Discovery Phase :

Is the student able to communicate their thinking based on an action-oriented task (aural or written text)?

L’enseignant présente plusieurs extraits authentiques aux élèves (ex. manuels scolaires, sites Web, etc.).
Afin de déterminer la compréhension de ces textes, l’enseignant pose des questions d’enquête aux élèves :

• Quelles sont les voix représentées?
• Remarquez-vous qui n’a pas la voix?

L’enseignant peut se référer au programme cadre de l’Ontario : Social Studies, Grades 1 to 6; History and Geography, Grades 7 and 8 (2018) et adapter les questions suivantes :

*Framing Questions (pp. 144-145) :

• Why might different people view the same event in different ways?
• Why is it important to consider various perspectives when analysing events or issues?

*Sample Questions (pp. 147-148):

• “Why would the diaries and letters of expelled Acadians be a good source on their experiences and perspectives? What other sources could you consult to investigate the perspectives of other groups on the expulsion?”
• “What do these paintings reveal about the subject? About the perspective of the artist? Given the information you have found in your other sources, do you think the depiction in this painting is accurate?”
• What did you find out about how different individuals and groups in Quebec viewed the shift in power to Britain?” “What have you learned from looking at this event from different perspectives? Do you think all the perspectives are equally valid? Why or why not?”

Click to expand the points below and consider the following questions in relation to receptive and productive tasks.

• Meaning and message

  How does grammatical structure contribute to the meaning of a message?

  Can the student construct meaning of the authentic text provided to them?

  How do grammar choices change/clarify the meaning and function of texts?

• Critical thinking

  How do purpose and audience influence language choice?

  What connections can the student make to the authentic text provided to them?

  Are there structures that would make communication more accurate or more compelling?

Has the student demonstrated an understanding of the meaning and message required for the action-oriented task?