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Core French 10
2018/19
Curriculum Core French Grade 10
PDF Grade-Set: 5-12
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Big Ideas
Grandes idées
Listening and viewing with intent strengthens our understanding and acquisition of French.
Expressing oneself and engaging in conversation in French requires courage and risk taking.
Acquiring a language can shape one’s perspective, identity, and voice.
Acquiring a language provides us with new opportunities to appreciate and value creative works and cultural diversity.
creative works
for example, books, dance, paintings, pictures, poems, songs Acquiring French opens the door to interacting with the Francophone world.
Acquiring French allows us to explore career, travel, personal growth, and study abroad opportunities.
Learning Standards
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Curricular Competencies
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Students are expected to be able to do the following:
Use a growing number of strategies to derive and negotiate meaning
strategies to derive and negotiate meaning
for example, using circumlocution, paraphrasing, reformulation, reiteration, repetition, word substitution; interpreting body language, expression, and tone; using contextual cues; interpreting familiar words Recognize that choice of words affects meaning
choice of words
for example, different degrees of formality, degrees of directness, choice of verb tense and modality Derive meaning from a variety of texts
advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, First Peoples oral histories, forms, graphs, instructions, interviews, invitations, legends, letters, myths, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, and text messages
Teachers are encouraged to use a wide range of grade-appropriate text types in their classrooms.
Teachers may choose to use adapted or modified Francophone texts with their students.
Purposes for using adapted texts include:
- to increase student comprehension (e.g., by simplifying the text)
- to increase student exposure to target vocabulary and patterns (e.g., by repeating key vocabulary or grammatical structures throughout a text)
- to increase the saliency of high-frequency vocabulary and patterns (e.g., by underlining, bolding, or highlighting)
Derive meaning
comprehend key elements, supporting details, time, and place texts
Text is defined as any piece of oral, visual, or written communication. Texts may be delivered through many different modes, such as face-to-face communication, audio and video recordings, print materials, or digital media. Examples of texts include but are not limited to:advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, First Peoples oral histories, forms, graphs, instructions, interviews, invitations, legends, letters, myths, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, and text messages
Teachers are encouraged to use a wide range of grade-appropriate text types in their classrooms.
Teachers may choose to use adapted or modified Francophone texts with their students.
Purposes for using adapted texts include:
- to increase student comprehension (e.g., by simplifying the text)
- to increase student exposure to target vocabulary and patterns (e.g., by repeating key vocabulary or grammatical structures throughout a text)
- to increase the saliency of high-frequency vocabulary and patterns (e.g., by underlining, bolding, or highlighting)
Locate and explore a variety of online media in French
a variety of online media in French
for example, articles, blogs, cartoons, music, news, videos Narrate stories orally and in writing
Narrate
using expressions of time and transitional words to show logical progression; using present, past, and future timeframes stories
Stories can be oral, written, or visual, and fictional or non-fictional (for example, a series of pictures, First Peoples oral histories, personal stories, skits, student-created stories) Recognize the importance of story in personal, family, and community identity
Recognize the importance of story in personal, family, and community identity
First Peoples stories express their perspectives, values, beliefs, worldviews, and knowledge Engage in short conversations
Engage in short conversations
with peers, teachers, and members of the wider community; can include virtual/online conversations Express themselves with growing fluency, orally and in writing:
- ask and respond to a variety of questions
- describe situations, day-to-day activities, and series of events
- express the degree to which they like or dislike objects and activities
- express hopes, dreams, desires, and ambitions
- express opinions on familiar topics
Appreciate that there are regional variations in French
regional variations in French
for example, idiomatic expressions from across la francophonie Recognize how cultural identity is expressed through Francophone texts
advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, First Peoples oral histories, forms, graphs, instructions, interviews, invitations, legends, letters, myths, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, and text messages
Teachers are encouraged to use a wide range of grade-appropriate text types in their classrooms.
Teachers may choose to use adapted or modified Francophone texts with their students.
