| Curricular Competency |
Comprehend key information and some details in slow, clear speech and other simple texts |
Core French 6 |
Thinking and communicating |
| Keyword: key information and some details |
Elaboration: for example, answers to questions such as qui, qu’est-ce que, où, quand, pourquoi |
| 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 |
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 |
Each culture has traditions and ways of celebrating. |
Core French 5 |
No CCG |
|
| Big Ideas |
Stories help us to acquire language. |
Core French 5 |
No CCG |
| 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. |
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| 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 |
Both verbal and non-verbal cues contribute meaning in language. |
Core French 5 |
No CCG |
| Keyword: non-verbal cues |
Elaboration: for example, gestures, facial expressions, pictures, props |
|
| Big Ideas |
Listening and viewing with intent helps us begin to understand French. |
Core French 5 |
No CCG |
|
| Content |
ethics of cultural appropriation and plagiarism |
Core French 5 |
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 |
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| Content |
a Francophone cultural festival or celebration in Canada |
Core French 5 |
No CCG |
| Keyword: Francophone cultural festival or celebration |
Elaboration: for example, le Carnaval de Québec, le Festival Acadien de Caraquet, le Festival de la francophonie de Victoria, le Festival du Voyageur, le Festival du Bois, Métis Festcould include information about activities, clothing, dance, decorations, First Peoples regalia, food, music, parades, sports |
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| 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 |
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| Content |
common, high-frequency vocabulary and sentence structures for communicating meaning:- common questions
- greetings and introductions
- basic information about themselves and others
- likes, dislikes, preferences, and interests
- simple descriptions
- common elements of cultural festivals and celebrations
|
Core French 5 |
No CCG |
| Keyword: questions |
Elaboration: for example, Est-ce que…?; Où…?; Quand…?; Quel…?; Qu’est-ce que…?; Qui…? |
| Keyword: greetings and introductions |
Elaboration: common expressions used in greetings, salutations, and getting to know others (e.g., Bonjour; Bon après-midi; Bonsoir; Comment ça va?; À plus tard; Bonne journée!) |
| Keyword: information |
Elaboration: common expressions used to share information about one another (e.g., Comment vas-tu?; Quel âge as-tu?; Je m’appelle…; J’ai ____ ans; Je suis…) |
| Keyword: likes, dislikes, preferences, and interests |
Elaboration: for example, J’aime…; J’adore…; Je n’aime pas…; Je déteste…; Je préfère… |
| Keyword: descriptions |
Elaboration: using descriptive words, such as numbers, colours, sizes, and words for other physical attributes |
| Keyword: common elements of cultural festivals and celebrations |
Elaboration: for example, activities, clothing, dance, decorations, First Peoples regalia, food, music, parades, sports |
|
| Content |
gender and number |
Core French 5 |
No CCG |
| Keyword: gender and number |
Elaboration: introduction to:masculine and feminine forms of words (gender) (e.g., the determiners le, la, un, une)singular and plural forms of words (number) (e.g., the determiners un/une versus des,and le/la versus les) |
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| 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) |
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| Content |
French alphabet |
Core French 5 |
No CCG |
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