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Français langue seconde - immersion 6
Curriculum Français langue seconde - immersion Grade 6
PDF Grade-Set: k-9
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Big Ideas
Grandes idées
The impact of a message largely depends on the author’s word choices and style.
Discovering other cultures encourages us to examine our own mores and values.
Asking questions allows us to connect ideas and develop our ability to think critically.
The author transports the audience to a unique world that is a reflection of the former’s experiences and imagination.
author
creator of any written or oral message Reflecting on the form of the language improves the coherence of the message.
Learning Standards
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Curricular Competencies
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Students are expected to be able to do the following, using oral, written and visual formats:
Exploring and Reflecting
Interpret and respond to a text independently
text
oral, written, visual Identify cultural and historical elements in Francophone and Aboriginal texts, and compare these with one’s own cultural and historical reference points
texts
oral, written, visual Formulate hypotheses with respect to a text, and adjust these hypotheses
text
oral, written, visual Distinguish between what is real and what is fictitious in the genres under study in order to highlight the imaginary elements
Identify the different ways of telling a story and how this affects the audience
Creating and Communicating
Express views in a manner that recognizes the value of other people’s viewpoints, in order to broaden one’s own perspective and that of peers
Develop imagination through creative writing
Organize and draft a coherent, well-structured text
draft a coherent, well-structured text
recognize the role and purpose that verb tenses have in a text and be able to use them correctly in one’s creations Revise one’s own work by referring to the spelling and grammar rules learned
Content
Students are expected to be able to know and understand the following in various contexts:
communication strategies:
- active listeningactive listeningthe recipient is physically and intellectually engaged, and reacts to what is heard
- clarification
- explanation
- consideration of other people’s perspectives
cultural and historical elements
literary elements:
- characteristics of the youth novelcharacteristics of the youth novelcharacters, chain of events, imaginary narrative, chapters, etc.
- characteristics of the legendcharacteristics of the legendstoryteller, characters, mood, reality and fantasy, figures of speech, etc.
- elements of oral traditionin Aboriginal textselements of oral traditionoral narratives, songs and circular thinking
text organization:
- narrative structurenarrative structuresetting, inciting incident, rising action, falling action and resolution
- structure of legendsstructure of legendssetting, catalyst, transformation and ending
- structure of informational textsstructure of informational textsthematic progression
- transitions between ideastransitions between ideasthrough the use of discourse markers
- spatial and temporal indicatorsspatial and temporal indicatorse.g., ici, là, entre, ensuite, d’abord, sur, avant, pendant, après, etc.
language elements:
- agreement of tensesagreement of tensesuse of the imperfect (“imparfait”) and present perfect (“passé composé”) tenses
- the roots of words and affixesaffixesprefixes and suffixes
revision strategies
revision strategies
rereading, consulting reference tools, using a revision grid, etc. 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.