| Big Ideas |
Listening and viewing with intent helps us understand French. |
Core French 6 |
No CCG |
|
| Content |
communities where French is spoken across Canada |
Core French 6 |
No CCG |
| Keyword: communities where French is spoken |
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 6 |
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) |
|
| Content |
French phonemes |
Core French 6 |
No CCG |
| Keyword: phonemes |
Elaboration: individual sounds for consonants and vowels, including diphthongs (e.g., au, eu, oi, ou, ui) and nasal vowels (e.g., an, ain, en, im, on, un)distinguishing similar phonemes (e.g., u versus ou, e versus eu, s versus z) |
|
| Curricular Competency |
Explore connections between First Peoples communities and the French language |
Core French 6 |
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 |
Begin to recognize the relationships between French letter patterns and pronunciation |
Core French 6 |
Thinking and communicating |
| Keyword: letter patterns and pronunciation |
Elaboration: Begin to identify 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). |
|
| Big Ideas |
Reciprocal communication in French is possible using high-frequency vocabulary and sentence structures. |
Core French 5 |
No CCG |
| Keyword: Reciprocal |
Elaboration: involving back-and-forth participation |
|
| Big Ideas |
With simple French, we can describe ourselves and our interests. |
Core French 5 |
No CCG |
|
| Big Ideas |
Listening and viewing with intent helps us begin to understand French. |
Core French 5 |
No CCG |
|
| Content |
communities where French is spoken across Canada |
Core French 5 |
No CCG |
| Keyword: communities where French is spoken |
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, SK |
|
| Content |
French phonemes |
Core French 5 |
No CCG |
| Keyword: phonemes |
Elaboration: individual sounds for consonants and vowels, including diphthongs (e.g., au, eu, oi, ou, ui) and nasal vowels (e.g., an, ain, en, im, on, un)distinguishing similar phonemes (e.g., u versus ou, e versus eu, s versus z) |
|
| Content |
French alphabet |
Core French 5 |
No CCG |
|
| Curricular Competency |
Demonstrate awareness of connections between First Peoples communities and the French language |
Core French 5 |
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) |
|
| Big Ideas |
Acquiring French provides opportunities to explore our own cultural identity from a new perspective. |
Core French 9 |
No CCG |
|
| Big Ideas |
We can have meaningful conversations in French about things that are important to us. |
Core French 9 |
No CCG |
|