Purposes for using adapted texts include:
- to increase student comprehension (e.g., by simplifying the text)
- to increase student exposure to target vocabulary and patterns (e.g., by repeating key vocabulary or grammatical structures throughout a text)
- to increase the saliency of high-frequency vocabulary and patterns (e.g., by underlining, bolding, or highlighting) and creative works
texts
Text is defined as any piece of oral, visual, or written communication. Texts may be delivered through many different modes, such as face-to-face communication, audio and video recordings, print materials, or digital media. Examples of texts include but are not limited to:advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, First Peoples oral histories, forms, graphs, instructions, interviews, invitations, legends, letters, myths, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, and text messages
Teachers are encouraged to use a wide range of grade-appropriate text types in their classrooms.
Teachers may choose to use adapted or modified Francophone texts with their students.
Purposes for using adapted texts include:
- to increase student comprehension (e.g., by simplifying the text)
- to increase student exposure to target vocabulary and patterns (e.g., by repeating key vocabulary or grammatical structures throughout a text)
- to increase the saliency of high-frequency vocabulary and patterns (e.g., by underlining, bolding, or highlighting)
creative works
for example, books, dance, paintings, pictures, poems, songs Recognize contributions of Francophone Canadians to society
Engage with Francophone communities, people, or experiences
Francophone communities, people, or experiences
for example, blogs, classroom and school visits (including virtual/online visits), concerts, exchanges, festivals, films, pen-pal letters, plays, social media, stores/restaurants with service in French Content
Students are expected to know the following:
increasing range of commonly used vocabulary and sentence structures for conveying meaning:
- asking and responding to various types of questionsvarious types of questionsincluding inversion questions; for example, As-tu un crayon?; Va-t-il au cinéma?; Aimez-vous ce livre?
- describing activities, situations, and eventsdescribing activities, situations, and eventsusing appropriate tenses (e.g., le future proche, le future simple, le conditionnel) in both the affirmative and the negative
- expressing different degrees of likes and dislikesexpressing different degrees of likes and dislikesfor example, J’aime…; J’aime bien…; J’adore…; Je n’aime pas…; Je n’aime pas du tout…; Je déteste…
- expressing hopes, dreams, desires, and ambitionsexpressing hopes, dreams, desires, and ambitionsfor example, Je veux…; J’aimerai…; Je vais…; J’aurai…; Je finirai…
- expressing opinions
past, present, and future timeframes
past, present, and future timeframes
Students should be able to understand and express past, present, and future tenses of regular and irregular verbs in context; differentiate between le passé composé and l’imparfait elements of a variety of common texts
advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, First Peoples oral histories, forms, graphs, instructions, interviews, invitations, legends, letters, myths, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, and text messages
Teachers are encouraged to use a wide range of grade-appropriate text types in their classrooms.
Teachers may choose to use adapted or modified Francophone texts with their students. Purposes for using adapted texts include:
elements
for example, format (letter vs. email message), language, context, audience, register (informal vs. formal), purpose texts
Text is defined as any piece of oral, visual, or written communication. Texts may be delivered through many different modes, such as face-to-face communication, audio and video recordings, print materials, or digital media. Examples of texts include but are not limited to:advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, First Peoples oral histories, forms, graphs, instructions, interviews, invitations, legends, letters, myths, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, and text messages
Teachers are encouraged to use a wide range of grade-appropriate text types in their classrooms.
Teachers may choose to use adapted or modified Francophone texts with their students. Purposes for using adapted texts include:
- to increase student comprehension (e.g., by simplifying the text)
- to increase student exposure to target vocabulary and patterns (e.g., by repeating key vocabulary or grammatical structures throughout a text)
- to increase the saliency of high-frequency vocabulary and patterns (e.g., by underlining, bolding, or highlighting)
common elements of stories
common elements
for example, place, characters, setting, plot, problem and resolution stories
Stories can be oral, written, or visual, and fictional or non-fictional (for example, a series of pictures, First Peoples oral histories, personal stories, skits, student-created stories) idiomatic expressions from across la francophonie
idiomatic expressions from across la francophonie
from, for example, le patois, le verlan, l’argot; jokes, French expressions derived from Arabic; expressions such as jaser for bavarder; expressions with avoir, faire, être (e.g., avoir tort, faire froid, être en retard) contributions of Francophone Canadians to society
Note: Some of the learning standards in the PHE curriculum address topics that some students and their parents or guardians may feel more comfortable addressing at home. Refer to ministry policy regarding opting for alternative delivery.