literature relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and their own experience.

Investigating Connections: identify and describe parallels and/or relationships between classical myths or literary works and those of other cultures, including examples of classical influences on the cultural products of later societies (e.g., describe parallels between Enkidu’s journey to the underworld in the Mesopotamian Epic of Gilgamesh and that of Odysseus in Homer’s Odyssey; describe similarities and differences between Hesiod’s cosmogony and the Inuit story of Sedna and the creation of the universe; locate mythological allusions in the paintings, mosaics, sculptures, and pottery of later periods and cultures; describe Shakespeare’s use of classical mythology in A Midsummer Night’s Dream or Racine’s use of classical mythology in Andromache; describe the influence of classical narratives on operatic libretti; describe the use made of classical myths and/or classical literary themes and devices in the theories of later scholars, such as Sigmund Freud’s use of the Oedipus myth in psychology or Northrop Frye’s use of the myth of the dying god in archetypal literary criticism; describe parallels to classical mythology that can be found in other oral traditions, such as First Nation, Métis, and Inuit traditions)

Reflecting on Connections: explain how various themes from classical mythology and literature relate to and/or enhance their understanding of contemporary socio-political issues (e.g., describe similarities between the factors leading to the Trojan War as outlined in The Iliad and the contributing causes of modern conflicts; explain how the theme of the social impact of technology in the myth of Daedalus and Icarus contributes to their understanding of contemporary social and personal issues related to the use of technology; describe the connection between the Greek myth of Gaia and the Gaia hypothesis proposed by James Lovelock and co-developed by Lynn Margulis)

History and Geography

History: demonstrate knowledge and understanding of the political and social history of societies in the classical world;

Chronology: identify key events and periods in classical history and locate them within a chronological framework (e.g., create parallel timelines for the history of Greece and Rome)

Political and Socio-economic Structures: analyse and describe the political and socioeconomic structures associated with different periods and societies in the classical world, including the degree to which they exemplified concepts of social justice, equity, and diversity (e.g., define the concept of the “barbarian” in ancient Greece and Rome; summarize the role, rights, and responsibilities of a citizen of a Greek polis; compare class divisions or gender roles in different periods and societies in the classical world, using a chart)

Geography: demonstrate knowledge and understanding of the geography of the classical world and its influence on the development of classical culture;

Topography and Settlement: identify key topographical features in the ancient Mediterranean world (e.g., accurately trace Odysseus’s route home through the Mediterranean, and describe how his journey was affected by the landscape of the islands and other territories he visited; map the route travelled by Aeneas from Troy to Italy as described in Vergil’s Aeneid, identifying significant topographical features he encountered in such places as Carthage, Sicily, and the Bay of Naples), and explain the relationship of topography to human settlement patterns in the region (e.g., analyse how proximity to the sea affected the development of cities in ancient Greece; explain why the inhabitants of Campania chose to live on the slopes of Vesuvius; explain how the location of Rome was chosen)

Human Responses to Geography: describe ways in which humans interacted with physical geography to shape the environment to their needs and aspirations in classical times (e.g., explain the importance of aqueducts for the development of the city of Rome; analyse and describe the influence of frontier zones such as Hadrian’s Wall on settlement patterns in ancient Britannia; describe the role of Roman roads in the expansion and governance of the Roman Empire; summarize the effect of Roman mining practices on the environment; describe the long-term impact of the canals built by Roman emperors or the creation of a harbour at Ostia Antica)

Terminology: identify historical and geographical terminology in English derived from ancient Greek and Latin, including political and legal terminology, and use it correctly;

Historical and Geographical Terminology: identify historical, political, legal, and geographical words, phrases, and terms in English derived from ancient Greek and Latin and use them correctly (e.g., keep a glossary of terms such as chronology from χρόνος + λόγος, politics from πόλις, legal from lex, history from ἱστορία, and geography from γεωγραφία [γῆ + γραφή])

Intercultural and Other Connections: describe how their learning about the history and geography of the classical world relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and their own experience

Investigating Connections: describe ways in which ancient Greek and Roman actions, events, institutions, and processes influenced other ancient societies and later cultures (e.g., the influence of the Persian Wars on the Athenian Acropolis; the spread of Hellenistic culture after Alexander the Great; the impact of the latifundia on the development of the Gracchan reforms and on the policies of later governments; the influence of the Roman Republic’s system of government on the development of the American system; the influence of the development of trade routes and systems and the imposition of a standard currency on various cultures within the Roman Empire; the ways in which the demands and needs of the city of Rome influenced patterns of agriculture and trade within the empire)

Reflecting on Connections: describe ways in which knowledge of Greek and Roman history and geography relates to and enhances their understanding of political, social, and economic events and issues in other cultures, including in modern times (e.g., explain how an understanding of the economic factors driving the expansion of the Roman Empire provides insight into the history of other empires, including those of Spain, Great Britain, and Austria-Hungary; explain how knowledge about the development and nature of Athenian democracy, Roman republicanism, and the Roman legal system is relevant to the study of political and judicial systems in some contemporary Western democracies)

Philosophy and Religion

Philosophy: demonstrate knowledge and understanding of the schools of classical philosophy and of classical contributions to the development of scientific inquiry;

Philosophical Theories: identify key philosophical figures and theories in the classical world, and describe various ways in which they influenced their societies (e.g., the influence and development of the Socratic method of inquiry as seen in the work of Plato and Aristotle; the influence of Stoicism on the way in which Marcus Aurelius governed as emperor)

Scientific Inquiry: demonstrate an understanding of the nature and importance of scientific inquiry in the classical world (e.g., describe the contributions to scientific inquiry of some or all of the following: Aristotle [the organization of the natural world], Eratosthenes [geography], Pythagoras [geometry], Euclid [mathematics and geometry], Ptolemy of Alexandria [astronomy and geography], Hippocrates [medicine], Archimedes and Democritus [physics]; describe Galen’s theories about human anatomy and the working of the human body, and compare them to the work of Hippocrates and its influence on the development of modern medicine; compare Lucretius’s views about the nature and functioning of the physical world in “De rerum natura”/“On the Nature of Things” with other physical theories of his period)

Religion: demonstrate knowledge and understanding of the diverse religions and religious rituals of the Graeco-Roman world

Characteristics of Classical Religions: identify classical religions, religious practices, and religious institutions, and demonstrate an understanding of their significance for their adherents (e.g., assess the importance of the oracle of Delphi for Pan-Hellenic identity; explain the role of sacrifice at temples and altars in building community ties; explain the influence of Etruscan religious beliefs and practices on formal Roman religious procedures; describe the different types of priesthoods within Roman religion, such as the Virgines Vestales, the Fratres Arvales, the Flamines, and the Salii; trace the expansion of the Roman calendar as new gods and festivals were added to the early calendar based on the agricultural year)

Relationships among Religions of the Ancient World: analyse ways in which classical religions and other religions of the ancient world influenced one another (e.g., compare the Eleusinian Mysteries and the worship of Dionysus, and describe their connection to the Romans’ understanding of Christianity as a mystery religion; trace the historical activities that led the Romans to adopt the Magna Mater as a deity; explain the apotheosis of Julius Caesar in terms of the development of imperial and hero cults in various societies of the ancient world; create a T-chart or Venn diagram of Roman deities adopted from other religions to demonstrate syncretism; design a timeline to illustrate how Christianity emerged in the Roman province of Judaea; describe the socio-political factors in the third and fourth centuries CE that led to the adoption of Christianity as the official religion of the Roman Empire)

Terminology: identify philosophical, scientific, and religious terminology in English derived from ancient Greek and Latin and use it correctly;

Philosophical, Scientific, and Religious Terminology: identify philosophical, scientific, and religious words, phrases, and terms in English derived from ancient Greek and Latin and use them correctly (e.g., keep a glossary of terms such as philosophy from φιλοσοφία [from φίλος + σοφία], metaphysics from μετά + φυσικός, ethics from ἠθικός, science from scientia, medicine from medicina, theology from θεός + λόγος, Pontifex Maximus for the Catholic pope, religion from religio, cult from cultus, superstition from superstitio, pagan from paganus)

Intercultural and Other Connections: describe how their learning about classical philosophy, science, and religion relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and their own experience.

Investigating Connections: identify and describe ways in which classical philosophies and religions influenced other ancient societies and later cultures (e.g., describe the impact of classical philosophies on the work of later thinkers such as Nicholas of Cusa, René Descartes, and David Hume; explain how ancient practices such as the worship of Asklepios and Hygeia at Epidauros relate to the development of modern medicine; describe the impact of Aristotle’s examination of the causes of change on the development of modern scientific inquiry; explain how later leaders such as Charlemagne and Napoleon adopted the Roman concept of the omnipotent ruler to justify their power; describe the use of the religious symbolism of the classical world in later Christian and political iconography; describe ways in which the architecture of classical buildings influenced the design of religious buildings of later cultures; trace the development of the institutions of the modern Roman Catholic Church from the Roman Collegium Pontificum)

Reflecting on Connections: describe ways in which their knowledge of classical philosophy, scientific inquiry, and religion relates to and enhances their understanding of developments in these and other fields, from classical times to the present (e.g., identify aspects of their learning about classical philosophies and religions that contribute to their understanding of social sciences and humanities disciplines such as philosophy, anthropology, and world religions; identify ways in which their knowledge of classical inquiry methods, classification systems, and philosophical and scientific terminology, such as botanical names, supports or contributes to their learning in various areas of science and mathematics)

Material Culture

Archaeological History: describe important discoveries in the history of archaeological investigations of classical sites and their significance for our understanding of classical cultures (e.g., Heinrich Schliemann and the excavations of Troy and Mycenae; Sir Arthur Evans and the excavations at Knossos; Giuseppe Fiorelli and the excavation of Pompeii; Andrea Carandini and the excavation of the Palatine Hill in Rome)

Archaeological Practices: describe past and contemporary practices used in archaeological investigations of classical sites (e.g., surface, geophysical, aerial, and satellite surveying of sites; excavation techniques; techniques used in analysis of finds, including radiocarbon dating and, for biological finds, magnetic resonance imaging, CT scans, DNA testing, and x-rays)

Archaeological Issues: identify and explain practical and ethical issues arising from archaeological investigations of classical sites (e.g., the need for measures to protect exposed sites from acid rain and other erosive forces; the need to prevent or reduce human-caused damage at sites, including the effects of treasure hunting, urbanization [as at Heraklion, Knossos, Herculaneum, and Pompeii], and infrastructure projects [as at Abu Simbel]; questions of archaeological patrimony and ownership, such as the debate over the repatriation of the Elgin Marbles; curatorial concerns and responsibilities regarding forgery and provenance; ethical concerns about excavating burial sites and human remains)

Art and Architecture: demonstrate knowledge and understanding of the periods, styles, and media of classical art and architecture (e.g., Minoan and Mycenaean palaces; archaic and classical statuary and pottery styles; column styles; Roman “copies” of Greek bronzes; wall paintings from Pompeii and Herculaneum; mosaics, jewellery, and other portable art; coins)

Social Organization and Customs: use information about ancient Greek and Roman material culture to make inferences about the social organization and customs of classical cultures (e.g., describe burial customs based on funerary remains; explain how analysis of skeletal remains and grave goods provides information about social class; explain how social organization is reflected in amphitheatre and theatre seating; use evidence from the layout and locations of domestic buildings in ancient Rome, such as the villa, the domus, and the insula, to make inferences about the domestic life of different socio-economic groups of the period)

Technology and Material Culture: use evidence from architectural structures and archaeological finds to make inferences about the technological capabilities of classical societies, including in fields such as engineering, transportation, war, and agriculture (e.g., describe the architectural and engineering advances featured in Mycenaean tholos tombs, the Athenian Acropolis, and monumental architecture such as the Parthenon; describe the development of Roman road construction and the impact of the road system on expansion of the empire and trade; summarize the connection between the construction of the Cloaca Maxima and the development of the Forum Romanum; explain the relevance of inventions such as the groma, the crane, and waterproof cement to the construction of public buildings and infrastructure, including temples, aqueducts, roads, and bridges; explain the importance of the development and use of the arch in innovative structures such as the Pantheon and the Colosseum)

Terminology: identify archaeological, aesthetic, and architectural terms in English derived from ancient Greek and Latin and use them correctly;

Material Culture Terminology: identify English words, phrases, and terms related to material culture that are derived from ancient Greek and Latin and use them correctly (e.g., keep a glossary of terms such as archaeology from ἀρχαῖος + λόγος, technique from τέχνη, acropolis from ἀκρόπολις [from ἄκρος + πόλις], urbanization from urbs, excavation from ex + cavatum [cavo, cavare], inscription from inscriptio)

Intercultural and Other Connections: describe how their learning about classical material culture relates to and enhances their understanding of other cultures and fields of study, the contemporary world, and personal experience.

Investigating Connections: identify and describe aspects of classical material culture that influenced or that are reflected in other ancient societies and later cultures (e.g., explain the connection between the relieving triangle of Mycenaean tholos tombs and the development of the Roman arch; outline the development and use of mosaics throughout the Roman Empire; evaluate the impact of ancient Egyptian and Greek medical instruments on medical practices in Roman and later cultures; create an outline for a seminar about some ways in which ancient Egyptian art influenced Minoan art; summarize the influence of classical jewellery design and production techniques on the decorative arts of other cultures; trace the role of inscriptions in the spread of writing tools and technologies, such as styli or chisels, through various cultures)

Reflecting on Connections: describe ways in which their knowledge of classical material culture relates to and enhances their understanding of other cultures and fields of human activity from classical times to the present (e.g., explain how information about infrastructure for water supply, water use, and waste management provides insight into attitudes towards architectural stability, health, and hygiene in classical societies as compared to later societies; explain how knowledge of the use of classical architectural styles in public buildings in post-classical societies contributes to an understanding of the political, social, and aesthetic attitudes and engineering capabilities of those societies)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies, and use them before, during, and after listening to understand explicit and implicit messages in oral French texts (e.g., identify changes in tone and rhythm that convey meaning; choose a graphic organizer that suits their own learning style and use it to help them formulate ideas and thoughts when listening; make notes on ideas and messages that are understood and those that may require further clarification)

Demonstrating Understanding: demonstrate an understanding of explicit and implicit messages about a variety of topics in oral French texts, with contextual and visual support (e.g., identify familiar and unfamiliar words and phrases used commonly on a commercial sightseeing tour; extract the main message and supporting details from a podcast; predict future outcomes based on a news report about a current issue; analyse the participants’ intent by listening to the way a group of adolescents express opinions during an interview; in a small group, generate headings to organize information after a listening activity; listen to a presentation on a postsecondary program and describe the jobs that are related to the field of study)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in social interactions and interactions about everyday matters (e.g., in a think-pair-share, discuss the main ideas presented in an audio clip; interpret verbal and non-verbal cues while listening; restate the main idea to confirm understanding; use body language, such as leaning forward, to encourage the speaker and signal interest)

Interacting: respond with understanding to what others say participating in interactions about a variety of topics, in formal and informal situations (e.g., extract the main ideas from a speaker’s message and express their own ideas about them; ask questions to elicit additional information after an oral presentation about a First Nation community; express their personal point of view in response to comments by peers on a current issue; give feedback after listening to peers explain their plans for postsecondary studies and careers)

Metacognition: (a) describe strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., assess personal time-management and self-motivation strategies; evaluate their ability to understand the point of view of others in a discussion; assess how their learning environment may affect their understanding; participate in a conference with classmates or the teacher to set goals and discuss possible strategies)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare emotions, expressions, and music in songs from different French-speaking communities; explore cultures represented in different French-language films and compare them to their own culture; view fashion shows from different French-speaking regions and compare clothing styles and descriptions of them)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking com - munities (e.g., identify ways in which humour is used to convey messages in media texts; listen to a radio call-in show and identify variations in language use by age of speaker and region; describe how language register differs in French-language commercials depending on the intended audience)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a range of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., use language that all participants will understand; use relevant information from research to strengthen oral arguments; ask for help when seeking the right word; use familiar expressions to gain time to think of what to say; paraphrase to compensate for gaps in knowledge of vocabulary and language structures; use changes in pitch, tone, and volume to maintain the interest of listeners; use precise words and expressions to communicate a clear message)

