| Curricular Competency |
Engage in experiences with Francophone communities and people |
Core French 12 |
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 |
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| Curricular Competency |
Recognize that language and culture have been influenced by the interactions of First Peoples and Francophone communities in Canada |
Core French 12 |
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 |
|
| Curricular Competency |
Explore connections between language and culture |
Core French 12 |
Personal and social awareness |
| Keyword: language and culture |
Elaboration: as expressed through, for example, regional dialects, historical origins of words, idiomatic expressions, and creative works (e.g., architecture, dance, filmmaking, musical composition, painting, poetry and prose, sculpture, theatre) |
|
| Curricular Competency |
Explore cultural expression in diverse communities |
Core French 12 |
Personal and social awareness |
| Keyword: diverse communities |
Elaboration: Francophone, indigenous, and other communities |
|
| Curricular Competency |
Explore regional variations in French |
Core French 12 |
Personal and social awareness |
| Keyword: regional variations |
Elaboration: for example, accents, idiomatic expressions, slang, other vocabulary |
|
| Curricular Competency |
Narrate stories, both orally and in writing |
Core French 12 |
Thinking and communicating |
| Keyword: Narrate |
Elaboration: using a variety of expressions of time and transitional words to show logical progression using past, present, and future time frames |
| Keyword: stories |
Elaboration: Stories are narrative texts that can be oral, written, or visual. Stories can be simple or complex and may be derived from real or imagined experiences. They can be used to seek and impart knowledge, entertain, share history, and strengthen a sense of identity. Examples are indigenous oral histories, personal stories, skits, series of pictures, songs, student-created stories. |
|
| Curricular Competency |
Evaluate and respond to the opinions of others |
Core French 12 |
Thinking and communicating |
|
| Curricular Competency |
Express themselves effectively, with increasing fluency and accuracy, both orally and in writing |
Core French 12 |
Thinking and communicating |
| Keyword: Express themselves |
Elaboration: includes using a variety of tenses, moods, vocabulary, and appropriate structures |
|
| Curricular Competency |
Engage in meaningful conversations on avariety of topics of interest, both orally and in writing |
Core French 12 |
Thinking and communicating |
| Keyword: conversations |
Elaboration: virtual, online, and/or face-to-face; with peers, teachers, and members of the wider community |
| Keyword: topics of interest |
Elaboration: personal, local, regional, national, or global topics of interest, such as current events, matters of public debate, political issues, social trends, and diverse ranges of lifestyles and relationships |
|
| Curricular Competency |
Adjust speech and writing to reflect different purposes |
Core French 12 |
Thinking and communicating |
|
| Curricular Competency |
Make word choices and adjust register to express intended meaning |
Core French 12 |
Thinking and communicating |
| Keyword: word choices |
Elaboration: for example, nuances of different verb forms (e.g., J’avais peur versus J’ai eu peur), pronouns (on versus nous), word placement within a sentence (e.g., ma propre chambre versus ma chambre propre), words with close but not identical meanings (e.g., les chaussures versus les souliers; retourner versus revenir; sortir versus partir) |
|
| Curricular Competency |
Respond personally to a variety of texts |
Core French 12 |
Thinking and communicating |
| Keyword: Respond personally |
Elaboration: for example, provide personal reactions, interpretations, opinions |
|
| Curricular Competency |
Derive and negotiate meaning in a wide variety of contexts |
Core French 12 |
Thinking and communicating |
| Keyword: contexts |
Elaboration: for example, contexts differing in terms of audience, purpose, setting, formal versus informal |
|
| Curricular Competency |
Use a range of strategies to support communication |
Core French 12 |
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 different purposes, degrees of formality, and perspectives in a variety of texts |
Core French 12 |
Thinking and communicating |
| Keyword: purposes |
Elaboration: for example, to convince, inform, entertain |
| Keyword: perspectives |
Elaboration: A text can reflect the author’s personal point of view, which may include bias. |
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