| Big Ideas |
Acquiring French allows us to explore diverse opportunities. |
Core French 10 |
No CCG |
| Keyword: opportunities |
Elaboration: for example, educational, personal, professional, social, and travel opportunities |
|
| Big Ideas |
Acquiring French allows us to interact with the Francophone world. |
Core French 10 |
No CCG |
|
| Big Ideas |
Expressing ourselves and engaging in conversation in French involves courage, risk taking, and perseverance. |
Core French 10 |
No CCG |
|
| Big Ideas |
Listening and viewing with intent supports our acquisition and understanding of French. |
Core French 10 |
No CCG |
|
| Curricular Competency |
Explore regional variations in French |
Core French 10 |
Personal and social awareness |
| Keyword: regional variations |
Elaboration: for example, accents, idiomatic expressions, slang, other vocabulary |
|
| Big Ideas |
Reciprocal interactions are possible even with limited French. |
Core French 7 |
No CCG |
| Keyword: Reciprocal |
Elaboration: involving back-and-forth participation |
|
| Big Ideas |
With simple French, we can discuss our interests. |
Core French 7 |
No CCG |
|
| Big Ideas |
Listening and viewing with intent helps us increase our understanding of French. |
Core French 7 |
No CCG |
|
| Content |
communities where French is spoken around the world |
Core French 7 |
No CCG |
| Keyword: around the world |
Elaboration: locations of some Francophone communities around the world (e.g., Belgium, France, Haiti, Morocco, Republic of Côte d’Ivoire, Senegal, Switzerland, Vietnam) |
|
| Content |
communities where French is spoken across Canada |
Core French 7 |
No CCG |
| Keyword: across Canada |
Elaboration: for example, les Acadiens, les Franco-Albertains, les Franco-Colombiens, les Fransaskois, les Québécois; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SKcould include information about celebrations, festivals, food, geography, history, population, territory, traditions |
|
| Content |
French letter patterns |
Core French 7 |
No CCG |
| Keyword: letter patterns |
Elaboration: such as groupings of letters that make the same sound (e.g., au, aux, eau, ô, os), rhyming words, and letter patterns that have consistent pronunciations (e.g., ai, -ille, -ment, -tion) |
|
| Curricular Competency |
Explore and share information about connections between First Peoples communities and the French language |
Core French 7 |
Personal and social awareness |
| Keyword: First Peoples communities and the French language |
Elaboration: for example, First Nations, Métis, and Inuit communities in Canada where French is spoken (e.g., Huron Wendake Nation, Innu Nation, Micmac Nation, and Mohawk Nation in Quebec; Métis communities in Baie St. Paul, MB, Fort Nelson, BC, and Île-à-la-Crosse, SK) |
|
| Curricular Competency |
Recognize the relationships between French letter patterns and pronunciation |
Core French 7 |
Thinking and communicating |
| Keyword: letter patterns and pronunciation |
Elaboration: Identify groupings of letters that make the same sound (e.g., au, aux, eau, ô, os), rhyming words, letter patterns that have consistent pronunciations (e.g., ai, -ille, -ment, –tion), and silent letters. |
|
| Big Ideas |
Reciprocal communication in French is possible using high-frequency vocabulary and sentence structures. |
Core French 6 |
No CCG |
| Keyword: Reciprocal |
Elaboration: involving back-and-forth participation |
|
| Big Ideas |
With simple French, we can describe others and their interests. |
Core French 6 |
No CCG |
|