Producing Oral Communications: produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about a variety of topics, with support as appropriate (e.g., use persuasive language and rhetorical questions during discussions, such as “Faut-il vraiment que…?”, “Est-il normal que…?”, “Pouvons-nous tolérer que…?”; prepare and present a public service announcement to raise awareness of a special event; report on a social or environmental issue using the vocabulary and delivery of a television journalist; lead a panel discussion on the influence of media on consumer spending

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared and spontaneous communications about a range of topics (e.g., entertain the class with a joke or tongue twister; enunciate for emphasis during the recitation of a memorized poem or song)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., use inverted word order [inversion] to ask for information or to pose a question in a conversation; express an opinion or an emotion using an expression followed by the subjonctif présent; use verb tenses correctly in a dialogue or oral presentation)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., recognize and adhere to time limits and other constraints; agree and disagree politely using expressions such as “Que penses-tu de…?”, “Quel est ton avis?”, “Quel est ton opinion sur…?”, “C’est le tour de…”, ”Je voudrais bien ajouter/clarifier/ modifier…”; use fillers such as “et alors?”, “donc”, “puis”, and conversation maintenance cues such as “bien sûr”, “oui, toujours”, “je suis d’accord” to participate, show encouragement, and encourage others to speak; identify and correct slips and errors that may cause misunderstandings; build on replies to develop a conversation)

Interacting: exchange information, ideas, and opinions with others in prepared and spontaneous spoken interactions about a variety of topics, with teacher modelling as appropriate (e.g., discuss current global issues such as the environment, bioethics, and politics, responding to questions from the teacher and peers; discuss with a partner an obstacle they had to overcome and reflect on the strategies used; discuss with a small group the moral and ethical use of media such as the Internet; respond to a speaker’s opinion)

Metacognition: (a) describe strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., make revisions to the form and content of their speech using feedback from peers and the teacher; identify the most effective elements in their oral presentation and describe what they would do differently next time)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., compare gender roles, occupations, salaries, family structures, significant days, and naming customs among linguistic or cultural groups in various French-speaking communities; role-play a cooking show in which students discuss and demonstrate cuisines from various French-speaking regions, and compare them to their own; develop a presentation exploring the origins and accuracy of stereotypes about various French-speaking communities)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in spoken interactions (e.g., differentiate speech according to different social contexts; research and account for the variable presence or absence of “ne” in verbal negation; incorporate into a group presentation words and expressions unique to various French-speaking communities worldwide, encountered while reading, viewing, and social networking)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;

Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in various reading contexts (e.g., paraphrase ideas to clarify understanding; read ahead in a passage to deduce the meaning of an unfamiliar word or phrase; construct a thematic word list as they read to use when analysing the main themes of a text; identify key ideas and supporting details; infer a main character’s motivations based on clues found in the setting and in secondary characters’ words and actions; analyse themes in discussion with peers; participate in reciprocal teaching with peers to summarize, clarify, question, and make predictions)

Reading for Meaning: demonstrate an understanding of explicit and implicit messages in a variety of student- and teacher-selected French texts about everyday matters and personally relevant topics (e.g., with a partner, role-play an interview with a character from a text studied; summarize and compare information on a specific issue from newspapers or multimedia texts; share personal opinions in their critique of a text; give a book talk based on an independent reading text; discuss conflict between characters in a novel, short story, or graphic novel; recommend a movie to classmates based on the content of online reviews)

Reading with Fluency: read a variety of French texts at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., take turns reading excerpts from a play, varying rate, tone, and expression to suit the characters; vary tone and intonation when reading arguments supporting one side of a question under debate)

Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., use contextual clues and word families to decipher unfamiliar vocabulary; read literary texts to expand their vocabulary; consult online dictionaries or blogs to research and broaden technological vocabulary; while reading, note the different meanings of a word and seek to apply the word correctly in various situations; note unfamiliar words or expressions that are used repeatedly in a text, and use context to glean their meaning)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., analyse the impact of the use of the first person in an autobiography or journal; identify the biases and missing points of view in an opinion piece; discuss the role of visuals in a print advertisement; explain how suspense is created in an adventure, mystery, or science fiction novel)

Text Features and Elements of Style: identify some features and stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey explicit and implicit messages (e.g., idiomatic expressions or clichés in advertisements appeal to particular age groups; future tenses and vague statements in horoscopes help them appeal to a broad readership; alliteration, personification, and metaphors in reviews of books, songs, or movies are used to engage readers and influence their opinions)

Metacognition: (a) describe strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., clarify reading goals, such as reading for general or detailed comprehension, critical reading, and reading for insight or enjoyment)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., research online to compare approaches to the inclusion of the arts in the educational systems of various French-speaking countries and in Ontario; read texts by Frenchspeaking African and Canadian authors and compare the characters’ lives, influences, and motivations; read tourism brochures and/or information from websites to plan a trip to a French-speaking region abroad)

Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities (e.g., identify proverbs from various regions and analyse their use in selected texts; compare two print advertisements from different countries for the same product, and identify similarities and differences in language; read more than one text by the same author and explain how the author’s background influences his or her choice of words and expressions; describe the influence of slang and jargon on written language)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for the French texts they plan to create (e.g., to educate people in the community on biodiversity, climate change, or the waste of natural resources; to discuss their values, principles, and role models in a blog; to express ideas and opinions in a school/ community newspaper about a story read, heard, or discussed in class; to write a formal letter to request information; to persuade their teacher to help the class raise funds for a good cause)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about everyday matters and personally relevant topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a blog post on a social issue of personal interest; a reflection note in response to a song; a review including quotes from viewers that persuades others to see or avoid a current film; an email to respond to a request; an article to convince the librarian that French books on a variety of topics, such as nutrition and health, should be added to the school library; a letter to their bank requesting information)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., write a set of instructions using the infinitif; write predictions using future tenses and conditional clauses; describe an action that is related to and simultaneous with the action of the main verb using the gérondif; use the appropriate sequence of present and past tenses in a narration or description of events; make comparisons using possessive pronouns)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., brainstorm to plan writing topics; use a graphic organizer to assist them in developing and elaborating on ideas; use a problem/solution organizational pattern to write about an issue)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., discuss their draft with the teacher and use feedback to eliminate unnecessary ideas and elaborate on overly general points; refer to writing task criteria to guide them in clarifying and polishing their writing; use feedback from previous assignments to correct frequent errors and refine language use; use electronic editing tools to check language in written work; consider whether someone from a different background will be able to understand their narrative, and adjust the text accordingly)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., use various resources to check that they have used language appropriately; use pull quotes for emphasis; add a sidebar with definitions of unfamiliar terms to help clarify meaning)

Metacognition: (a) describe strategies they found helpful before, during, and after writing; (b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., describe the effectiveness of large-group brainstorming in generating ideas before writing; reflect on the importance of success and task criteria and how they can be used to guide writing; reflect on their attitudes towards writing; plan to incorporate newly acquired vocabulary in future writing tasks; select a writing piece from their portfolio that they are particularly proud of and share it with others)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., create a storyboard for a video highlighting customs and traditions from French-speaking regions; write a television script on the struggles of various French-speaking minority groups; create an itinerary and budget plan for a road trip within a French-speaking country; write an email to request information about a cultural event to be held in a French-speaking community)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., frame questions based on research into stereotypes about French-speaking regions; create a chapter for a graphic novel on food or eating habits in different communities)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies, and use them before, during, and after listening to interpret explicit and implicit messages in oral French texts (e.g., before a listening task, prepare a template to help them take informed notes, with headings for subject, vocabulary, and key points of interest; anticipate what might be included in a presentation based on its title and images provided by the presenter; summarize an oral text, compare summaries with a peer, and consider similarities and differences; make notes during a listening task to help them recall key points and then use the jigsaw method to share ideas and extend their knowledge of the topic)

Demonstrating Understanding: demonstrate an understanding of explicit and implicit messages about a wide variety of topics in oral French texts, with support as appropriate (e.g., describe the reactions of the people interviewed in a news report on a natural disaster; summarize the points of view of the candidates after listening to a political debate; identify the main themes of a French song and describe the emotions expressed; extract the main message and supporting details from a podcast; after viewing a documentary on the subject, identify how environmental changes can affect people’s health; distinguish between the perspectives presented in news reports regarding First Nations, Métis, or Inuit communities; identify tone and bias in an online news clip and discuss in class why it is important to do so)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., use body language that sustains and facilitates interaction and encourages discussion; gauge verbal and non-verbal cues to judge when it is appropriate to listen and when it is appropriate to speak)

Interacting: respond with understanding to what others say while participating in interactions about a wide variety of topics,in formal and informal situations (e.g., listen to classmates explain their future options, such as postsecondary studies, work, or travel, and respond with their own options; listen to several travel agency promotions and discuss their effectiveness in promoting travel to those destinations)

Metacognition: (a) explain which strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., assess personal time-management and self-motivation strategies; evaluate their ability to paraphrase another’s viewpoint; assess how their learning environment may affect their understanding; record their understanding on an exit pass that can be used by the teacher or peers to assess their strengths and challenges in comprehension)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., after listening to a presentation by their peers, compare elements of myths and legends of diverse French-speaking cultures and identify common elements; listen to the recitation of a variety of poems from different French-speaking communities and compare expressions, feelings, and practices; listen to French-language media coverage from various regions, including Ontario, of a global event to determine the concerns and perspectives in each region)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., identify ways in which humour is used to convey messages in a media text; listen to an interview with a prominent person and identify vocabulary or expressions that are specific to his or her occupation; compare formal and informal expressions in a conversation)

Speaking

Using Oral Communication Strategies: identify a range of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., identify the purpose, audience, and style of a presentation; review key terms associated with a topic before presenting it to the class; select precise language and use correct sentence structures and language conventions to explain, inform, persuade, and/or entertain; use relevant information from research to strengthen oral arguments; ask for help when seeking the right word; use strong, convincing language during a debate, such as “je suis certain que” and “je n’ai aucun doute que”; incorporate visual components or use technology to support a message)

Producing Oral Communications: produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about a wide variety of topics, with support as appropriate (e.g., dramatize a chapter of a Frenchlanguage novel; explain how to carry out a procedure; use a “discourse chain” to improvise dialogue in a role play; lead a seminar analysing a play studied in class; lead a panel discussion on the influence of media on consumer spending; share ideas about an event that the class attended; create a presentation with visuals for peers to develop their awareness of the advantages and disadvantages of using a credit card)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared and spontaneous communications about a wide range of topics (e.g., using appropriate pauses, entertain the class with a joke, humorous story, or tongue twister; use contractions, elision, and liaisons appropriately; deliver a rehearsed monologue, dialogue, or interview using appropriate emphasis; use appropriate phrasing when reciting poetry aloud; use idiomatic expressions in various contexts)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., select a singular or plural verb to agree with a subject that is a collective noun, as appropriate for the intended meaning; express opinions and ideas using the appropriate tenses, expressions, and constructions; consistently put verb parts and object pronouns in the correct order while speaking)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., use verbal and non-verbal communication to encourage others to join a conversation; recognize and adhere to time limits and other constraints; provide a word or phrase to help out another student; agree with or politely challenge another speaker’s statement; in group discussions, wait for a short silence indicating the end of someone else’s turn before adding an opinion or question)

Interacting: exchange information, ideas, and opinions with others in prepared and spontaneous spoken interactions about a wide variety of topics, with support as appropriate (e.g., contribute to and lead productive discussions; discuss with a small group the moral and ethical use of media such as the Internet; with a peer, discuss and evaluate postsecondary choices; with a peer, rephrase statements heard at a postsecondary orientation; develop questions on a topic of p

Metacognition: (a) explain which strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., make revisions to the form and content of their speech using feedback from peers and the teacher; identify the most effective elements in their oral presentation and explain what they would do differently next time)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., compare gender roles, occupations, salaries, family structures, significant days, and naming customs among linguistic or cultural groups in various French-speaking communities; role-play a cooking show in which students discuss and demonstrate cuisines from various French-speaking regions, and compare them to their own; develop a presentation exploring the origins and accuracy of stereotypes about various French-speaking communities)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities and use them appropriately in spoken interactions (e.g., differentiate speech according to different social contexts; research and account for the variable presence or absence of “ne” in verbal negation; use cues such as “et alors?”, “donc”, “puis”, “bien sûr”, “oui, toujours”, “je suis d’accord” to help maintain a conversation; incorporate into a group presentation words and expressions unique to various French-speaking communities worldwide, encountered while reading, viewing, and/or social networking; re-enact comedy sketches from different French-speaking communities and compare the humour in each region)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;

Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in various reading contexts (e.g., preview a text before reading to identify the text features, and use these features to maximize their understanding of the text; use a concept map to sort ideas presented in a text; reread a section aloud with emphasis on different phrases or words to help them comprehend the main idea; construct a thematic word list as they read to use when analysing the main themes of a text; infer a character’s motivation from what the narrator and other characters say about him or her; identify biases by analysing information presented in and missing from the text; predict the end of a story based on evidence in the text; synthesize new knowledge with prior knowledge to deepen understanding)

Reading for Meaning: demonstrate an understanding of explicit and implicit messages in a variety of student-and teacher-selected French texts about academic and personally relevant topics (e.g., respond to a poem by composing an additional verse; blog about their personal reactions to an author’s message; classify information from non-fiction texts; critique an author’s point of view about a social issue; based on a character’s conflict, write a question and response in the style of an advice column; write a book recommendation for peers, including a synopsis of the major themes; create a character sketch based on what the character says and does and what other characters in the story reveal about him or her; write a letter to the editor to support or refute the arguments made in an editorial; compare their own values and opinions to those presented in advertisements; summarize articles or short stories about an environmental issue, ensuring that they include all key information)

Reading with Fluency: read a variety of French texts at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., look for textual emphasis, such as font changes, punctuation, italics, or bold, and adjust their intonation accordingly; read a play aloud, varying rate, tone, and expression to suit the characters)

Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., use a thesaurus and other online reference resources to broaden vocabulary; as they read, list interesting words and expressions that could be used in writing tasks; use contextual clues to help them determine the meaning of new words; use rhymes or other kinds of word play to help them retain unfamiliar words; consider how meaning, mood, or voice is changed when synonyms are substituted for selected words in a poem or passage from a novel)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., explain the function of setting in a short story, novel, or play; comment on how two text forms, such as a poster and a poem, approach similar themes; explain how the slogans in an advertisement address a targeted audience; study the lyrics of didactic folk songs and discuss their intended lessons)

Text Features and Elements of Style: identify some features and stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey explicit and implicit messages (e.g., repetition, alliteration, and metaphors in a poem illuminate the theme; headlines, images, and captions in a newspaper provide important information that supplements or reinforces the articles; advertisements use logos and other images, font size, colour, and imperatives to try to influence the reader)

Metacognition: (a) explain which strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., identify which strategies they use regularly and which they seldom use, and assess the effectiveness of both before planning next steps; identify a reading situation in which a seldom-used strategy might help; plan to explore additional strategies)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare the educational background, skills, and work experience required for careers and occupations that they have read about on websites of French-speaking communities; evaluate information provided on a poster or brochure that promotes tourism in French-speaking countries; read texts by French-speaking African and Canadian authors and compare the characters’ lives, influences, and motivations)

Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities (e.g., read several texts by the same author and explain how the author’s background influences his or her choice of words and expressions; compare the use of formal literary language in texts from different French-speaking regions; compare headlines and front pages of various French-language newspapers, highlighting vocabulary unique to each region; describe the influence of slang and jargon on written language)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for the French texts they plan to create (e.g., to generate and support a thesis; to write their autobigraphy, including past phases of their life and future plans; to introduce a text; to express an opinion about a contemporary social issue; to assume the role of a contemporary or historical person and write their autobiography; to summarize a book read in class; to blog about ideas and opinions about twenty-first-century learning skills; to describe the personality traits and interests of a fictional character on a fictional social network page; to compose a short story inspired by a work by an Aboriginal artist; to write a formal letter of application for a job at a local company or to a potential employer

