| Big Ideas |
Developing proficiency in French provides diverse opportunities. |
Core French 11 |
No CCG |
| Keyword: opportunities |
Elaboration: for example, educational, personal, professional, social, and travel opportunities |
|
| Big Ideas |
Acquiring French provides a unique opportunity to access and interact with the Francophone world. |
Core French 11 |
No CCG |
|
| Big Ideas |
Exploring diverse forms of cultural expression promotes greater understanding of our own cultural identity. |
Core French 11 |
No CCG |
| Keyword: forms of cultural expression |
Elaboration: represent the experience of the people from whose culture they are drawn; for example, customs, folklore, language use, traditions, ways of celebrating, and creative works (e.g., architecture, dance, filmmaking, musical composition, painting, poetry and prose, sculpture, theatre) |
|
| Big Ideas |
Language and culture are interconnected and shape our perspective, identity, and voice. |
Core French 11 |
No CCG |
|
| Big Ideas |
The communicative context determines how we express ourselves. |
Core French 11 |
No CCG |
|
| Big Ideas |
Listening and viewing with intent supports our acquisition of French. |
Core French 11 |
No CCG |
|
| Content |
ethics of cultural appropriation and plagiarism |
Core French 11 |
No CCG |
| Keyword: cultural appropriation |
Elaboration: use of a cultural motif, theme, “voice,” image, knowledge, story, song, or drama, shared without permission or without appropriate context or in a way that may misrepresent the real experience of the people from whose culture it is drawn |
|
| Content |
idiomatic expressions from across la francophonie |
Core French 11 |
No CCG |
| Keyword: idiomatic expressions |
Elaboration: for example: expressions using avoir, faire, être (e.g., avoir besoin de, faire beau, être d’accord)expressions from l’argot (e.g., jaser for bavarder)other expressions (e.g., coûter les yeux de la tête, c’est dommage, un coup de foudre) |
|
| Content |
register and language etiquette |
Core French 11 |
No CCG |
| Keyword: register and language etiquette |
Elaboration: elements of formal versus informal speech and writing (e.g., cela versus ça; que l’on versus qu’on; c’est pourquoi versus c’est la raison pour laquelle)etiquette, such as addressing people they have not met as Monsieur or Madame + surname/title (e.g., Monsieur le Directeur)use of topic-specific jargon, abbreviations, and txt spk (e.g., mdr = mort de rire [LOL]; @+ = à plus tard; cad = c’est-à-dire; bp de = beaucoup de; qqn = quelqu’un; qqch = quelque chose) |
|
| Content |
elements of a variety of types of texts |
Core French 11 |
No CCG |
| Keyword: elements of a variety of types of texts |
Elaboration: for example, format (e.g., letter versus email message), language, context, audience, register (e.g., formal versus informal), purpose |
|
| Content |
commonly used vocabulary and sentence structures for communication in past, present, and future time frames:- questions
- sequences of events
- predictions
- personal experiences
- opinions
- comparisons and contrasts
|
Core French 11 |
No CCG |
| Keyword: past, present, and future |
Elaboration: for example, J’ai étudié pour mon test hier soir; Il faisait des sports quand il était jeune; Elles ne sont pas à l’école aujourd’hui; Nous allons regarder un film demain; Je ferai mes devoirs en rentrant chez moi; Voudriez-vous manger au restaurant à midi? |
| Keyword: questions |
Elaboration: including using open-ended questions to elicit a deeper level of response (e.g., Pourquoi as-tu choisi ce film?; Le français, comment est-il similaire à l’anglais?) |
| Keyword: sequences |
Elaboration: using appropriate verb tenses and expressions of time (e.g., premièrement, en premier, tout d’abord, au début, pour commencer, deuxièmement, après, ensuite, puis, de temps en temps, troisièmement, finalement, dernièrement, en dernier lieu, enfin, après 30 minutes, le lendemain) |
| Keyword: opinions |
Elaboration: explanation of and justification for opinions (e.g., À mon avis…parce que…; Je pense que…parce que…; Quant à moi…parce que…) |
| Keyword: comparisons and contrasts |
Elaboration: including comparisons of differing points of view and opinions (e.g., Je crois que…mais il croit que…; Elle a raison; Quant à moi…) |
|
| Curricular Competency |
Identify and explore personal, educational, and professional opportunities requiring proficiency in French |
Core French 11 |
Personal and social awareness |
|
| Curricular Competency |
Engage in experiences with Francophone communities and people |
Core French 11 |
Personal and social awareness |
| Keyword: Engage |
Elaboration: through, for example, blogs, classroom and school visits (including virtual/online visits), clubs, concerts, courses, exchanges, festivals, films, pen-pal letters, magazines, newspapers, plays, social media and other online resources, stores/restaurants with service in French |
|
| Curricular Competency |
Explore the importance of story in personal, family, and community identity |
Core French 11 |
Personal and social awareness |
| Keyword: importance of story |
Elaboration: Stories are an important way to seek and impart knowledge, beliefs, customs, perspectives, traditions, values, and worldviews. In doing so, they can share history and strengthen a sense of identity. |
|
| Curricular Competency |
Recognize that language and culture have been influenced by the interactions of First Peoples and Francophone communities in Canada |
Core French 11 |
Personal and social awareness |
| Keyword: interactions of First Peoples and Francophone communities |
Elaboration: for example:the Michif language, which includes First Nations and French vocabulary and structures and expresses a distinctive Métis cultureChinook Jargon, which was used for trading along the West Coastthe fact that First Peoples writers in Quebec, such as those from the Innu Nation, have used the French language through prose and poetry to bring attention to the negative effects of colonization on their families and communities |
|