| Curricular Competency |
Explore and share information about connections between indigenous communities and the French language |
Core French Introductory 11 |
Personal and social awareness |
| Keyword: indigenous communities and the French language |
Elaboration: for example, First Nations, Métis, and Inuit communities where French is spoken, in Canada (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); indigenous communities where French is spoken, around the world (e.g., communities in Gabonese Republic, Guiana, and Republic of Côte d'Ivoire)Discussion could include the 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. |
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| Curricular Competency |
Explore Francophone cultural expression |
Core French Introductory 11 |
Personal and social awareness |
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| Curricular Competency |
Explore regional variations in French |
Core French Introductory 11 |
Personal and social awareness |
| Keyword: regional variations |
Elaboration: for example, accents, idiomatic expressions, slang, and other vocabulary |
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| Curricular Competency |
Explore and share information about Francophone communities |
Core French Introductory 11 |
Personal and social awareness |
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| Curricular Competency |
Express themselves and comprehend others through various modes of presentation |
Core French Introductory 11 |
Thinking and communicating |
| Keyword: modes of presentation |
Elaboration: making use of those best suited to their own and others' diverse abilities (e.g., digital, visual, and verbal modes; students may make use of aids such as charts, graphics, illustrations, music, organizers, photographs, tables, and videos) |
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| Curricular Competency |
Comprehend and narrate stories, both orally and in writing |
Core French Introductory 11 |
Thinking and communicating |
| Keyword: Comprehend and narrate |
Elaboration: understand key information and eventsnarrate using common expressions of time and transitional words to show logical progression using past, present, and future time frames |
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| Curricular Competency |
Exchange ideas and information using complete sentences, orally and in writing |
Core French Introductory 11 |
Thinking and communicating |
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| Curricular Competency |
Engage in conversations about familiar topics |
Core French Introductory 11 |
Thinking and communicating |
| Keyword: conversations |
Elaboration: virtual, online, and/or face-to-face; with peers, teachers, and members of the wider community |
| Keyword: familiar topics |
Elaboration: can include personal, local, regional, national, and global topics of interest |
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| Curricular Competency |
Seek clarification of meaning |
Core French Introductory 11 |
Thinking and communicating |
| Keyword: Seek clarification |
Elaboration: using a variety of statements and questions (e.g., Je ne comprends pas; Répétez, s'il vous plaît; Répète, s'il te plaît; Peux-tu répéter?; Que veut dire…?; Comment dit-on …?; Comment écrit-on…?) |
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| Curricular Competency |
Use various strategies to support communication |
Core French Introductory 11 |
Thinking and communicating |
| Keyword: strategies to support communication |
Elaboration: include strategies to comprehend and express meaningwill vary depending on the context and the individual studentfor example, interpreting body language; listening to intonation and expression; paraphrasing, reformulating, reiterating, and repeating; substituting words; using cognates, context, images, parts of speech, prior knowledge, reference tools, similar words in first language, and text features |
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| Curricular Competency |
Recognize the relationships between intonation and meaning |
Core French Introductory 11 |
Thinking and communicating |
| Keyword: intonation and meaning |
Elaboration: for example, recognizing whether someone is making a statement or asking a question and how it relates to their message; noticing and practising cadence of spoken French |
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| Curricular Competency |
Derive meaning from a variety of texts |
Core French Introductory 11 |
Thinking and communicating |
| Keyword: texts |
Elaboration: “Text” refers to all forms of oral, written, visual, and digital communication, including authentic or adapted texts (e.g., advertisements, articles, biographies, blogs, brochures, cartoons, charts, conversations, diagrams, emails, essays, films, forms, graphs, indigenous oral histories, instructions, interviews, invitations, letters, narratives, news reports, novels, nursery rhymes, online profiles, paintings, photographs, picture books, poems, presentations, songs, speeches, stories, surveys, text messages). |
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| Curricular Competency |
Recognize the relationships between French letter patterns and pronunciation |
Core French Introductory 11 |
Thinking and communicating |
| Keyword: letter patterns and pronunciation |
Elaboration: Identify, predict, and pronounce 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), silent letters, les liaisons and les élisions. |
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| Big Ideas |
Linguistic and cultural identities are shaped by what we hear, see, read, and write. |
Études du cinéma et de la littérature francophones 12 |
No CCG |
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| Big Ideas |
The cinematographic and literary works of a society reflect its principles and values. |
Études du cinéma et de la littérature francophones 12 |
No CCG |
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