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and personally relevant topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a skit with dialogue; a monologue; a poem in a particular form – ballad, sonnet, etc. – expressing a view on a social issue of personal interest; a review, including quotes from viewers, that persuades others to see or avoid a current film; a report with data and evidence regarding people’s perceptions of an environmental issue; a persuasive essay using metaphors to provide strong images; a plan for how to save and invest money)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., replace a subject, direct object, indirect object, or preposition, and link ideas, using relative pronouns such as “qui”, “que”, “dont”, “où”; use the appropriate sequence of present and past tenses in a narration or description of events; make comparisons using demonstrative pronouns such as “celui-ci”, “celle-là”; express emotions or provide suggestions using the subjonctif présent; use indirect discourse to report the statements of others)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., participate in a small-group discussion to generate ideas for an opinion piece; formulate and respond to questions to make predictions regarding, speculate about, and ultimately deepen their understanding of a specific topic; cluster point-form notes to organize them into main ideas and supporting details; create an outline to organize arguments to support a thesis)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., use feedback from peer editing to ensure that success criteria have been met and to improve their text; reread drafts, adding, deleting, and/or reorganizing information as necessary; use feedback from previous assignments to correct frequent errors and refine language use; use various editing tools to ensure the correctness of language in written work; consider whether someone from a different background will be able to understand their narrative, and adjust the text accordingly)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., focus on the conventions that make the work correct and neat; use pull quotes for emphasis; review organization and punctuation; apply a self-assessment method to check their work against the criteria for success; solicit feedback from a peer mentor)

Metacognition: (a) explain which strategies they found helpful before, during, and after writing; (b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., evaluate the effectiveness of large-group brainstorming in generating ideas before writing; reflect on the importance of success and task criteria and how they can be used to guide writing; write a cover letter to the teacher to accompany their work, explaining strategies they used when writing the text, identifying the problems they encountered and solved, and commenting on how well they think they achieved their purpose or targeted their audience)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., create a storyboard for a video highlighting housing and other structures, artifacts, and people from French-speaking regions; write a poem or speech on the struggles of various French-speaking minority groups; write a persuasive essay to dispel cultural and regional stereotypes about specific French-speaking communities; write a tribute to a person who has had a positive impact on his or her French-speaking culture)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., create a chapter for a graphic novel using French slang; create original proverbs or expressions based on common French idiomatic expressions and phrases; use French proverbs as a prompt for writing; adapt language register to various contexts)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., list ideas and vocabulary related to the topic before listening; ask questions during a presentation to clarify and confirm their understanding of the main idea and supporting details; distinguish between fact, possibility, and opinion during and after listening to a report; paraphrase the main ideas in an oral report to help them retain the information; adjust listening strategies in response to different oral presentation styles)

Demonstrating Understanding: demonstrate an understanding of oral French texts about a wide variety of topics, including literary and other challenging texts (e.g., summarize and evaluate the points heard in a political debate; formulate questions to ask a presenter after a lecture about Aboriginal rights, women’s rights, or the rights of physically or mentally challenged people; explain how a presentation about personal budgeting is consistent with or contradicts their prior knowledge; after hearing a poem, discuss its images, stylistic elements, and vocabulary with a partner; describe the point of view on cultural inclusivity expressed in a movie)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts in French, including some challenging texts, about a wide variety of topics (e.g., view the trailer for a film they have already seen and evaluate how well it reflects and promotes the film; analyse the language in a news broadcast for overgeneralizations or stereotypes about race, gender, culture, or ability; explain how humour is used in video clips to communicate an underlying message; analyse the interviewing style of a radio personality and its appeal for the target audience; analyse the perspective of a documentary about economic development and the environment in Canada and evaluate its objectivity; explain how public service announcements promote mental health awareness in their own and another community)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in academic and social interactions (e.g., in a group planning session, ensure that everyone’s ideas are heard and understood before making a decision; take notes and use effective questioning techniques during a debate; paraphrase the ideas of others during discussions; gauge timing and non-verbal cues to judge when to listen and when to speak in a mock election debate)

Interacting: respond with understanding to what others say while participating in sustained interactions about a wide variety of topics, including literary and other challenging topics, in formal and informal situations (e.g., encourage a partner to reflect on and further discuss his or her plans and prospects; role-play a telephone conversation between an aggressive patient and a clinic worker; listen to representatives from different universities discuss their programs and scholarships, and then ask questions for clarification; interact with participants, such as parents, teachers, or police, during the planning of a French-language school or community event; propose answers to questions asking “Que se passe-t-il si…” about various options arising from conflicts between characters in a play; respond respectfully to the ideas of others in a book-club discussion)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after listening; (b) demonstrate insight into their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., describe the types of questions that helped them clarify their understanding of challenging oral texts and explain why; evaluate the usefulness of paraphrasing others’ perspectives during a conversation; explain how they adjust their listening strategies if an oral text is especially challenging; identify their personal learning style and reflect on how it affects their listening challenges and listening skills)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to recordings of adolescents in various French-speaking communities speaking about how their schools reflect local cultures, and draw comparisons with schools in Ontario; compare film festivals in various communities, including their own, and discuss how they reflect diverse French-speaking cultures; listen to French-language comedy shows to determine how humour in different cultures requires different social attitudes to be understood; view documentaries on the role of family in diverse French-speaking cultures and make comparisons to their own family experiences)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., identify informal colloquial variants heard in French-language media, such as suppressing “ne” in the negative, and use them in their interactions with peers; after viewing a French-language film, discuss with peers the social implications of certain expressions, such as “Il se fait tard” hinting “It’s time for you to leave”)

Speaking

Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., use relevant information from research to strengthen oral arguments; rephrase a point if their listeners respond with confusion; summarize ideas before critiquing them; use rhetorical questions, humour, repetition, and dramatic pauses to engage their audience)

Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about a wide variety of topics, including literary and other challenging topics (e.g., summarize the ideas, arguments, and conclusionsheard in a debate; make a clear and detailed presentation to a group of younger students about the advantages of taking French throughout secondary school; in a small group, report on the financial support that some Canadian universities offer to English-speaking students studying in French; rehearse and present a drama based on a novel read independently; in an oral report, identify the three most interesting traits of a character in a literary work under study and justify their choices)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about a wide variety of topics, including literary topics (e.g., present a summary of news items relevant to students, using appropriate intonation to emphasize key points; deliver a speech, varying their tone to engage the audience and to emphasize their main argument; entertain the class with a humorous story or tongue twister; use changes of pace and pauses for dramatic effect when reciting original poetry; use appropriate expression and accurate vocabulary when role-playing in a small group scenes from a literary work under study)

Creating Media Texts: create oral media texts in French on a wide variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., in a small group, make a video for class viewing that summarizes a novel or scenes from a play; deliver a television newscast covering a community event; produce a persuasive podcast about the pros and cons of social networking for adolescents, including practical tips and referring to personal experience; create an animated clip with narration explaining the strategies that non-governmental organizations use in their media campaigns to attract support; with a peer, produce a webcast for graduating students regarding how to budget for postsecondary education or a major event such as a formal dance or graduation trip)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., use tense sequences correctly in both prepared and spontaneous conversations; use the indicatif présent and the subjonctif présent appropriately after certain expressions when stating opinions or ideas in a debate; incorporate the language of literary analysis into their seminars)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., synthesize the ideas of others during a discussion; request additional information to clarify meaning and prolong an interaction; use inclusive verbal and non-verbal communication to encourage others to take part in a conversation; avoid interrupting others in group discussions)

Interacting: engage in sustained spoken interactions in French (prepared and spontaneous), in academic and social contexts, about a wide variety of topics, including literary and other challenging topics (e.g., role-play a job interview or an entrance interview at a postsecondary institution; negotiate a resolution to a conflict between the school administration and the student council; with the whole class, plan and dramatize their ten-year reunion, role-playing their future selves; with a peer, lead a classroom discussion on optimal learning environments and practices; discuss and develop criteria for choosing a class valedictorian; present a group-researched paper based on a literary topic, encourage questions from the audience, and provide spontaneous answers; initiate a classroom debate on a controversial topic; in a small group, discuss ways to reduce energy and waste in the school)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after speaking to communicate effectively; (b) demonstrate insight into their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., evaluate the effectiveness of strategies they have used to clarify and defend their opinion in a debate; reflect on ways in which they adjusted their presentation approach in various contexts and assess which were the most effective; ask for peer feedback to help them assess their capacity to provide insightful and constructive responses in group discussions; reflect on feedback given by the teacher, seeking clarification where necessary, and consider how they can use this feedback to improve their speaking skills)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., discuss how schools in a French-speaking region reflect the culture of that region, and draw comparisons with schools in Ontario; engage in informal and authentic dialogue with francophones to gain a better understanding of French cultural identities as well as their own; describe the opinions of adolescents from different French-speaking regions on fundamental issues)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in spoken interactions (e.g., use informal colloquial variants in interactions with peers, such as signalling a question with intonation rather than word order; explain the meaning of idioms or proverbs in diverse cultural communities and practise them in an interaction with peers; adjust body language, intonation, and vocabulary according to the social context)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;

Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including long, challenging texts (e.g., do background research to become familiar with related concepts before reading a text on a specialized topic; predict the actions of the protagonist before reading each scene of a play; skim, scan, and sample the text to help them make informed predictions; ask questions after reading to help process information; extract and note the most important and relevant information in a text; compare their reactions to a character’s decisions and actions with those of peers; during a literature circle, discuss particular problems raised by a text with peers and the teacher)

Reading for Meaning: demonstrate an understanding of a variety of literary, informational, and graphic French texts, including long, challenging texts and texts used in real-life situations (e.g., summarize the plot of a novel or play and identify the main themes; explain the points of view expressed in different essays, books, and/or articles about the impact of humans on the environment; with a peer, role-play an interview with the writer of an article about the history of the hunting and fishing rights of First Nations, Métis, and Inuit peoples; synthesize information from an article about the importance of striking a balance between different aspects of life; compare two literary texts on the same theme from different periods or regions; read excerpts from several authors representing a French literary movement, and describe how the excerpts reflect the main characteristics of this movement)

Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., identify the origin and trace the evolution of a new word; read literary works from different periods to broaden their vocabulary; use knowledge of parts of speech, such as articles [“le voile”, “la voile”], and verb endings [“aimerai”, “aimerais”] to decode the meaning of words; refer to a French thesaurus and/or other tools to broaden their vocabulary)

Responding to and Evaluating Media Texts: analyse and explain explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., determine how rhetorical devices in magazine articles affect readers; compare news articles about new technology products and services with advertisements for the same items; analyse how the design and language used on different blogs or websites appeal to different readers; explain why different audiences might interpret a political campaign brochure differently; explain how effectively a pamphlet publicizes or generates support for a program to help people in need; evaluate the effectiveness of the website of a non-governmental organization in advocating and monitoring policies that affect the environment; explain what voices and nuances are absent from an editorial cartoon; compare the perspectives on current political, economic, or social issues expressed in the editorials or feature articles of different newspapers and/or magazines)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a wide variety of text forms in French, including literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., particular subject matter, themes, and language characterize works of French literature, such the exaggeration of Victor Hugo or the satire of Molière; facts and an objective tone provide information in a news article, while forceful and persuasive language, supported by selected evidence, asserts an opinion in an editorial; subject/discipline headings, timetables, and brief descriptions of courses in the calendars of postsecondary institutions communicate information to prospective students; sample budgets, information on different types of financial institutions, and recommendations for how to save on a website on financial planning help people make wise financial decisions)

Text Features and Elements of Style: identify features and stylistic elements of a wide variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., metaphors help the reader understand the ideas and emotions in a poem; syntax and word choice create an effect in a passage from a literary text; specialized vocabulary and the infinitif present technical instructions clearly; rhetorical questions engage and help persuade the reader; satire can be used in fiction to mock social conventions)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after reading to understand texts; (b) demonstrate insight into their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., explain the value of researching related vocabulary before reading a text on a specialized topic; in a reading journal, track the genres they have read, and explain how comparing and making connections between different genres has extended their understanding of different texts; identify contexts in which they can apply the strategy of inferring meaning as they read; annotate a short excerpt from a university-level text to explain their inferences, make connections, record questions and reactions, and paraphrase ideas; explain how being able to read a text aloud fluently affects their comprehension of it)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare and contrast literary texts on the same theme from different French-speaking regions; explore symbols in the poetry or songs of diverse French-speaking communities around the world and explain how the symbols highlight similarities and differences in cultures and values; compare the issues discussed in blogs by youth from a variety of French-speaking communities with issues they encounter in their own lives; conduct research for a class presentation on the role of the Organisation internationale de la Francophonie [OIF]; on the basis of online research, compare wedding traditions in different Frenchspeaking communities)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., discuss the evolution of formality evident in French-speaking political leaders’ speeches throughout the decades; discuss unique regionalisms or slang expressions read in plays; identify the use of different language registers in a variety of contemporary literary texts; explain the meanings of proverbs and idiomatic expressions used in print advertisements from diverse French-speaking cultures; explain the influences of bilingualism or multilingualism on a variety of French-language texts from countries such as Canada, Switzerland, Morocco, and Luxembourg)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to summarize a complex scene from a literary text; to critique a film and analyse character development in it; to write an essay arguing for or against changing a policy at some level of government; to apply for a scholarship for bilingual students; to compare how several newspapers and/or magazines provide information of interest to teenagers; to explain how information in a newspaper article about the rising cost of food, tuition, gas, and/or public transit affects their postsecondary plans and/or budgets; to adapt a challenging scene from a literary novel under study into a script for performance in the class)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about a wide variety of topics, including literary and other challenging topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a literary essay about the use of satire in a play by Molière; a persuasive essay about a current controversial topic, such as a social issue or an aspect of a new government policy; a financial plan that discusses their short-term financial goals and includes a budget based on those goals; a report synthesizing different opinions on a social or environmental issue; an essay presenting and supporting their opinion about a literary text that challenges social, cultural, or political norms; a scene featuring characters from a novel, in which they respond to a new situation in ways consistent with their character development in the original work; a comparison of the first pages of local, regional, and/or national newspapers; an exposé on a current issue affecting cultural traditions in Canada)

Creating Media Texts: create media texts in French on a wide variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create copy for a website to promote a community event; write the script for a television commercial promoting a new teen drama; write text for the packaging of a new health or safety product; create a spread for the school yearbook about a cultural trip, including descriptions, photos, and captions; design promotional materials based on a speaker’s presentation about bilingual career opportunities; create a blog expressing opinions and feelings on a variety of topics; write an informational pamphlet giving details of the treaty history of the land in an Aboriginal community; write a review of two films that have similar themes)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use a variety of sentence structures, particularly in lengthy texts, to communicate complex ideas; select the appropriate tense for the context; use transitional words and phrases to enhance the coherence of their paragraphs; use various types of punctuation correctly to improve clarity and flow; use a variety of pronouns to avoid repetition of nouns; use correct prepositions after adjectives that describe feelings or emotions)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., in a group, generate topics for writing, asking questions about proposed topics to develop and deepen ideas about them; discuss their topic with a partner to help develop and elaborate on ideas for writing; use a graphic organizer to help separate facts from opinion on a topic; use a problem/solution organizational pattern to outline an essay)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., review the criteria for the writing task before beginning their draft and again before revising it; while drafting their text, refer to the organizational tool they used to separate and organize the points to be covered, changing the order of the points as necessary as they continue to develop and clarify their ideas through writing; use peer editing to help them improve the clarity of their message and ensure that the information presented is essential to understanding that message; review their draft with the teacher to help them improve the focus of their writing)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., consider feedback from previous assignments when correcting frequent errors and refining language; use electronic editing tools judiciously; assess the effectiveness of various elements in a variety of published sources and integrate some of the more effective ones into their own work, as appropriate for their theme and audience; review their formatted text for accuracy and consistency, and assess whether the elements of design/presentation they have chosen will be useful and appeal to their readers)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after writing to communicate effectively; (b) demonstrate insight into their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., prior to a conference with the teacher, prepare notes about the writing process they used for selected texts, the problems they encountered and solved, and how well they achieved their purpose and/or targeted their audience; reflect on how they used success and/or task criteria to guide their writing, and assess the importance of having clear criteria for a writing task; prior to a new writing task, reflect on those aspects of writing that have presented the greatest challenge, and develop a plan to address them)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., write a research paper about different dimensions of culture in a variety of French-speaking communities; write a commentary about a cultural artifact or a piece of art from a French-speaking region and make connections to artifacts/art from their own community; write lyrics for a song describing an encounter between two or more French-speaking cultures; broaden their understanding of a particular French-speaking culture outside Canada before writing a proposal for a business venture in that region; locate and compare photos of environmental rehabilitation and environmental degradation in a French-speaking region and in their own region, and record in a journal the emotions the photos evoke)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., write formal and informal letters adapted to the target audience; include French idiomatic expressions and phrases in short narratives; use regionalisms in a play that parodies political leaders in a specific region; add a scene to an existing play, incorporating regionalisms found in earlier scenes)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., list ideas about the topic before listening; while listening, take notes on a template developed with peers; use contextual clues to make inferences; after listening, discuss the text with a peer to confirm that they have both understood the facts presented and to generate questions about aspects needing clarification; paraphrase ideas and ask questions after a presentation to clarify their understanding)

