Études du cinéma et de la littérature francophones 12

Core Competencies

Communicating
 
Collaborating
Critical and Reflective Thinking
 
Creative Thinking
Personal Awareness and Responsibility
 
Positive Personal and Cultural Identity
 
Social Awareness and Responsibility

Students are expected to be able to know and understand the following in various contexts:
Students are expected to do the following, using oral, written, and visual media:

Big Ideas

Big Ideas

Linguistic variations
variations in phonics (accents), lexicon (expressions), and grammar (structures)
 offer cultural reference points
events, heritage objects and objects from everyday life, territorial references, artistic accomplishments, scientific discoveries, media products, values, lifestyles, characters and/or personalities
 within the French-speaking world
profile of communities using French in various geographic or social spaces
.
The life experience, culture, and current context
family, language, personal experiences
of the audience influence the interpretation of a text
oral, written, visual
.
The exploration of texts reveals the depth and complexity of human life.
The cinematographic and literary works of a society reflect its principles and values.
Linguistic and cultural identities are shaped by what we hear, see, read, and write.

Content

Learning Standards

Content

communication strategies
  • language registers
    slang, everyday language, formal language
  • taking the floor
  • courtesy formulas
    greetings, taking leave, level of formality (tutoiement and vouvoiement, pourriez-vous)
  • verbal
    intonation, voice, volume, pacing, pauses, tone
    and non-verbal
    gestures and facial expressions
social, historical, and cultural elements
  • protocols for using First Peoples stories
    First Peoples stories are often subject to usage protocols (who they belong to, where and when they can be shared and by whom); First Peoples programs within the school board can provide assistance and advice regarding local protocols
literary elements
  • stylistic devices
    techniques to make what we want to say more expressive, impressive, and convincing in order to create an effect on the audience of a text
  • semantic field
    set of words (verbs, nouns, adjectives, synonyms) pertaining to a given theme
  • expressions
    idiomatic, regional
  • cinematographic techniques
    special effects, lighting, staging, costumes, props
text organization
  • structure of texts
    see course description
language tools
editing strategies
rereading, consulting reference tools, using a revision grid
elements to enrich a text

Curricular Competency

Learning Standards

Curricular Competency

Explore and Reflect

Use language and cultural knowledge to reveal their identity
  • Francophone: a person whose mother tongue is French;
  • Francophile: a (non-Francophone) person who appreciates aspects (language, culture, civilization) of French Canada and
    the French-speaking world;
  • French-Canadian
within the
French-speaking world
Analyze the influence and importance of social, historical, and cultural contexts
understand that the author wrote from a perspective that was influenced by social, historical, and cultural factors (family, education, community, religion, immigration, values, perspectives, political events, economic situation); understand the link between text and context
as well as diversity
ethnic, sexual, religious, gender identity, gender expression
in approaching
tackle, present, and interpret
texts
Interact with Francophones and have life experiences in the French-speaking world
blogs, class or school visits (including online or virtual visits), concerts, discussions, festivals, films, correspondence, plays, social media, stores or restaurants offering service in French
Compare the roles that stories and the oral tradition play
  • in Francophone cultures: to transmit language, traditions, history, perspectives, teachings
  • in First Peoples cultures: to transmit traditions, worldviews, teachings, history, attachment to the land
in Francophone and First Peoples cultures
Examine
reflectively consider after identifying and exploring the problem statement
a problem statement
overview of all the links between the facts, characters, actors, and components of a given problem (e.g. agricultural pollution,
its impact on the health of waterways and people)
from the perspective of Francophone and First Peoples cultures in order to understand the issues
Interpret
explain, seek to render understandable that which is complicated, ambiguous; find meaning
the sound effects, music, and images in cinematographic works to identify implicit and explicit messages
Compare their personal values and points of view with those expressed in a text in order to call into question their opinion
Identify the type and intention
to inform, convince, persuade, entertain
of a text
Exercise critical thinking, clarity, and coherence in responding to texts
Apply appropriate strategies in a variety of contexts in order to understand a text
Interpret the role of characters in a text

Create and Communicate

Communicate using a variety of expressions and presentation formats
digital, visual, oral (e.g., graphics, illustrations, music clips, photographs, tables, videos)
according
to the context
Synthesize ideas and information gleaned from a text
Support their message using techniques
  • explanatory: quotes, statistics
  • argumentative: evidence, opinions
from various sources
Modify their communication by applying enrichment strategies
complex sentence structures, polished vocabulary
in order to polish their text
Correct themselves spontaneously by applying their linguistic knowledge
Select writing processes
planning, drafting, revising, proofing, dissemination
and design methods to plan, develop, and create interactions and texts for a variety of purposes and audiences
Select various styles of elocution
manner of expressing oneself orally and of articulating and linking sentences
in their oral communications in order to create
the desired effect