| Big Ideas |
We can have meaningful conversations in French about things that are important to us. |
Core French 9 |
No CCG |
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| Big Ideas |
Listening and viewing with intent supports our acquisition and understanding of French. |
Core French 9 |
No CCG |
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| Content |
ethics of cultural appropriation and plagiarism |
Core French 9 |
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 |
traditions and other cultural practices in various Francophone regions |
Core French 9 |
No CCG |
| Keyword: traditions and other cultural practices |
Elaboration: relating to celebrations, holidays, festivals, and other events (e.g., Le Tour de France, Noël, le Mardig gras, le poisson d’avril, la St-Jean Baptiste) and the idiomatic use of language |
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| Content |
common elements of stories |
Core French 9 |
No CCG |
| Keyword: common elements of stories |
Elaboration: for example, place, characters, setting, plot, problem and resolution |
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| Content |
elements of common types of texts |
Core French 9 |
No CCG |
| Keyword: elements of common types of texts |
Elaboration: for example, format (letter versus email message), language, context, audience, register (formal versus informal), purpose |
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| Content |
commonly used vocabulary and sentence structures for communication in past, present, and future time frames:- various types of questions
- descriptions of items, people, places, and personal interests
- comparisons and contrasts
- sequences of events
- simple needs
- opinions about familiar topics
- cultural aspects of communities
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Core French 9 |
No CCG |
| Keyword: past, present, and future |
Elaboration: Students should know that sentences change according to when events occur (i.e., a change in time frame requires a change in wording); for example, J’ai étudié pour mon test hier soir; Elles ne sont pas à l’école aujourd’hui; Nous allons regarder un film demain. |
| Keyword: questions |
Elaboration: intonated questions (e.g., Tu as faim?)Est-ce que questions (e.g., Est-ce que tu as faim?)inversion questions (e.g., As-tu faim?)questions using different interrogative words, (e.g., Comment…?; Où…?; Pourquoi…?) |
| Keyword: comparisons and contrasts |
Elaboration: using expressions such as aussi, mais, plus que, aussi que, moins que, plus de, autant de, moins de |
| Keyword: sequences |
Elaboration: using words that indicate sequence (e.g., premièrement, deuxièmement, après, ensuite, troisièmement, finalement) |
| Keyword: cultural aspects |
Elaboration: for example, activities, celebrations, clothing, dance, First Peoples regalia, festivals, food, history, land, music, practices, protocol, rituals, traditions |
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| Content |
French letter patterns |
Core French 9 |
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, letter patterns that have consistent pronunciations (e.g., ai, gn, -ille, -ment, oi, th, -tion, ui) |
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| Curricular Competency |
Engage in experiences with Francophone communities and people |
Core French 9 |
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 |
Explore the importance of story in personal, family, and community identity |
Core French 9 |
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. |
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| Curricular Competency |
Describe similarities and differences between their own cultural practices and traditions and those of Francophone communities in various regions |
Core French 9 |
Personal and social awareness |
| Keyword: Describe similarities and differences |
Elaboration: including the purpose of activities, celebrations, customs, holidays, and traditions |
|
| Curricular Competency |
Explore cultural practices and traditions in various Francophone regions, and their role in identity |
Core French 9 |
Personal and social awareness |
|
| Curricular Competency |
Explore ways in which Francophone cultures are expressed through creative works |
Core French 9 |
Personal and social awareness |
|
| Curricular Competency |
Explore and share information about connections between indigenous communities and the French language |
Core French 9 |
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 |
Narrate stories |
Core French 9 |
Thinking and communicating |
| Keyword: Narrate |
Elaboration: using common expressions of time and transitional words to show logical progression using past, present, and future time frames |
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