Demonstrating Understanding: demonstrate an understanding of oral French texts about a variety of topics, including challenging texts, with contextual and visual support (e.g., predict future outcomes based on a news report about a current issue; articulate an opinion after hearing a documentary or newscast about a global issue; enumerate the different points of view heard in a class discussion; reiterate interesting facts heard in a travel podcast; create a brochure based on a speaker’s presentation about bilingual career options; create a flyer for a new student summarizing the information heard in a grade-level assembly about the French Immersion program; view a muted video of a political debate and identify the messages conveyed by body language and facial expressions)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts in French about a variety of topics (e.g., assess how well the songs in a film soundtrack support the plot and images; present a counter-argument to one of the points of view heard in a video conference on a social issue; identify bias in a documentary on a current issue; identify alternative points of view in various media interviews about a current issue; evaluate the use of persuasive techniques in a documentary on an environmental issue of concern to Aboriginal people in Canada; assess the portrayal of stereotypes, gender roles, and celebrities in various television advertisements; listen to media coverage of a global event from various regions, including Canada, and explain how the reports reveal the interests and values of each region)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in social interactions and interactions about everyday matters (e.g., express interest in another student’s presentation by commenting and asking relevant questions; in a small-group discussion, make relevant comments and paraphrase a speaker’s point before responding to it)

Interacting: respond with understanding to what others say while participating in sustained interactions about a variety of topics, in formal and informal situations (e.g., debate the validity of statements about human nature heard in an oral text; ask a guest speaker questions to clarify their understanding of his or her presentation about starting a business; role-play a conversation between a salesperson and a complaining customer; acknowledge other views while asserting a dissenting opinion in a small-group discussion about suitable attire for and behaviour in a job interview; praise a peer or a guest speaker following a presentation)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after listening; (b) evaluate their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., monitor their comprehension of oral texts to gain selfconfidence; explain their most effective listening strategy; analyse how the environment in which they are listening affects their comprehension; identify which strategy best helps them to recall previous knowledge before and while listening; share listening strategies/behaviours with a partner to improve their ability to participate in different types of conversation, such as a debriefing, a debate, or a coaching session)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare and contrast aspects of a specific French-speaking community with their own, using information from oral texts; describe similarities and differences in how songs from French-speaking communities around the world and from their own community address particular issues or themes)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., while listening to an oral text, determine whether familiar, colloquial, or formal language is more appropriate to the context; identify the relationship between the speakers in audio and video clips from different contexts; recognize pronunciations and dialects in songs or films from diverse Frenchspeaking communities)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., use a structure and style of presentation suited to the audience and subject; use vocabulary familiar to themselves and their audience; prepare speaking points ahead of a presentation; use audience feedback to guide their presentation; use techniques such as rhetorical questions, humour, repetition, and dramatic pauses to engage the audience)

Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about a variety of topics, including challenging topics, with contextual and visual support (e.g., present an oral report proposing green initiatives in the school community; make a presentation to younger students on the benefits of staying in French immersion; recount the details of a sporting or political event; give an impromptu speech on how to budget for a major purchase; deliver a dramatic monologue about bullying in schools)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about a variety of topics (e.g., enact with expression a scene in the book the class is reading; emulate the style of an influential French speaker, approximating his or her voice in volume and tone; entertain the class with a joke or tongue twister; self-correct large chunks of spoken language by restating a message differently while discussing current events with peers; deliver a speech without hesitation)

Creating Media Texts: create oral media texts in French on a variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a podcast to persuade tourists to visit their area; produce a commercial promoting a school environmental initiative; create an instructional video describing a task step-by-step; produce a commercial or public service announcement targeting a particular audience; create a radio show introducing contemporary First Nations, Métis, or Inuit musicians to their school community; in a small group, create a webcast for youth regarding budgeting for college, an apprenticeship program, or a major event such as as a formal dance or graduation trip)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., use verb forms, sophisticated vocabulary, and transition words correctly when discussing ideas with others in a small group; with peers, role-play a dialogue in a workplace, using different techniques and strategies to avoid complex language structures)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., ask questions to develop and convey engagement in a discussion; build on replies and request additional information to develop a conversation; use verbal and non-verbal communication to encourage others to join a conversation; agree and disagree using polite expressions; ask another person for his or her opinion, listen to it without interruption, and respond to it once the speaker has finished; give answers of more than one word to questions and add interesting facts or observations to maintain a conversation)

Interacting: engage in sustained spoken interactions in French (prepared and spontaneous), in a variety of contexts, about a variety of topics, including challenging topics (e.g., debate a current global issue related to poverty, international economics, carbon footprints, or human rights; in a small group, compare speeches about non-smoking regulations by a tobacco company representative and a person with asthma, and analyse how each approach tries to influence the audience; interview a First Nation, Métis, or Inuit artist or professional about his or her career successes and challenges; answer a series of questions with ease and spontaneity after making a presentation; participate in a discussion on issues affecting a variety of cultures in Canada; in a small group, discuss and evaluate solutions to a hypothetical problem)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after speaking to communicate effectively; (b) evaluate their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., monitor the effectiveness of learning strategies in different contexts; identify the most effective elements in an interaction with their peers and explain what they would do differently next time; analyse how applying speaking strategies affects their learning; join an online French social group to practise conversation)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., create a “Francophone Idol” show in which the class discusses and sings songs from various Frenchspeaking regions; develop a presentation debunking stereotypes about various French-speaking communities; compare the styles and techniques of movies from various French-speaking regions; compare gender roles, family structures, celebrations, and naming customs among cultural groups in diverse French-speaking communities; discuss the cultural significance of a personal book, object, or photograph, and make connections with a similar artifact from a French-speaking community)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in spoken interactions (e.g., present a skit illustrating proverbs or colloquialisms; use and react to humour appropriately in different social settings; use expressions of politeness that are suitable in the context when speaking with peers)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;

Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including long, challenging texts (e.g., before reading, ask questions about the story or author and make predictions; research the topic of a reading selection, such as a technical paper, to become familiar with its concepts and specialized vocabulary; identify and map important concepts using contextual cues in the text; make notes to help focus thinking while reading; make connections between the experiences of the main character in a text and their own lives; use personal experiences to help them infer implicit information)

Reading for Meaning: demonstrate an understanding of a variety of fictional, informational, and graphic French texts, including some long, challenging texts and texts used in real-life situations (e.g., explain the overt and implied messages conveyed in a children’s comic book; using a variety of sources, make informed recommendations on reducing energy consumption or solid waste or on making environmentally responsible choices for purchases for the school; in a small group, analyse several consumer reports or reviews of a product, grouping information under the headings “Coût” and “Avantage”; make inferences about the nature of the job and/or the type of employee preferred from the information in a “help wanted” advertisement)

Reading with Fluency: read a variety of French texts, including some challenging texts, with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read a section from a fictional work aloud, respecting punctuation, natural pauses, and the rhythm of the language; break text into appropriate phrases when reading, using proper intonation and expression; read aloud effortlessly and with expression)

Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., name an imaginary software program using a word from their list of new vocabulary and explain the software’s function, highlighting the appropriateness of the name; rewrite a song by their favourite artist, including words from their list of new vocabulary in each verse as well as the title; identify words borrowed from other languages; create personal word banks of thematically related vocabulary)

Responding to and Evaluating Media Texts: analyse and explain explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., compare the intended audiences of various newspaper advertisements; analyse the language used in a sports article and explain its purpose and effect; create and justify a top ten media list for the class, such as favourite French advertisements, websites, comic strips, or posters; read and discuss, in a round-table format, an article on lifestyle or entertainment; evaluate the effectiveness of captions for magazine photos; identify the hooks that capture the reader’s interest in news articles and explain how they do so; analyse the slogan and logo on the opening page of the website of a French-language international organization to determine their effectiveness; discuss how proverbs or clichés are used in advertisements to appeal to particular age groups)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms in French, including fictional, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., a mystery novel creates suspense by placing characters in danger; college calendars use subject/discipline headings, timetables, and brief descriptions of courses to communicate information to prospective students; to allow for quick reference, electronic organizers have separate sections for calendars, address books, and task lists; dialogue reveals character in short stories and novels)

Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., identify features of the text that they can use to support their reading; compare how different websites use colour, fonts, and layout to convey information; explain how graphs, flow charts, and timelines add or reinforce important details in business reports; evaluate the effectiveness and appeal of stylistic devices used in advice columns; analyse how an author uses satire to convey a point of view on a current social issue)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after reading to understand texts; (b) evaluate their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., identify reading strategies suited to different purposes; record their own most effective reading comprehension strategies; assess the effectiveness of the strategies used to accomplish a task and identify changes they will make the next time they have a similar task; plan next steps after considering strategies used regularly and the potential for ones seldom used)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare and contrast tourist pamphlets, brochures, and/or posters that are from different French-speaking regions and that promote similar types of attractions; evaluate the effectiveness of a blog about French cultures from outside North America; compare texts by French-speaking authors from different communities and highlight similarities and differences in their cultures and values; research the role of the Organisation internationale de la Francophonie [OIF]; compare the cost of movie and theatre tickets in a variety of French-speaking countries with their cost in Ontario)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., describe similarities and differences in writing style in texts from various French-speaking regions; use online newspapers to identify language particularities of different French-speaking regions; identify the influences of other languages on French from different regions)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to update a historical work so that it reflects current issues; to apply for a specific, advertised bilingual position with a cover letter and résumé; to adapt for children a First Nations, Métis, or Inuit legend that is intended for adults; to give instructions for making or doing something to fellow students; to describe an event or act that marks a significant transition in life; to compare several websites that provide similar kinds of information of interest to teenagers; to write a speech on intergenerational issues or the proliferation of social media; to create a short story inspired by a work of visual art; to outline the qualities of a responsible global citizen in a charter)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about a variety of topics, including challenging topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a formal letter inviting a community partner to sponsor a school project; a persuasive essay on how First Nations, Métis, and Inuit values and beliefs could benefit the larger society, presenting information and ideas in order of importance; an article about a trend in environmental stewardship; a blog post on a social issue; a personal journal entry about a conflict with peers and its resolution, using an intimate and thoughtful tone; an analysis of why certain groups are, or are not, featured in advertisements)

Creating Media Texts: create media texts in French on a variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a social networking page for a character from a work of fiction; create liner notes for a CD by a Frenchspeaking artist; design promotional materials based on a speaker’s presentation about bilingual career opportunities; create a publicity campaign for a new video game; write a script for a video promoting a school program or service; write an opinion piece defending or condemning tabloid gossip; create a brochure on workplace safety; write a film review in which they use vivid, descriptive language that encourages others to see or avoid a current film)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use a variety of sentence types correctly to communicate complex ideas; use verb tenses correctly for reported dialogue; use unconventional grammar occasionally for a special effect; use transitional words and phrases to give coherence to their paragraphs)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., survey peers to solicit opinions about a topic; develop a series of questions to guide research; make jot notes while researching, and record the sources of the information; use a T-chart to help separate facts from opinions on a topic)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., create an outline to organize arguments and evidence; in pairs, assess each other’s work to determine whether success criteria have been met and make suggestions for improvement; reread drafts to ensure logical organization with adequate development of information and ideas)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., use electronic editing tools judiciously to check spelling and do global searches; consider feedback from previous assignments when correcting frequent errors; publish texts in an appropriate format, such as a manual for instructions or a website for the results of a study or survey; reread the final draft to ensure appropriate use of form, style, and conventions)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after writing to communicate effectively; (b) evaluate their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., reflect on strategies used to generate ideas and determine which might be appropriate for future writing tasks; identify difficulties faced during the writing process; record frequent errors and useful self-correcting techniques in a personal reflection log; compare their current writing skills with those required for college or the workplace, and set specific goals for improvement)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., write a tribute to a French-speaking member of the global community who has had a positive impact on the advancement of his or her culture; review a restaurant serving food from a French-speaking culture; create a list of things and places that seem to be characteristic of a particular region or country, such as cultural objects and cities or villages; prepare a report on aspects of advertising campaigns that reflect the priorities of different regional, cultural, or socioeconomic groups in a French-speaking country)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., write a scene for a play in the form of text messages; write a letter to a member of the provincial or federal cabinet; write a rap, song, or poem using slang)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., share information about the topic with classmates before listening; note key ideas and organize notes after listening to various texts expressing different points of view on a topic; formulate questions to elicit further information from a speaker; draw conclusions based on the information stated in the oral text, inferences made while listening, and prior knowledge and experience)

Demonstrating Understanding: demonstrate an understanding of oral French texts about a wide variety of topics, including literary texts and challenging or specialized texts (e.g., identify and explain contradictions, factual errors, and bias heard in a political debate; synthesize information presented in a documentary on financial planning; articulate their opinion after hearing a news report or an interview on a social issue; extract the key ideas from a documentary by a conservationist such as Philippe Cousteau; summarize the information provided in a presentation for Grade 12 students who are interested in pursuing their studies at bilingual universities in Canada; describe the events in a scene heard from a novel or play; explain how the information in a presentation builds on or contradicts their prior knowledge; after watching films about writers associated with French literary movements, such as le classicisme or le romantisme, identify the main characteristics of these movements)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts in French about a wide variety of topics (e.g., assess a series of public service announcements on the same topic to determine and explain which is most effective; verify the accuracy of information presented in a news report; compare the organization, entertaining qualities, and persuasive techniques in the coverage of an election campaign on two television channels; view a movie trailer for a film they have already seen and analyse how it portrays the events of the film; listen to commercials from different eras for the same product to compare and contrast the implicit social values they reflect; listen to media coverage of a global event from various regions, including Canada, and explain how the reports reveal the interests and values of each region)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in academic and social interactions (e.g., paraphrase others’ arguments to ensure that they have understood them before proposing solutions to a problem; ask questions to extend their understanding of an issue; use verbal and non-verbal cues from a speaker to support their understanding of his or her argument; express agreement or disagreement with ideas of others in a discussion; when participating in a discussion or debate, make note of the speaker’s tone – sarcastic, humorous, or angry – to help them infer his or her message)

Interacting: respond with understanding to what others say while participating in sustained interactions about a wide variety of topics, including literary and challenging or specialized topics, in formal and informal situations (e.g., listen to representatives from different universities discuss their bilingual programs and scholarships, and then ask questions for clarification; discuss with classmates their future options, such as beginning postsecondary studies, working, or travelling; debate the impact of gender stereotyping in sports or fashion; role-play how to respectfully respond to aggressive clients in a customer service scenario)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after listening; (b) demonstrate insight into their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., compile a personal repertoire of listening strategies that they have used successfully; discuss the effectiveness of paraphrasing as a listening strategy; identify which strategy best helps them to recall prior knowledge before and while listening)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to plays from different French-speaking regions and explain how they reflect the societies in which they were written; analyse similarities and differences in the ways in which comedy shows from French-speaking communities around the world and from their own community address particular issues or themes; watch a documentary about photography in different French-speaking regions to determine whether particular subjects, constructions, and/or technical approaches characterize the photographs from these communities)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., identify regional or social variations in pronunciation and dialect while listening to oral texts; explain why the language, whether familiar, colloquial, or formal, in various oral texts is appropriate to the context; identify ways in which farce is used to convey messages in a play or film from a Frenchspeaking region)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., ask questions of the audience to confirm their comprehension; explain parts of a presentation if the audience responds with confusion; clearly delineate the main points of a presentation so listeners may follow easily; recognize and adhere to time limits and other constraints; consciously monitor speech to avoid or correct frequent mistakes; use humorous anecdotes and asides in an oral presentation to establish a rapport with the audience)

Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about a wide variety of topics, including literary topics and challenging or specialized topics (e.g., deliver a presentation using logically sequenced points to analyse a character or theme in a novel; articulate and defend a point of view on a current social issue; dramatize a scene from a medieval French fable; give a talk to younger students on financial considerations related to planning their postsecondary education; present their findings, including evidence and examples supporting their position, on the economic importance of cultural industries; deliver introductory comments for a seminar on the literary analysis of a satirical play; produce an oral report comparing their own perspective on a topic with the perspective of the main character in a historical narrative; present a basic budget reflecting their expected income and expenditures after secondary school)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about a wide variety of topics, including literary topics (e.g., smoothly adjust their style from delivering a formal presentation to responding spontaneously to questions and remarks from the audience; use coordination and subordination, with appropriate linking terms, to smoothly express the relationships between ideas; use idiomatic expressions to improve the natural flow of language)

Creating Media Texts: create oral media texts in French on a wide variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., deliver a radio or television news report covering a Canadian event for a global audience; create a podcast outlining the positions of various stakeholders on a current issue; narrate a video including interviews with advertising professionals about ways to develop and retain talent in the industry; create a persuasive public service announcement for radio; produce an informational webinar about the history and culture of First Nations, Métis, or Inuit peoples or issues related to residential schools; interview an environmental youth activist about his or her accomplishments)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., use a variety of sentence structures correctly to communicate complex ideas; use tense sequences correctly in both spontaneous and prepared dialogues; use the participe présent and the gérondif appropriately; use the active voice and passive voice appropriately for the purpose and audience; use unconventional grammatical constructions to create a particular effect)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., rephrase to clarify their point when misunderstanding occurs; synthesize ideas in a group discussion; respect conversation etiquette when interjecting, turn taking, introducing and changing topics, and acknowledging what was heard)

Interacting: engage in sustained spoken interactions in French (prepared and spontaneous), in academic and social contexts, about a wide variety of topics, including literary topics and challenging or specialized topics (e.g., with a partner, role-play an information-seeking session with a guidance counsellor, medical professional, or lawyer; lead a panel discussion on the effectiveness of a film or theatre adaptation of a literary text; present a group-researched paper on a literary topic, encourage questions from the audience to stimulate an exchange of views, and provide spontaneous answers; formally and informally debate issues arising from the study of a literary work; evaluate the effectiveness of arguments during a class debate on an environmental or economic issue; participate in a group discussion about how to express pride in one’s own culture while respecting other cultures; in a small group, plan and lead a press conference presenting a political viewpoint)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after speaking to communicate effectively; (b) demonstrate insight into their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., consider how synthesizing ideas assists in understanding, so that they can respond appropriately in a discussion or debate; assess the effectiveness of the strategies used to accomplish a speaking task; consider feedback from peers and the teacher when setting goals for future interactions)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

Intercultural Awareness: communicate information orally about French-speaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., set up and participate in a forum to explore cultural norms in various French-speaking communities; introduce and discuss a music video from a French-speaking community outside Canada; dramatize a scene from a comic strip or story on lifestyles in a Frenchspeaking culture)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in spoken interactions (e.g., respond to and use jokes appropriately in a variety of settings; use regional expressions and vocabulary appropriately in dialogues; use expressions of politeness from various regions)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;

Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including long and challenging or specialized texts (e.g., before reading, discuss background information about the text form, the author, and/or the topic; make predictions about the plot, characters, setting, and theme of a literary work based on its title; identify the organizational pattern of the text; while reading, focus on verb endings to establish the relative timing of events; substitute familiar terms for unfamiliar, complex words; create a concept map of the figurative allusions in a text to help identify some underlying ideas in the text; consolidate and extend understanding after reading by paraphrasing with partners and noting similarities and differences in these retellings)

Reading for Meaning: demonstrate an understanding of a wide variety of literary, informational, and graphic French texts, including long and challenging or specialized texts and texts used in real-life situations (e.g., assess the extent to which the ending of a literary work resolves the initial conflict; compare the settings in two stories and analyse how they contribute to the themes of the stories; compare and contrast character development and/or social issues in works of literature on a similar theme from two different periods; synthesize non-fiction works in a digital presentation on a financial or an economic issue; research online to develop ideas for the school graduation celebration)

Reading with Fluency: read a variety of French texts, including long, challenging texts, with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read a role from a play dramatically or read a poem expressively, respecting punctuation and using appropriate emphasis, intonation, and rhythm; when reading a text aloud, ensure that their reading resembles the rhythm, stress, and intonation of speech; read specialized texts aloud in small groups, maintaining pace, expression, and the attention of their audience)

Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., increase their independent reading; use new vocabulary over the course of a day and report on the results; use rhymes or other kinds of word play to increase word retention; build a bank of personally meaningful words and remember them by making a conscious association with familiar things, people, or events; use contextual clues to figure out the meaning of new words and homonyms; determine the meaning of new words by examining roots, prefixes, and suffixes)

Responding to and Evaluating Media Texts: analyse and explain explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., compare the messages in different articles on an economic issue; identify implicit messages or bias in news headlines or articles; compare the layout and language used in a celebrity tabloid and in the entertainment section of a broadsheet newspaper; analyse how an informational brochure conveys its message and how it might be improved; analyse the messages conveyed by photos and text in newspaper articles; compare the discussion of an environmental issue on different websites; explain the point of view represented in an editorial cartoon)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a wide variety of text forms in French, including literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., quotations in an essay support the analysis or argument; conflict and characterization convey ideas and themes in short stories; particular subject matter, themes, and language characterize works representing French literary movements such as le classicisme and le romantisme; titles and descriptions of courses in all disciplines are given in a university course calendar to help students make course selections)

Text Features and Elements of Style: identify features and stylistic elements of a wide variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., analyse the syntax in a paragraph from a novel with respect to its coherence; explain how rhetorical questions engage the reader’s interest; compare two editions of a play, assessing how features such as footnotes or endnotes and glossaries improve the accessibility of the text)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after reading to understand texts; (b) demonstrate insight into their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., rank reading comprehension strategies in order of personal effectiveness and give reasons for their choices; compare their top strategies with those of a peer and collaborate to describe the best use for each strategy; explore additional or new strategies; plan to read a variety of fiction and non-fiction works in various forms to expand their vocabulary and enrich their understanding of language structures; recognize when confusion occurs and identify strategies they could apply to improve their comprehension)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities worldwide, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare the characters’ lives, influences, and motivations in texts by French-speaking non-Canadian authors and French-speaking Canadian authors; compare information on arts websites from a variety of French-speaking regions; research non-governmental organizations’ aid projects in developing regions where French is spoken to evaluate an aid initiative in that region)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., read several texts by the same author to determine how his or her background influences the choice of words and expressions; compare the use of formal literary language in texts from different Frenchspeaking regions; use a T-chart to compare and contrast descriptive vocabulary in literary excerpts from two French-speaking regions; examine the influence of slang and jargon on various written texts)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to adapt a complex scene from a literary work into a dialogue for junior students; to review a book or film and analyse the character development in it; to apply for a postsecondary program or scholarship; to respond in a letter to the editor to news reports about an environmental initiative; to explain social, political, and/or economic realities in Canada today, using research to strengthen their arguments; to write an editorial for a multicultural community newspaper

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about a wide variety of topics, including literary topics and challenging or specialized topics, applying their knowledge of the structural and stylistic elements of each form (e.g., a blog post giving an opinion about a literary text that challenges social, cultural, or political norms; a satirical monologue using hyperbole to parody a political speech; an adaptation of a third-person narrative into the first person, reflecting the attitudes and views of the character who is narrating; a persuasive speech on bullying, homophobia, or racism, using rhetorical devices such as metaphor, simile, and allegory; an opinion on the future of the Canadian economy, supported by examples from the financial sections of various newspapers; a summary of positive and negative observations about the Canadian cultural mosaic; a persuasive essay on the dangers of cultural and regional stereotypes)

Creating Media Texts: create media texts in French on a wide variety of topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., create a multimedia travelogue or documentary about a French-speaking country outside North America; write an article for the school newspaper that promotes healthy relationships; create a storyboard for a video game and describe the most effective ways to shoot a commercial for it, including camera angles, types of shots, music, and special effects; write a news release for a mainstream newspaper, then rewrite it for an alternative newspaper, promoting a school or community initiative to help students direct their own learning in a work project)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use a variety of sentence structures correctly, including in lengthy and detailed text; use transitional words and phrases to enhance the coherence of paragraphs; select the appropriate tense for the context; use various simple and complex pronouns to avoid repetition; use punctuation correctly to improve rhythm and flow; write balanced sentences with parallel structure to aid clarity)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., use a writer’s notebook to record and organize ideas; cluster point-form notes into main ideas and supporting details; brainstorm with a partner or group using guiding questions; interview people with expertise in the topic; use a graphic organizer to help them sort and analyse contrasting opinions on an issue; select ideas from their journals to use in creative writing; establish the success criteria for a potential writing task in consultation with the teacher and classmates)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., use an outline to organize the arguments supporting a thesis; compare their draft to an exemplar to help them assess how well the established success criteria have been met; reread early drafts to ensure logical organization with adequate development of information and ideas)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use various elements of effective presentation to produce a polished product for publication (e.g., consider feedback from previous assignments when correcting frequent errors and refining language use; use electronic editing tools judiciously; reread their work, looking specifically for errors in language conventions; publish texts in an appropriate format, such as a blog for an opinion piece or an anthology for a series of poems; reread the final draft to ensure appropriate use of form, style, and conventions)

Metacognition: (a) explain which of a variety of strategies they found helpful before, during, and after writing to communicate effectively; (b) demonstrate insight into their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., for a conference with the teacher, prepare a portfolio of their work along with an introduction explaining the writing process for each text, what problems they encountered and solved, and how well they achieved their purpose or targeted their audience; reflect on how they used success and/or task criteria to guide their writing, and assess the importance of having clear criteria for a writing task; reflect on their strengths and needs as a writer in a personal journal; record useful self-correcting techniques in a personal reflection log; compare their current writing skills with those required for higher education, and set specific goals for improvement)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities worldwide, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., prepare a research paper about the importance of cultural identity in different French-speaking communities; add to a poem or the lyrics of a song by a Frenchspeaking poet or songwriter to make connections with their own cultural identity; write a feature article for a community newspaper describing the role of women in the business world in different French-speaking regions)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities, and use them appropriately in their written work (e.g., use French slang in a comic strip; write a formal memo to members of the Académie Française to encourage them to include new terms in their French dictionary; use regionalisms in a play that parodies political leaders in a specific region)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., activate prior knowledge; preview a list of words to listen for; use context and background knowledge to make inferences while listening; take notes while listening to help them recall the information later; use a graphic organizer to help them organize ideas after listening to a text)

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts about new and familiar topics, with contextual and visual support (e.g., identify essential information from recorded messages, songs, audio webcasts, and live presentations; deduce the subjects being taught after hearing excerpts from lessons that include unfamiliar vocabulary; extract key points from an oral text about an environmental issue; compare the information or ideas in two oral texts on the same topic; listen to a dialogue set in an airport and use the context to help them determine the meaning of new words; trace the route to a location in their community while listening to directions; paraphrase an oral text)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in structured and guided social and academic interactions (e.g., use culturally appropriate body language and eye contact when listening during a discussion; take turns speaking and avoid interrupting others during an informal discussion or debate; clarify and confirm the messages in a presentation by commenting and asking questions afterwards; express interest during a discussion with peers; use think-pair-share sessions to discuss new topics with a peer; respond to directions by action, writing a note, or drawing on a map)

Interacting: respond with understanding to what others say while participating in a variety of structured and guided interactions about new and familiar topics, in formal and informal situations (e.g., formulate questions in response to a peer’s statements about personal information, interests, and/or experiences; participate in paired and small-group conversations on familiar topics, such as healthy eating or environmental issues in their community; respond to statements and questions of others during a role play; share with a partner feelings evoked when listening to a multimedia text; provide constructive feedback during a peer conference)

Metacognition: (a) describe strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., identify practices that helped them to understand and allowed them to interact more effectively during a discussion; determine next steps after assessing the effectiveness of the listening strategies they use most often)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to commercials promoting the same product in different Frenchspeaking communities in Africa or Asia, and identify specific differences; listen to various media clips describing family habits or teens’ hopes and dreams, issues, and concerns in a French-speaking region, and draw comparisons with their own families; listen to music that would be heard at cultural festivals in French-speaking Africa or Asia, and compare it to the music played at a festival in their own community)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities (e.g., identify variations in pronunciation and dialect; determine the context based on the speaker’s use of formal or informal language registers; describe the messages conveyed by the language used in relation to gender in popular music; identify politeness conventions and forms of impoliteness; manage situations of intercultural misunderstandings and conflict; listen for and identify examples of borrowed words used in different French-speaking communities)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a range of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., identify and clarify the purpose for speaking; record, listen to, and make adjustments to a presentation before sharing it in a large group; use appropriate intonation; repeat or paraphrase ideas to assist peers’ understanding; when planning a presentation, create an outline of the main ideas and supporting details associated with their topic; compile and refer to a personal lexicon of expressions and phrases that can be helpful in a variety of situations; introduce the subject matter to the audience at the outset of a talk, and summarize the essential points at the end)

Producing Oral Communications: produce prepared and spontaneous messages in French to communicate information, ideas, and opinions about matters of personal interest and familiar and academic topics, with contextual, auditory, and visual support as appropriate (e.g., critique a graphic novel, film, or video game; express ideas and opinions about current events and issues; express needs in everyday situations; speak about their interests and activities in school, their future plans, and/or their personal interests and pastimes outside of school)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared communications about a range of familiar topics (e.g., accurately pronounce known vocabulary when discussing personal interests; deliver a prepared and peerassisted oral presentation at a smooth pace with appropriate phrasing and emphasis; reduce hesitations while participating in a group discussion about a researched topic; recite a piece of writing aloud, pausing as indicated by the punctuation)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., describe daily activities using appropriate verbs and time indicators and specify the time of the day; participate in informal discussions with peers about needs and wants; make a presentation using the five Ws about personal interests or familiar topics; role-play an interaction between a teacher and a student in a discussion about a problem, such as absenteeism, tardiness, or lateness of assignments)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of structured, guided, formal, and informal situations (e.g., provide meaningful feedback in response to a peer’s presentation; encourage others during group discussions; bridge gaps in spoken communication with basic clarification and repair strategies, such as stopping and going back to clarify, or restating differently; use non-verbal cues, such as facial expressions and gestures, to highlight important ideas in their conversations; respond constructively to their partner’s ideas and questions in think-pair-share sessions)

Interacting: exchange information, ideas, and opinions with the teacher and their peers in structured and guided spoken interactions about matters of personal interest and academic topics, with teacher modelling as appropriate (e.g., respond to the ideas and opinions of others in a conversation; role-play a situation where negotiation is required; respond to and formulate questions about familiar topics; participate in a discussion about family traditions)

Metacognition: (a) describe strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., make and record revisions to the form and content of speech using feedback from peers and the teacher)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities in Africa and Asia, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., talk about cultural events in French-speaking Africa and their importance to the local community; describe countries of origin of classmates and public personalities and use that information to trace how many may have French-speaking roots; prepare a presentation on various factors that affect a particular French-speaking region in Africa or Asia, such as historical events, climate, geography, the economy, and significant individuals; share with peers the similarities and differences between their own community and one presented in a French film or video)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in spoken interactions (e.g., contrast the appropriate uses of certain expressions of formality or politeness, such as “je veux” vs “je voudrais”; offer and respond to greetings, invitations, compliments, and apologies)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;

Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in modelled, shared, guided, and independent reading contexts (e.g., skim through the first few sentences, paragraphs, or pages to activate prior learning and determine the main idea; make predictions before reading and ask questions during and after reading to test the accuracy of those predictions; make connections to other texts or to personal experiences; examine illustrations, pictures, and diagrams in the text to enhance their understanding of its main points; identify important facts and key details; make sketches to help them visualize the action in a scene; after a shared reading activity in a small group, use placemat activities to determine the major themes of the text; extract information from titles, subtitles, headings, and sidebars in a non-fiction text)

Reading for Meaning: demonstrate an understanding of a variety of student- and teacher-selected French texts about academic and personally relevant topics (e.g., record key information and supporting details from brochures or posters; dramatize key events in a text about current events or a social or environmental issue; create an illustration depicting the main conflict in a short story or novel; summarize the opinions and evidence that a newspaper column offers to support its points about recycling electronic devices; retell a scene or chapter from an alternative point of view; compare the experiences of a character in a story to their own experiences or to the experiences of a character in a different story; plan and budget for a trip using a bus or train schedule)

Reading with Fluency: read a variety of French texts containing familiar names, words, and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read aloud with suitable emphasis and phrasing to dramatize a text for an audience; read a statement on a current event to peers, varying expression to reinforce meaning and using intonation in keeping with the punctuation)

Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., identify familiar words used in new contexts and explain their meaning; identify slang expressions and jargon, and research their meaning; identify words borrowed from other languages; use words in context to demonstrate their meaning; construct a word web listing the personality traits of a character; use understanding of context and parts of speech to deduce the meaning of unfamiliar words and expressions; use knowledge of roots, prefixes, and suffixes to help them determine the meaning of unfamiliar words; use French–English dictionaries to confirm the meaning of unfamiliar vocabulary)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., the episodic plot of an adventure story creates suspense; links in a website lead the reader to related information)

Text Features and Elements of Style: identify some features and stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., dialogue and descriptive words help a reader visualize characters in a narrative text; descriptive language and metaphors in song lyrics, short stories, and novels add vividness and evoke an emotional response; boldface type and colours emphasize key words in an advertisement; titles and subtitles are used to organize information in an article or a report)

Metacognition: (a) describe strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesserstrength as readers, and plan steps they can take to improve their reading skills (e.g., keep a reading log and use it to analyse their reading trends; set goals to expand the variety of texts read; plan to incorporate newly acquired vocabulary in spoken and written contexts)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities in Africa and Asia, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., conduct research to identify and describe significant landmarks in various French-speaking places in Africa and Asia; read travel brochures or information from websites about different French-speaking African or Asian regions and create a multimedia presentation on the cultural highlights of these regions; read a menu from a Moroccan or Lebanese restaurant to determine the extent to which the main dishes reflect the agriculture in the country that inspired the restaurant)

Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities* (e.g., read a blog from someone in a French-speaking region to identify local colloquialisms; extract regional vocabulary from two children’s stories from different regions depicting a cultural celebration; read song lyrics by French-speaking artists to identify expressions specific to different regions)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for the French texts they plan to create (e.g., to record personal opinions and feelings in a journal entry; to inform others of the key ideas from a magazine or story in a blog; to compose a survey to find out about people’s habits and routines related to environmental concerns such as recycling; to produce a brochure explaining a new [real or imaginary] innovative technology; to create a poster to promote an event in the community; to describe a significant Canadian personality or historical event in a guide for newcomers to Canada; to compose song lyrics with a particular message)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and personally relevant topics, applying their knowledge of the basic structural and stylistic elements of each form (e.g., a biography of an important Canadian historical figure, such as an individual from a First Nation, Métis, or Inuit community; a critique of a work by their favourite artist; an analysis of information presented in a graph or chart in a report; a letter to the editor using persuasive language to convince adults to increase their environmental awareness; an email message inquiring about student loans for summer venture projects)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., describe daily routines using common reflexive verbs; write a diary entry including verbs conjugated with “être” in the past tense; create effective compound sentences using conjunctions in a personal blog entry; make suggestions that promote diversity and inclusion in the school community using the impératif; provide instructions related to a personal hobby in a how-to manual or poster using the impératif and/or infinitif; describe favourite and familiar activities, people, places, and things in an autobiography using a variety of adjectives; express opinions in a comic strip about a social issue using a variety of positive and negative question forms; offer advice and make recommendations in an email or in a dialogue using pronouns to avoid repetition; express likes and dislikes using verbs of emotion)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., use guiding questions to identify the purpose and audience before writing; use graphic organizers to help them structure ideas; conduct background reading to expand their knowledge of a topic; sort ideas into logical order for an informational paragraph; record information in their own words or using images; pose questions to guide research; gather supporting information, ideas, and opinions from print and electronic sources; assess the accuracy and relevance of information and the reliability of sources)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., use an editing checklist; reread their writing to determine where it might be necessary to add and reorder information to improve organization and clarify the message; discuss word choices during peer and teacher conferences and use feedback to help them improve precision; use words from a class word wall or personal lexicon; ensure the appropriate placement of words in a sentence)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., ensure the images and words on a cover page support the message of the text; label diagrams, illustrations, and photographs appropriately)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities in Africa and Asia, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., write an online encyclopedia article or blog entry summarizing interesting and important facts about a French-speaking African or Asian community; write a letter to an imaginary or real friend in Laos, Senegal, or Egypt asking questions about tourist destinations)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverseFrench-speaking communities,* and use them appropriately in their written work (e.g., create a comic strip using popular expressions particular to youth from a specific French-speaking region; create a picture book to explain the meanings of popular expressions to younger students; write notes to a friend and to a job interviewer or the school principal, adjusting the level of formality accordingly)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a range of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., brainstorm key words and ideas related to the topic before listening to a text; visualize key elements of a text to bring it to life; listen for known words within new words; listen for key words that indicate sequence to help them determine when an action takes place; use background knowledge and contextual clues to deduce the meaning of an unfamiliar word; replay an audio text to confirm understanding; ask for clarification after listening to a text; take notes to retain information)

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts about everyday matters and matters of personal interest, with contextual and visual support (e.g., extract key ideas and new vocabulary from recorded messages, songs, or audio webcasts; identify new words and phrases heard in introductions of friends and family; illustrate familiar objects based on oral descriptions; use a graphic organizer with headings such as “hier”, “aujourd’hui”, and “demain” to record the order of events in a text read aloud; point to, choose, or rearrange items according to oral instructions; listen to a dialogue taking place in a department store and use the context to help them determine the meaning of new words)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use interactive listening strategies to suit a variety of situations while participating in structured and guided social interactions and interactions about everyday matters (e.g., use culturally appropriate body language and eye contact when listening during a discussion; express engagement by asking questions and sharing constructive comments; make connections to personal experiences when responding to a statement; visualize aspects of the message, event, or situation under discussion to help them determine the meaning of a statement)

Interacting: respond with understanding to what others say while participating in a variety of structured and guided interactions about everyday matters and matters of personal interest (e.g., determine with a partner appropriate answers to questions heard; listen to a description of the benefits of extracurricular activities and discuss them in pairs or small groups; respond to oral questions about personal preferences and interests such as shopping; interview a classmate and share selected aspects of the interview with a larger group)

Metacognition: (a) describe strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan steps they can take to improve their listening skills (e.g., discuss how anticipating possible themes, words, and expressions helped with comprehension; describe how listening to intonation, watching gestures, and identifying words and phrases used in English supports comprehension)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to a text about a specific French-speaking region in eastern, western, or northern Canada and describe distinctive features of the community; listen to recipes of traditional French Canadian foods and identify some of their key ingredients; take notes while listening to a text about life in a French-speaking Canadian family, and make connections to their own families)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., listen for and identify examples of borrowed words and anglicisms used in different French-speaking communities, such as “le shopping”, “le parking”, “le week-end”; identify the terms used to address different people in dialogues or discussions; listen for the use and choice of greetings and expressions of politeness)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a range of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., use modelled sentence starters and prompts when sharing personal preferences; use gestures and mime to clarify meaning; vary pitch, tone, and volume for emphasis; repeat or paraphrase ideas to assist peers’ understanding; slow down speech and focus on pronouncing words clearly; record and review their presentation to increase confidence and identify areas needing practice; list essential vocabulary and ideas before speaking; use images and illustrations to support presentations or descriptions)

Producing Oral Communications: using familiar words and expressions, produce prepared messages in French to communicate information, ideas, and opinions about familiar, everyday matters and topics of personal interest, with contextual, auditory, and visual support as appropriate (e.g., express likes and dislikes related to food, music, pets, hobbies, sports, movies, video games, books, celebrities; describe daily routine activities before, during, and after school; in a small group, introduce a classmate and state his or her place of origin, customs, hobbies, and tastes in food and music)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accurate pronunciation in prepared communications about a range of familiar topics (e.g., vary the pace to entertain the audience while telling a story; pause to emphasize key ideas during a presentation)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., introduce themselves and discuss their hobbies and interests using basic expressions; describe a person or an object from their environment; request information or permission; respond to questions)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of structured, guided, formal, and informal situations (e.g., speak in turn; ask for repetition when they do not understand something; acknowledge alternative points of view during a small-group discussion; use body language, degree of physical proximity, gestures, level of assertiveness, and facial expressions to engage the audience; incorporate expressions of courtesy when acknowledging the contributions of others)

Interacting: exchange information, ideas, and opinions with the teacher and their peers in structured and guided spoken interactions about matters of personal interest and familiar topics, with teacher modelling as appropriate (e.g., in conversation, present personal opinions and respond to the opinions of others; ask and respond to questions about name, age, family, favourite school subjects, weather, leisure activities, and places of interest; role-play a situation where negotiation is required; select appropriate responses from a prepared bank of common situational dialogues; engage in brief conversations about everyday life)

Metacognition: (a) describe strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan steps they can take to improve their speaking skills (e.g., describe which speaking strategies contributed to a positive group discussion; identify the most effective elements in an oral exchange and describe what might be done differently next time)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities in Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., research and speak about French Canadian cuisine, such as tourtière in Quebec; research, in pairs, a French Canadian musical artist or group and present the information to the class; share information about festivals and traditions in French-speaking communities in Canada)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities* and use them appropriately in spoken interactions (e.g., contrast the appropriate uses of certain expressions of formality or politeness, such as “je veux” vs “je voudrais”; compare the use of social distance and body language in video clips of people from various communities, including French-speaking Canadian communities and their own; offer and respond to greetings, invitations, compliments, and apologies)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a range of reading comprehension strategies;

Using Reading Comprehension Strategies: identify a variety of reading comprehension strategies and use them before, during, and after reading to understand French texts in modelled, shared, guided, and independent reading contexts (e.g., activate prior knowledge by brainstorming about the cover, title page, and/or topic of a text; examine illustrations to help them understand the content of a brochure or poster; identify action verbs to help them visualize the action in a scene; make predictions based on knowledge of similar text forms; use pictorial clues, including the cover of a text, to predict vocabulary; make connections to personal experiences; scan text for specific information; reread when understanding has broken down; preview vocabulary to identify familiar words and cognates; as a class, ask and respond to questions to formulate predictions before reading; list key words in a text and refer to them when summarizing its message)

Reading for Meaning: demonstrate an understanding of a variety of short student- and teacher-selected French texts containing visuals and familiar names, words, and expressions, with teacher modelling and guidance as appropriate (e.g., order a meal based on information in a menu; summarize the steps in a how-to manual; identify people and objects based on written descriptions; read the instructions that accompany a video game and explain the game to a partner; create a series of illustrations to convey the plot of a short story; omit extraneous information when summarizing key ideas; discuss reactions to a text in a small group; dramatize events in a story to convey the importance of foods, feasts, and/or traditions in an Aboriginal community; draw a sketch of a scene in a story and write a caption describing personal reactions to the scene; read about the benefits of learning French and make an informed presentation to the class)

Reading with Fluency: read a variety of French texts containing familiar names, words, and expressions at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., recognize and automatically read high-frequency words and words related to personal interests; read texts aloud with appropriate expression, voice, tone, and pauses as indicated by the punctuation; make reading aloud sound like speaking

Developing Vocabulary: use a variety of vocabulary-acquisition strategies before, during, and after reading to determine or confirm the meaning of new, unfamiliar, or recently learned words and expressions (e.g., find familiar words used in new contexts and explain their meaning; use contextual clues to help them determine the meaning of new words; use knowledge of parts of speech to infer the meaning of a new word; create a word web with vocabulary relating to a specific topic; identify slang expressions and jargon in a magazine article)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of authentic and adapted text forms in French, including fictional, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how the characteristics help communicate the meaning (e.g., descriptions and images in a catalogue or flyer promote products; alphabetical order in dictionaries and encyclopedias helps the reader to find words and information; identification of the occasion on the outside and poetic text on the inside of a greeting card acknowledges the significance of an event)

Text Features and Elements of Style: identify some features and stylistic elements of a variety of text forms, including fictional, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., descriptive words help a reader visualize scenes in a narrative text; repetition and rhyme draw attention to certain ideas or images in a poem or song lyrics; boldface type and colours emphasize key words in catalogues and flyers)

Metacognition: (a) describe strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan steps they can take to improve their reading skills (e.g., keep a reading log to track reading trends; analyse their reading log to determine preferred text forms and set goals to expand the variety of texts read)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities in Canada, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., conduct research to identify and describe significant landmarks in various French-speaking places in eastern, western, and northern Canada; in groups, read travel brochures about different French-speaking regions and create a multimedia presentation on cultural highlights in those regions; identify common activities and interests of youth in a Franco-Ontarian community; choose a meal from a Québécois restaurant menu)

Awareness of Sociolinguistic Conventions: identify, in a variety of French texts, examples of sociolinguistic conventions associated with a variety of social situations in diverse Frenchspeaking communities* (e.g., compare the use of greetings in letters written for different purposes; based on salutations, determine the gender and number of people being addressed in a letter; identify words and expressions unique to certain regions while reading)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for the French texts they plan to create (e.g., to describe a classmate; to provide personal information in a biography; to invite others to a social event; to introduce themselves to a new pen pal; to promote the value of learning French in Canada in a brochure for adolescents; to thank a guest speaker for a presentation; to send a postcard to a friend, parent, or teacher identifying the highlights of a holiday; to compile and prioritize a to-do list for the week; to conduct a survey about environmental habits in the home; to inform the school community about a fundraiser for a local charity)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about familiar, everydaytopics, applying their knowledge of the basic structural and stylistic elements of each form (e.g., a photo essay including images and captions; a how-to book with descriptive instructions and illustrations; a survey to determine the food preferences of classmates; a registration form for a sport or contest requiring personal information; a print advertising campaign to increase awareness about healthy living)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., describe favourite and familiar activities, people, places, and things in an autobiography using a variety of adjectives and correct verb forms; ask questions and seek additional information using a variety of interrogative pronouns; express likes and dislikes using personal pronouns and verbs of emotion; recount occurrences or events in the past, present, and future, using the correct verb tense)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., record in a journal possible topics to write about; activate prior knowledge through peer and group discussion; sort information and ideas into categories using graphic organizers; share ideas with and seek feedback from peers; gather supporting ideas and information from print and electronic sources; pose questions to guide research)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., use an editing checklist; reread their work with a partner to determine whether it is necessary to add or reorder information to improve organization and clarify the message; discuss word choices during peer and teacher conferences and use feedback to help them improve precision; add words from a class word wall or personal lexicon; use a template as a guide when writing a rough draft; develop a word web based on feedback on their drafts; read a piece written by a peer to see whether punctuation supports the message)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., ensure the images and words on a cover page support the message of the text; label diagrams, illustrations, and photographs appropriately)

