Médias et communication numérique 12

Français langue seconde - immersion K 1 2 3 4 5 6 6T 7 7T 8 9 10 11 12
Curriculum Médias et communication numérique Grade 12
Introduction
Goals and Rationale
What's New
Curriculum Overview
Supports
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Big Ideas

Grandes idées

Linguistic variations
Linguistic variations
variations in phonics (accents), lexicon (expressions), and grammar (structures) 
offer cultural reference points
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
French-speaking world
profile of communities using French in various geographic or social spaces 
.
Linguistic and cultural identities are shaped by what we hear, see, read, and write.
The life experience, culture, and current context
context
family, language, personal experiences 
of the audience influence the interpretation of a text
text
oral, written, visual 
.
The media
media
means of distributing, broadcasting or communicating works, documents, or audio/audiovisual messages (press, film, posters, radio broadcasting, television broadcasting, videography, cable broadcasting, telematics, telecommunications) in print or digital format 
plays a key role in social, civic, and cultural life, influencing the principles and values of a society.
Digital citizenship
Digital citizenship
responsible and ethical use of the Internet and other digital technologies to contribute to civil and social communities 
implies recognizing the impact that new media have on ourselves, others, and the world.

Learning Standards

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Curricular Competencies

Students are expected to do the following, using oral, written, and visual media:

Explore and Reflect

Analyze the influence and importance of social, historical, and cultural contexts
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
diversity
ethnic, sexual, religious, gender identity, gender expression 
in approaching
approaching
tackle, present, and interpret 
various texts
texts
oral, written, visual 
Interact with Francophones and have life experiences in the French-speaking world
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 
Comment on diverse points of view in Francophone and First Peoples cultures
Interpret
Interpret
seek to render understandable that which is complicated, ambiguous; find meaning 
a text 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 opinions
Examine
Examine
reflectively consider after identifying and exploring the problem statement 
a problem statement
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) 
in order to understand the issues at hand
Identify the type and intention
intention
to inform, convince, persuade, entertain 
of a text
Evaluate the relevance, accuracy, and reliability
reliability
depends on the author, identification of the source, facts, the date, readability 
of texts in order to take a position or reach a decision
Apply appropriate strategies in a variety of contexts in order to understand a text
Analyze and put into practice the principles of digital citizenship

Create and Communicate

Communicate using a variety of expressions and presentation formats
presentation formats
digital, visual, oral (such as graphics, illustrations, music clips, photographs, tables, and videos) 
according to the context
Persuade
Persuade
appeal to the emotions of the audience (verbal and non-verbal) 
or convince
convince
appeal to the logic of the audience (verbal and non-verbal) 
their audience by using appropriate strategies
Synthesize ideas and information gleaned from a text
Support their message using techniques
techniques
  • explanatory: quotes, statistics
  • argumentative: evidence, opinions
 
from diverse sources
Use various writing styles
writing styles
manner of writing that is unique to the author of a text 
in their work in order to enrich the text to create the desired effect
Edit their communications by applying enrichment strategies
enrichment strategies
complex sentence structures, polished vocabulary 
in order to polish their text
Correct themselves spontaneously by applying their linguistic knowledge
Select writing processes
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

Content

Students are expected to be able to know and understand the following in various contexts:
communication strategies
  • language registers
    language registers
    formal language and everyday language 
  • courtesy formulas
    courtesy formulas
    greetings, taking leave, level of formality (tutoiement and vouvoiement, pourriez-vous) 
  • reformulations
    reformulations
    expressing the idea in a text in their own words 
  • citation techniques
    citation techniques
    paraphrasing, citation, bibliography 
social, historical, and cultural elements
  • protocols for using First Peoples stories
    protocols for using First Peoples stories
    First Peoples stories are often subject to usage protocols (who they belong to, where and when they can be shared and by whom); those responsible for First Peoples programs within the school board can provide assistance and advice regarding local protocols 
literary elements
  • stylistic devices
    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 
  • expressions
    expressions
    idiomatic, regional 
  • multimedia
    multimedia
    the techniques and products that make it possible to simultaneously and interactively use several presentation formats (text, sound, still or moving images) 
  • strategies of argumentation
    strategies of argumentation
    text in which the goal is to advise, call to action, persuade, or convince (ads, slogans, advice, guidelines) using connecting words, figures of speech, stylistic devices, tone 
text organization
  • forms
    forms
    editorial, news report, column, interview, review, profile, report, investigation, opinion piece, humor piece, analysis 
     and structures
    structures
    (e.g., for an editorial) headline, subhead, lead (who, what, why, where, when), body/running text and conclusion 
     of a news article
  • structure of a blog
    structure of a blog
    headline, introduction, body, conclusion, visual assets 
  • structure of texts
    texts
    see course description 
language elements
editing strategies
editing strategies
rereading, consulting reference tools, using a revision grid 
elements to enrich a text
  • clarity
    clarity
    use of appropriate words 
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.