Metacognition: (a) describe strategies they found helpful before, during, and after writing; (b) identify their areas of greater and lesser strength as writers, and plan steps they can take to improve their writing skills (e.g., after a writing activity, complete a self-assessment, with particular emphasis on the elements associated with the selected text form, and plan next steps)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities in Canada, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., write a postcard including interesting and important facts about a French-speaking community in eastern, western, or northern Canada; describe and illustrate examples of French Canadian cultural artifacts and explain their significance; write a letter to an imaginary or real friend in a French-speaking community in Canada asking questions to determine how life in that community is similar to and different from their own)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in their written work (e.g., write a thank-you note using expressions of gratitude and appreciation; create a brochure with pictures to explain greeting expressions to younger students; write a description using common local terms from a French-speaking region of Canada; write emails to a friend and a job interviewer, adjusting the level of formality accordingly)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., activate prior knowledge about the topic before listening; determine the goal for each listening activity in order to listen more effectively; during listening, use visualization and make connections to personal experience to help them remember content; use context and background knowledge to help make inferences while listening; make predictions before and during a presentation and verify their accuracy after listening; after listening, compare interpretations of the message with a peer

Demonstrating Understanding: demonstrate an understanding of the purpose and meaning of oral French texts about familiar and academic topics, including literary texts, with support as appropriate (e.g., listen to youth from different French-speaking communities discuss a social issue, and extract details that support their own opinion about the issue; explain the underlying meaning of lyrics by a First Nation, Métis, or Inuit songwriter after listening to the song in class; identify essential information from a presentation about the security features of banknotes; following the read-aloud of a literary story, write a response to the story and compare it with those of their peers)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts in French about familiar and academic topics, with support as appropriate (e.g., explain how the words, music, images, and sound effects in a television advertisement might influence teenagers; determine whether the images in a documentary about a social issue are consistent with the message of the film; explain reasons for the repetition of key points in a news report about an environmental topic)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in social and academic interactions (e.g., when conversing with a peer, ask questions to verify understanding and indicate involvement in the conversation; clarify, ask questions about, or respond to the ideas heard in a group discussion; paraphrase instructions or messages to confirm comprehension)

Interacting: respond with understanding to what others say while participating in interactions about familiar and academic topics, including literary topics, in formal and informal situations (e.g., participate respectfully and appropriately in an improvisational role play; with a partner, share ideas about a French Canadian literary text read in class; in a small group, respond to the ideas of others about how to distinguish between needs and wants when monitoring spending habits)

Metacognition: (a) explain which strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan specific steps they can take to improve their listening skills (e.g., monitor the effectiveness of the strategies they used to confirm their understanding during interactions; discuss during a student-teacher conference the usefulness of referring to their predictions to infer meaning; plan to focus on extracting the most important message from oral texts)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., listen to music that would be heard at cultural festivals in a variety of Frenchspeaking communities in Europe and compare it to the music played at a festival in their own community; listen to French-speaking students from different areas in Europe describe a typical day, and make comparisons to their own experiences; contribute to a class discussion following peer presentations comparing French-speaking cultures in Europe to their own cultures)

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., distinguish between regional variations in pronunciation; interpret the messages conveyed through the language used to depict gender roles in popular music; identify some common idioms in a French-language news broadcast from Europe; view a television interview to identify expressions and forms of non-verbal communication that can be used to show interest in what is being said; identify the language register used by the participants in a conversation and rewrite it in a different register)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., when planning a presentation, identify what classmates know about the topic; organize a speech with an introduction, middle, and conclusion; record, listen to, and make adjustments to a presentation before sharing it in a large group; use tone, body language, and facial expressions for emphasis; repeat or paraphrase ideas to assist peers’ understanding

Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, andopinions about familiar and academic topics, including literary topics, with support as appropriate (e.g., deliver a monologue or an impromptu speech to persuade peers to support an anti-bullying initiative; present information about healthy eating based on research and personal experience; recount childhood memories or personal experiences in sharing circles; dramatize or parody a scene from a movie to entertain a younger audience)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about familiar and academic topics, including literary topics (e.g., recite a poem or present a speech or short talk with expression and at a suitable speed; adapt their expression and intonation to reflect their message and the situation; deliver an oral presentation on a familiar topic, such as family rules and routines, with appropriate phrasing and emphasis; use vocabulary and expressions correctly in spontaneous role plays with peers about familiar subjects)

Creating Media Texts: create a variety of oral media texts in French about familiar and academic topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., produce a radio show, video, or podcast that distinguishes between the facts and opinions presented in a news report; record a song to stimulate discussion about an issue affecting adolescents; collaborate to record a message promoting the school’s extracurricular programs to potential students; in a small group, record a radio commercial for their geography class about the use and/or protection of Canada’s natural environment; provide the narration for a video clip about the role of music and dance in First Nations, Métis, or Inuit communities)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., describe why they enjoy a particular interest or hobby, using possessive pronouns; provide advice to a Grade 8 student about the transition to high school, using appropriate verbs and tenses; use the subjonctif présent of high-frequency verbs such as “aller”, “faire”, “savoir” with the impersonal expression “il faut” to express necessity; refer to something nearby or far away by using pronoms démonstratifs such as “celui”, “celui-ci”, “celui-là”)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., elaborate on a peer’s ideas in order to demonstrate and extend their own understanding; use culturally appropriate body language during a conversation; ask questions to encourage further discussion in a group)

Interacting: engage in spoken interactions in French (prepared and spontaneous), in academic and social contexts, about familiar and academic topics, including literary topics (e.g., with a peer, prepare and rehearse a dialogue to present in class about ethics and social responsibility in the twenty-first century; converse spontaneously about everyday life; survey classmates on different topics; in a small group, share key points from a text to defend an opinion; discuss the moral and lessons expressed in a fable; role-play a scene from a literary novel under study; participate in a discussion of a poem read in class)

Metacognition: (a) explain which strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan specific steps they can take to improve their speaking skills (e.g., identify situations in which elaboration was useful as a speaking strategy and those in which it was not; assess whether the questions they asked served to generate and encourage discussion, and consider how they might improve their ability to ask effective questions; consider peer feedback when reflecting on the appropriateness of their body language during interactions; explain during a student-teacher conference how they monitor their speaking skills, and articulate their plans for improvement)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

Intercultural Awareness: communicate information orally about French-speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., in pairs, discuss how traditions in French-speaking regions of Europe differ from one area to another; describe a variety of significant holidays in French-speaking European cultures and their importance to local communities; compare and contrast their own everyday life with that of individuals or groups from various French-speaking European cultures)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in spoken interactions (e.g., vary expressions and language register according to the occasion, intent, and social situation; use polite expressions to show appreciation to others and to start or finish a presentation; offer and respond to greetings, invitations, compliments, and apologies; use interjections to convey hesitation)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;

Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand a variety of short French texts (e.g., before reading, activate prior knowledge and experiences, and determine what they hope to learn from the text; use an anticipation guide to help them make predictions before reading and check their accuracy after reading; read beyond an unfamiliar word or phrase to infer meaning from the overall sense of the passage; when encountering an unfamiliar word, substitute a word that would make sense in the same context; during and after reading, ask questions for clarification and reread to confirm meaning; synthesize the information in the text after reading to support comprehension)

Reading for Meaning: demonstrate an understanding of a variety of short literary, informational, and graphic French texts, including texts used in real-life situations (e.g., after reading a literary story, retell it from a different perspective; after reading a memoir, biography, or personal journal, role-play the subject of the text, responding in character to questions from peers; illustrate or dramatize a scene from a literary text; develop a profile of a person based on a collection of printed artifacts such as calendar entries, ticket stubs, grocery receipts, and library slips; read a series of instant messages to extract the specific details surrounding a group outing; develop a character sketch based on a brief biography of a historical figure to prepare for a short role-play presentation)

Reading with Fluency: read a variety of French texts with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read aloud, adjusting their rate, expression, and tone to portray a character; improve pace and enunciation by recording and listening to their own reading; read aloud a fable, myth, or poem, pausing as indicated by the punctuation and/or line breaks to help communicate the intended meaning)

Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., predict the meaning of an unfamiliar word through context, verify their prediction by looking the word up in a dictionary, and create a personal mnemonic to help them remember it; use knowledge of roots, prefixes, and suffixes to help them determine the meaning of unfamiliar words; in a vocabulary notebook, list and define words that are easily confused, such as “attendre” and “assister”)

Responding to and Evaluating Media Texts: demonstrate an understanding of ideas and information in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., discuss the feelings evoked by the slogan in a print advertisement; explain their reactions to a news article on an environmental or First Nations issue; assess how magazines foster beliefs about ideal body images; assess the validity of and possible bias in product reviews on various websites; discuss how the text and images in a travel brochure appeal to a particular demographic; explain the message conveyed by informational graphics used in promotional materials for an event)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., dialogue gives concrete expression to character traits and conflicts in a literary text; a brief story illustrates one or more lessons or principles in a parable; brief messages, abbreviations, and photos succinctly convey information on a social networking site; charts communicate ratings in consumer reports evaluating products and services; images and specific information promote an event, a product, or a business in a flyer)

Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., headings and subheadings, point form lists of ingredients, illustrations, and indexes help a cook find information in a cookbook; titles, headings, photographs, captions, and pull quotes supplement and reinforce the information in magazine articles; stylistic devices such as hyperbole add colour to a character or humour to a story)

Metacognition: (a) explain which strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan specific steps they can take to improve their reading skills (e.g., describe a method they have used to prepare to read an informational text and assess the effectiveness of that method; rank their top four reading comprehension strategies in order of effectiveness and give reasons for their choices; explain the usefulness of synthesizing as a reading strategy for different types of texts; determine whether skimming or scanning is a more useful strategy when reading a graphic novel; read aloud to a peer and consider his or her feedback when reflecting on steps to improve their reading skills)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., research and summarize some cultural characteristics of a French-speaking community in Europe; based on their reading of tourism brochures, articles, and/or websites, create a multimedia presentation highlighting tourist attractions in a French-speaking region in Europe; compare advertisements for cultural events in French-speaking communities in various European countries with advertisements for events in their own community; research a variety of recipes from a French-speaking region in Europe and explain how geography has influenced the ingredients)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., identify differences in the language registers that a character in a novel uses when addressing others who are of various ages and who have different types of relationships with that character; demonstrate awareness of abbreviations and initialisms in electronic messages from French-speaking peers; read letters from several decades ago and discuss the evolution of the language used for greeting, informing, or requesting)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to introduce themselves to a potential employer or to the class; to request information from a friend about a social event or from a travel agency about a class trip; to express their opinion on a social issue or on hobbies or interests in the school newsletter; to invite people to a school event such as a cultural festival; to report on a community event, such as a First Nations, Métis, or Inuit celebration, for a local website; to promote the value of learning a second language in Canada in a blog; to thank a guest speaker for a presentation or a friend for help they have provided)

Writing in a Variety of Forms: write a variety of short French texts to convey information, ideas, and opinions about familiar and academic topics, including literary topics, applying their knowledge of some of the structural and stylistic elements of each form (e.g., a summary of a young adult or literary novel read in class; a formal paragraph stating and supporting their opinion about teenagers’ use of cellphones; a weekly budget based on their present financial circumstances; a letter to the school’s principal to suggest ways of improving the school building or naturalizing the school grounds; a short dialogue relating to a community cultural event that they attended or read about; a list describing information presented in a graph, table, or chart; a brief survey to solicit peers’ feedback on a particular issue; a response to a blog post or a tweet)

Creating Media Texts: create short media texts in French on familiar and academic topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., write a news report, ensuring that they address all of the five Ws to communicate the most relevant information to the reader; create a slogan and jingle for a product to appeal to their age group; create a multimedia slideshow with narrative captions and music appropriate for the images; write a post for a social media website to respond to others’ comments)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., use auxiliary verbs, adverbs, prepositions, and conjunctions correctly; use inversion for questions; use final punctuation appropriate to the sentence type; write correct simple, compound, and complex sentences; use relative pronouns such as “qui”, “que”, and “dont” correctly; consistently make the adjective “tout” agree in number and gender with its referent and place it in the right position; use irregular adjectives for descriptions of people, places, or events; place adverbs correctly with compound verbs)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., contribute to group discussions to generate ideas and to activate prior knowledge about the topic; use an idea tree to help them distinguish the main idea for a text from supporting ideas and to clarify the relationships among them; complete a K-W-L chart to help them focus an inquiry about a literary topic; summarize and paraphrase information and ideas in point-form notes; use note cards to help them organize the main ideas and supporting details for their text; use a variety of resources when investigating a topic; record all sources used to credit the original author, provide a reference list, and avoid plagiarism)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., when drafting a paragraph, focus on creating a topic sentence that reflects the main idea, followed by sentences that support that idea, and ending with a transition that leads the reader to the next paragraph; before drafting a news report, analyse the structure of other news articles and consider how they can apply that structure to the information they wish to present; to avoid interrupting their thought processes, write a full draft that includes all their main ideas before starting to edit or proofread; reread their draft to ensure logical organization, transitions between paragraphs, and adequate development of information and ideas; use feedback from peers to help them revise and add interest to their writing)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., review their final draft against the success criteria for the task to ensure that they have met all the criteria; use electronic resources judiciously to help them check grammar, spelling, syntax, and punctuation in their final draft; reread their formatted text to ensure correct usage of capitalization and formatting conventions; review the formatted work in its entirety before submitting it)

Metacognition: (a) explain which strategies they found helpful before, during, and after writing to communicate effectively; (b) identify their areas of greater and lesser strength as writers, and plan specific steps they can take to improve their writing skills (e.g., identify vocabulary that they frequently use, and identify strategies that could help them integrate a greater variety of words and expressions into their writing; assess completed texts using the success criteria for the tasks to determine what they could improve in the future; reflect on a writing task they found particularly challenging, and explain what they did to meet the challenge; consider feedback from the teacher and peers when planning next steps; complete a self-assessment on their use of a particular text form and plan next steps to improv their use of that form; discuss the distinction between drafting and revising)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., write a narrative inspired by a French-speaking European culture; write a promotional piece for a French-language film from Europe; write a letter or email to a teenager in a French-speaking European community, asking questions to determine how his or her life is similar to and/or different from their own; describe a personal celebration in their life and one that a teenager from a French-speaking European community might celebrate; write a description of a “green community” in a French-speaking region of Europe)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in their written work (e.g., use appropriate abbreviations in text messages to a French pen pal; research vocabulary related to specific French-speaking communities to use in their writing about the region; write a script for a skit with both formal and informal speech between characters)

French as a Second Language

Listening

Listening to Understand: determine meaning in a variety of authentic and adapted oral French texts, using a range of listening strategies;

Using Listening Comprehension Strategies: identify a variety of listening comprehension strategies, and use them before, during, and after listening to understand oral French texts (e.g., recall prior knowledge about the topic; before a listening task, preview a list of words to listen for; use the speaker’s non-verbal cues, including body language, to help them interpret meaning; make connections to personal knowledge and experiences; record information on a note-taking template while listening to various texts on the same topic; after listening, rephrase main points to ensure that they have understood the meaning of a literary text)

Demonstrating Understanding: demonstrate an understanding of oral French texts about academic and familiar topics, including literary texts, with support as appropriate (e.g., summarize information heard in a webcast on a social or an environmental issue; after listening to an interview with or a speech by a public figure such as a politician, a singer, a movie star, or an activist, summarize key points in a report; analyse the lyrics of a song they have heard about the Acadian deportation and explain ways in which the lyrics evoke an emotional reaction; take notes while listening to a history documentary to use in a class discussion of the events depicted; identify stylistic devices heard in a literary text and explain how they support the theme)

Responding to and Evaluating Media Texts: evaluate the effectiveness of the treatment and presentation of ideas and information in a variety of oral media texts in French about academic and familiar topics (e.g., compare a French novel under study to its film adaptation, and explain what is communicated more effectively and less effectively by the film; compare the ways in which an environmental issue is represented in various public service announcements; evaluate the techniques used in a documentary about a social issue to influence its target audience; analyse the relationship between visuals and lyrics in a music video by a First Nation, Métis, or Inuit artist)

Listening to Interact: interpret messages accurately while interacting in French for a variety of purposes and with diverse audiences;

Using Interactive Listening Strategies: identify and use a range of interactive listening strategies to suit a variety of situations while participating in academic and social interactions (e.g., focus attention on the person speaking and ask questions to indicate involvement; acknowledge, ask questions about, and build on the ideas of others in a group discussion; when participating in a discussion, paraphrase the opinions of other participants to ensure they are understood; in interactions, restate key points to affirm understanding and show interest; apply previous knowledge when discussing a new topic with peers)

Interacting: respond with understanding to what others say while participating in interactions about academic and familiar topics, including literary topics, in formal and informal situations (e.g., listen to a short narrative and discuss with peers what they think will happen next; share ideas in pairs or small groups about a French Canadian literary text studied in class; participate in a group discussion following an artistic presentation; view a television program featuring entrepreneurs and discuss with peers some ways in which needs and wants create opportunities for businesses; participate in an improvisational role play)

Metacognition: (a) explain which strategies they found helpful before, during, and after listening; (b) identify their areas of greater and lesser strength as listeners, and plan specific steps they can take to improve their listening skills (e.g., develop strategies for determining the overall meaning of a message even if there are many unfamiliar and new words in the message; consider feedback from peer or teacher conferences when determining next steps)

Intercultural Understanding: demonstrate an understanding of information in oral French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities.

Intercultural Awareness: using information from oral French texts, identify French-speaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., identify and interpret the message and emotion in songs from a variety of French-speaking European cultures; watch films and video clips depicting family customs, issues, and concerns in a range of French-speaking regions in Europe and draw comparisons with those in their own community; listen to a clip from a documentary about the French Revolution and determine whose voices are represented as well as whose voices are missing

Awareness of Sociolinguistic Conventions: using information from oral French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., identify and explain differences between familiar, colloquial, and formal language; identify some common idioms [“Coûter les yeux de la tête” – to be expensive, “Ce n’est pas la mer à boire” – it’s not difficult]; compare animal idioms in French to those in English, including some that are similar [“être doux comme un agneau”– to be as gentle as a lamb, “être fort comme un taureau”– to be as strong as a bull, “être têtu comme une mule” – to be stubborn as a donkey] and some that are different [“avoir un chat dans la gorge” – to have a frog in one’s throat]; identify ways in which the French language has evolved and is evolving, such as the use of anglicisms, including “le camping”, “le hamburger”, and “le marketing”)

Speaking

Speaking to Communicate: communicate information and ideas orally in French, using a variety of speaking strategies, appropriate language structures, and language appropriate to the purpose and audience;

Using Oral Communication Strategies: identify a variety of speaking strategies and use them to express themselves clearly and coherently in French for various purposes and to a variety of audiences (e.g., vary their pace and tone to maintain the listener’s interest; support their message by referring to pictures and objects around the room; integrate respectful vocabulary and expressions of courtesy; enunciate clearly; use non-verbal cues to highlight the feelings they are expressing; use tone of voice to reinforce a stated opinion)

Producing Oral Communications: produce prepared and spontaneous communications in French containing information, ideas, and opinions about academic and familiar topics, including literary topics, with support as appropriate (e.g., dramatize or parody a scene from a movie to entertain a younger audience; present a monologue or an impromptu speech on budgeting and saving money; describe an issue relating to the literature being studied; present and describe to peers an object of personal cultural significance; explain the use of familiar children’s songs in advertisements for games and toys; describe a memorable experience in the natural world, such as a hike through the forest)

Speaking with Fluency: speak with a smooth pace, appropriate intonation, and accuracy in communications in French (prepared and spontaneous) about academic and familiar topics, including literary topics (e.g., deliver an oral presentation at a smooth pace with appropriate phrasing and emphasis; make themselves clearly understood in exchanges with a partner; without long pauses, communicate the theme of a film; recognize and correct anglicisms as they speak; use appropriate words to link ideas and sentences smoothly; use a variety of sentence structures to create a smooth flow; leave a clear, lengthy message on an answering machine with minimal hesitation)

Creating Media Texts: create a variety of oral media texts in French about academic and familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., record an audio or video text recounting the plot of a story or play read in class; develop a television, radio, or Internet commercial for a product or service that a young entrepreneur is offering; recreate and reinterpret a television news report from a point of view overlooked in the original; collaborate to create an interactive multimedia presentation that includes a mock interview with a member of the audience at a concert)

Applying Language Structures: communicate their meaning clearly, using parts of speech and word order appropriately (e.g., use the comparative and superlative forms of adjectives and adverbs when comparing items to buy; use appropriate pronouns to avoid repeating nouns; use literary language in an oral analysis of a poem during a small-group discussion)

Speaking to Interact: participate in spoken interactions in French for a variety of purposes and with diverse audiences;

Using Speaking Interaction Strategies: demonstrate an understanding of appropriate speaking behaviour when interacting with others in a variety of formal and informal situations (e.g., respond respectfully and ask relevant questions to demonstrate engagement; paraphrase, clarify, ask questions about, or otherwise respond to ideas shared in a group discussion; use culturally appropriate body language and eye contact during a group discussion)

Interacting: engage in spoken interactions in French (prepared and spontaneous), in academic and social contexts, about academic and familiar topics, including literary topics (e.g., in small groups, discuss solutions to international problems, such as those related to public health, natural disasters, or the environment; improvise dialogues using a question-and-answer format and requiring a tactful, formal tone, such as between a client and a sales clerk, a traveller and a bus driver, or a banker and someone seeking information about saving; with a partner, role-play a telephone conversation in which they request an appointment; discuss whether morals and lessons expressed in children’s poems, fables, and/or literary texts from the past still apply today; converse with peers about obstacles they had to overcome and the strategies used to do so; with a partner, role-play an interview with an author, a film director, or a fictional character; share reactions with a group following an artistic presentation; discuss different interpretations of a French-language literary text from Canada)

Metacognition: (a) explain which strategies they found helpful before, during, and after speaking to communicate effectively; (b) identify their areas of greater and lesser strength as speakers, and plan specific steps they can take to improve their speaking skills (e.g., discuss with peers or the teacher the use and value of paraphrasing as a speaking strategy; in a journal, record and reflect on strategies that have improved their speaking skills; incorporate feedback from a partner or teacher when planning next steps)

Intercultural Understanding: in their spoken communications, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations.

Intercultural Awareness: communicate information orally about French-speaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., in pairs, research the history and geography of a Frenchspeaking country such as Monaco, Switzerland, or Belgium, and present their findings orally; deliver an oral presentation about cultural events in diverse French-speaking communities in Europe and their importance to local communities; in groups, compare and contrast the everyday life of a French-speaking European adolescent with their own)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in spoken interactions (e.g., participate in a role play using colloquialisms, idioms, and gestures appropriate to the situation; plan a meal and describe the food, circumstances, place, and participants to the class using gastronomic vocabulary from different French-speaking regions; describe local festivals using regional vocabulary found in the headlines and advertisements of online newspapers)

Reading

Reading Comprehension: determine meaning in a variety of authentic and adapted French texts, using a variety of reading comprehension strategies;

Using Reading Comprehension Strategies: use a variety of reading comprehension strategies before, during, and after reading to understand French texts, including short, challenging texts (e.g., brainstorm related ideas and themes before reading; use the title and visuals of a book cover to make predictions about the text; use think-aloud strategies while reading, such as asking questions, making quick comments or personal connections, or noting interesting phrases; while reading, make notes about the theme, main characters, setting, and events, and then, after reading, organize the notes to show how these elements are developed throughout the story)

Reading for Meaning: demonstrate an understanding of a variety of literary, informational, and graphic French texts, including short, challenging texts and texts used in real-life situations (e.g., identify the author’s intent or point of view in literary novels and poetry; read informational texts to confirm or negate a hypothesis; use a bus or train schedule to plan a journey; extract information relevant to a particular issue from an online biography; consult a variety of texts when conducting research on Aboriginal perspectives on sustainable uses of ecosystems, and write a report for science class to communicate their findings; read and extract information from the Statistique Canada website for a provincial cultural profile)

Reading with Fluency: read a variety of French texts with proper intonation and at a sufficient rate and with sufficient ease to demonstrate that they understand the overall sense of the text (e.g., read a text on a current event to peers without hesitation and with pauses at logical breaks; read a scene from a French Canadian play aloud, adjusting rate, tone, and expression to highlight a character’s feelings; use tone and intonation for emphasis in presenting arguments supporting or refuting a theory; read aloud a fable or poem, pausing as indicated by the punctuation and/or line breaks to help communicate the intended meaning)

Developing Vocabulary: use several different vocabulary acquisition strategies to expand their French vocabulary (e.g., explore a new word’s etymology and related words to decode its meaning; create a short graphic novel focused on a superhero in which each panel is titled with a word from their list of new vocabulary that reflects the action in the panel; maintain personal lists of useful words and phrases encountered in literary contexts)

Responding to and Evaluating Media Texts: demonstrate an understanding of explicit and implicit messages in a variety of French media texts, and evaluate the effectiveness of the treatment and presentation of the messages (e.g., share their views on a comic strip advertising a product; determine how graphics in a media text support the message; discuss the effectiveness of advertisements incorporated into online informational texts; compare the depictions of an issue in a young adult novel and in a newspaper or magazine article; explore how text and images work together in brochures and pamphlets about an environmental issue)

Purpose, Form, and Style: identify the purpose(s), characteristics, and aspects of style of a variety of text forms, including literary, informational, graphic, and media forms;

Purposes and Characteristics of Text Forms: identify the purpose(s) and characteristics of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how the characteristics help to communicate the meaning (e.g., titles, charts, subheadings, and layout help organize information in a non-fiction text; impersonal language distinguishes the factual, objective orientation of a news item from the personal, persuasive tone of an opinion piece; graphics and text work together to convey the narrative in a comic strip)

Text Features and Elements of Style: identify features and stylistic elements of a variety of text forms in French, including literary, informational, graphic, and media forms, and explain how they help to convey the meaning (e.g., the layout of a concrete poem can change or add to the meaning conveyed by the words alone; descriptive language and metaphors in song lyrics, short stories, and novels add vividness and evoke an emotional response; incongruous words and phrases may be used to create a humorous effect in a short story; stylistic devices such as alliteration contribute to the meaning in poetry)

Metacognition: (a) explain which strategies they found helpful before, during, and after reading to understand texts; (b) identify their areas of greater and lesser strength as readers, and plan specific steps they can take to improve their reading skills (e.g., in a reading log, reflect on the helpfulness of previewing vocabulary prior to reading and adding to a personal word bank while reading; describe the strategies they used while reading to record main ideas/themes and determine the meanings of unfamiliar words; rank their top five reading comprehension strategies in order of effectiveness and give reasons for their choices)

Intercultural Understanding: demonstrate an understanding of information in French texts about aspects of culture in diverse French-speaking communities and other communities around the world, and of French sociolinguistic conventions used in a variety of situations and communities

Intercultural Awareness: using information from a variety of French texts, identify Frenchspeaking communities in Europe, find out about aspects of their cultures, and make connections to personal experiences and their own and other communities (e.g., compare traditional and modern myths and legends from a variety of French-speaking European communities and discuss how they convey the values, traditions, and/or customs of those cultures; read a tourism brochure or website on a French-speaking European country and its various communities, and identify the differences from Ontario; compare the importance of various sports in different French-speaking European communities, based on newspaper coverage)

Awareness of Sociolinguistic Conventions: using information from French texts, identify and demonstrate an understanding of sociolinguistic conventions used in a variety of situations in diverse French-speaking communities* (e.g., identify regional vocabulary in online advertisements and newspapers; compare vocabulary in menus from two French-speaking communities; rewrite colloquial text messages in standard language; compare the level of language formality in invitations from their best friend and from the school principal)

Writing

Purpose, Audience, and Form: write French texts for different purposes and audiences, using a variety of forms and knowledge of language structures and conventions of written French appropriate for this level;

Identifying Purpose and Audience: determine their purpose in writing and the audience for French texts they plan to create (e.g., to persuade the community to take action on an issue; to introduce a significant Canadian personality to newcomers to Canada in an article for the school newsletter; to share a significant personal moment with the class; to illustrate an opinion on a social issue in a comic strip for youth; to write an expository essay for peers, explaining a character’s development in a literary novel or short story; to dramatize two sides of an issue in a dialogue to be acted out in class; to write a proposal to convince a finance committee that funds should be granted for a summer work project)

Writing in a Variety of Forms: write a variety of French texts to convey information, ideas, and opinions about academic and familiar topics, including literary topics, applying their knowledge of some of the structural and stylistic elements of each form (e.g., a new scene or ending for a literary play or short story read in class, drawing on the key themes of the original; an updated myth or fairy tale using a variety of literary devices; a pamphlet inviting other secondary school students to a special event at their school, using concrete words to depict the event vividly and precisely; an advice column about resolving a personal or social conflict, playing on words to add extra meaning; a “how-to” manual or poster about a personal hobby or interest; a series of paragraphs for an opinion piece; a letter to an editor of a newspaper or to a politician outlining the argument for action on an current issue)

Creating Media Texts: create media texts in French on academic and familiar topics, using forms, conventions, and techniques appropriate to the purpose and audience (e.g., write a storyboard for a video depicting daily routines, describing an event, or reflecting on a significant development in their life; write jacket copy for a novel or play read in class, reflecting the themes; write a script for a public service announcement to inform teenagers about a social or health issue; create a multimedia presentation to convey the results of their research about the contributions of important figures in First Nations, Métis, or Inuit history; write an objective news article summarizing the causes and potential consequences of a current social, economic, or environmental issue)

Applying Language Structures: communicate their meaning clearly, using parts of speech appropriately and following conventions for correct spelling, word order, and punctuation (e.g., write complete and correct simple, compound,complex, and compound-complex sentences using conjunctions; consistently make nouns and adjectives agree, and use a variety of adjectives to describe familiar activities, people, places, and things; consistently make subjects and verbs agree, and use appropriate verb tenses; use pronouns to make sentences less cumbersome and repetitive)

The Writing Process: use the stages of the writing process – including pre-writing, producing drafts, revising, editing, and publishing – to develop and organize content, clarify ideas and expression, correct errors, and present their work effectively;

Generating, Developing, and Organizing Content: generate, develop, and organize ideas for writing using a variety of pre-writing strategies and resources (e.g., use free writing to develop or focus a topic; draw or sketch to formulate thoughts; use different types of questions to deepen their understanding of a topic; create a glossary reflecting prior knowledge of terminology related to their topic; summarize and paraphrase information and ideas in point-form notes; use note cards to organize the main ideas and supporting details; explore ideas in peer conferences before starting research; use online and print resources to research a topic)

Drafting and Revising: plan and produce drafts and revise their work using a variety of teacher-directed and independent strategies (e.g., determine and sequence the steps necessary to create a first draft; consider feedback from peers to help improve coherence and clarity; refer to a checklist when editing to ensure that they review the key components of a writing task; reread early drafts to ensure logical organization and adequate development of information and ideas)

Producing Finished Work: make improvements to enhance the clarity and readability of their written work, and use a few elements of effective presentation to produce a polished product for publication (e.g., adopt a layout appropriate to the writing task and the target audience; add visuals to emphasize key ideas; reread the final draft to ensure appropriate use of form, style, and conventions)

Metacognition: (a) explain which strategies they found helpful before, during, and after writing to communicate effectively; (b) identify their areas of greater and lesser strength as writers, and plan specific steps they can take to improve their writing skills (e.g., reflect on and select the pre-writing strategies that are best suited to the task; reflect on the steps they used to accomplish their writing goal, and determine if any need to be revised or sequenced differently; use exit passes to reflect on the work just completed)

Intercultural Understanding: in their written work, demonstrate an awareness of aspects of culture in diverse French-speaking communities and other communities around the world, and of the appropriate use of French sociolinguistic conventions in a variety of situations

Intercultural Awareness: in their written work, communicate information about Frenchspeaking communities in Europe, including aspects of their cultures and their contributions to la francophonie and the world, and make connections to personal experiences and their own and other communities (e.g., create a print advertising campaign to increase health awareness in a French-speaking European community; write a short story that involves a significant current issue in a French-speaking European community; write a newspaper article explaining how a Frenchspeaking European community is handling an issue also facing Canadian society; develop two menus that reflect what they themselves and a teenager from a specific French-speaking European community might choose to eat)

Awareness of Sociolinguistic Conventions: identify sociolinguistic conventions associated with a variety of social situations in diverse French-speaking communities,* and use them appropriately in their written work (e.g., incorporate common idiomatic expressions into a dialogue or song; use French abbreviations in a text message; use correct conventions when referring to buildings, streets, and other locations)