Course Profile   Extended French, Grade 10, Academic, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

Catholic District School Board Writing Teams –

 

Lead Board

Ottawa Carlton Catholic School Board

 

Lead Writer

Daniel Dionne

 

Project Manager

Salwa Khouzam

 

Mireille Lapointe, Eastern Ontario C.B.S.B.

Geneviève Como, Windsor-Essex C.B.S.B.

Denise Déziel-Poisson, Windsor-Esseax C.B.S.B.

Maurice Janisse, Windsor-Essex C.B.S.B.

 

 

 

Course Overview

Extended French, Grade 10, Academic

Identifying Information

Course Title:  Extended French

Grade Level:  10

Course Type:  Academic

Ministry Course Code:  FEF2D

Policy Document:  The Ontario Curriculum, Grades 9 and 10, French As a Second Language – Core, Extended, and Immersion French, 1999.

Publication Date:  2000

Credit Value:  1

Project Manager:  Salwa Khouzam, Ottawa-Carleton C.D.S.B.

Course Developers:  Daniel Dionne, Ottawa-Carleton C.D.S.B., Mireille LaPointe, Eastern Ontario C.D.S.B., Geneviève Cano, Windsor-Essex C.D.S.B., Denise Déziel-Poisson, Windsor-Essex C.D.S.B., Maurice Janisse, Windsor-Essex C.D.S.B.

Development Date:  March 2000

Description/Rationale

This course emphasizes the continued development and refinement of students’ oral communication, reading, and writing skills as they explore a variety of themes. Students will expand their knowledge and appreciation of francophone culture through the study and interpretation of novels, poems, and plays intended for a French-speaking audience.(The Ontario Curriculum Grades 9 and 10, French As a Second Language – Core, Extended, and Immersion French, 1999, p. 29)

Cross-curricular activities support the development of five themes, during which students are encouraged to use new technologies as means of research, reporting, and communication.

How This Course Supports the Ontario Catholic School Graduate Expectations

As a Catholic faith community, we acknowledge and affirm the uniqueness of each person and the diversity of cultures. The study of French is a step towards becoming an effective communicator in both of Canada’s official languages, improving the student’s understanding of self and society. This study promotes individual growth, responsible citizenship and respect for the Catholic teachings of peace, justice, solidarity, and compassion.

Unit Titles (Time + Sequence)

Unit Organization

Unit 1:  Tant de choses à savoir

Time:  22 hours

Description

This unit introduces students to Canadians whose contributions to society have impacted on our everyday life. Teachers reinforce previously taught language structures such as the imparfait tense, and students learn the use of direct and indirect object pronouns in sentences in the past tense. Three major themes are developed: Saviez-vous que…, Nos héros d’ici and Les poètes des temps modernes. Students recognize the special gifts God gives us.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  OCSGE 1h, 2a, b, c, e, 3b, 4b, f, g, 5a, 7b, j.

Strand(s):  Oral Communication, Reading, Writing

Overall Expectations:  OCV.02D, .04D; REV.01D, .02D, .04D; WRV.01D, .03D.

Specific Expectations:  OC1.03D; OC2.01D; OC3.01D; RE1.01D, .02D, .06D; RE2.01D, .02D, .04D; WR1.02D; WR2.01D, .04D.

Unit 2:  Un voyage… c’est l’envol!

Time:  22 hours

Description

In this unit, students explore various meanings and aspects of travel and of journeying: spiritual, educational and recreational. The use of reflexive verbs and the agreement of the past participle is introduced. Daily and throughout the unit, students read independently a novel relevant to the theme and study characters through the examination of motivation and actions.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  OCSGE 1d, 2a, b,c, d, 3c, e, 4b, f, 5a, e.

Strand(s):  Oral Communication, Reading, Writing

Overall Expectations:  OCV.02D, .04D; REV.03D, .04D; WRV.01D, WRV.03D.

Specific Expectations:  OC1.03D; OC2.03D, .04D, .05D; OC3.01D, .02D; RE1.03D, .04D, .05D, .06D, 07D; RE2.01D, .02D, .04D; WR1.01D; WR2.01D, 02D, .04D.

Unit 3:  Quel boulot! La recherche d’un emploi

Time:  22 hours

Description

This unit covers three major themes: Se raconter, Se présenter and Se trouver un emploi. Students review and reinforce structures and vocabulary previously taught such as conditionnel présent, present tense of verbes réfléchis, and learn passé composé of reflexive verbs and si clauses using the imparfait and the conditionnel présent. The study of these themes enhances students’ sense of respect and belonging to God’s creation and emphasizes their role in their immediate and larger community. Students also enhance their communication skills through formal letter writing and role playing interviews.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  OCSGE 1d, 2c, d, 3c, f, 4e, f, g, 5b, e, h, 6a, c, e, 7e, f, j.

Strand(s):  Oral Communication, Reading, Writing

Overall Expectations:  OCV.01D, .02D, .03D, .04D; REV.01D, .02D, .04D; WRV.02D, .03D.

Specific Expectations:  OC1.01D, .03D; OC2.05D; OC3.01D, .02D; RE1.01D, .02D; RE2.01D, .03D, .04D; WR1.01D, .03D, .04D; WR2.01D, .02D, .03D, .04D.

Unit 4:  Le bien-être

Time:  22 hours

Description

This unit covers three major themes: Pleurer de rire, Grouille ou rouille, and Il faut dire que…. Students learn Grade 10 language structures, such as le subjonctif avec les expressions impersonnelles, and review the present tense of le subjonctif, les pronoms interrogatifs and les verbes réfléchis and apply them to all three strands. The three themes focus on the various means of self-expression. Catholic values and social justice issues are interwoven. Character studies generate a culminating essay.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  OCSGE 1d, e, g, i, 2a, c, d, 3a, b, c, d, e, 4a, b, c, h, 5c, e, 7a, b, d, e, i, j.

Strand(s):  Oral Communication, Reading, Writing

Overall Expectations:  OCV.01D; REV.02D; WRV.02D, .03D.

Specific Expectations:  OC1.02D; OC2.01D, .02D, .03D, .05D; OC3.01D; RE1.02D, .03D; RE2.03D; WR1.01D, .04D; WR2.02D.

Unit 5:  Les masques

Time:  22 hours

Description

This unit covers three major themes: Qui suis-je?, Fêtons, and Le vrai monde. Students review and reinforce vocabulary and structures previously taught during the course as well as learn new ones, such as the relative pronouns, the infinitive used as a noun, and impersonal expressions followed by an infinitive, through all three strands. They research, understand and demonstrate respect for the culture of Aboriginal peoples today. The Arts are integrated throughout the unit. This unit culminates in a debate.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations:  OCSGE 1d, h, 2b, c, d, 3c, e, f, 4b, f, 5a, g, 6c, d, 7h, i, j.

Strand(s):  Oral Communication, Reading, Writing

Overall Expectations:  OCV.01D; .02D, .03D, .04D; REV.02D, .03D; WRV.01D, .02D.

Specific Expectations:  OC1.01D, .03D, .04D; OC2.03D, .04D; OC3.01D, .02D; RE1.02D, .03D, .05D; RE2.03D; WR1.02D, .05D; WR2.02D, .04D.

Course notes

The use of the writing folder for the purpose of summative assessment by the teacher is encouraged. Some teachers will choose to include regular journal entries as a means of reinforcement of sentence and language structures.

 

Instructional Strategies   Instructional strategies include the following:   Teacher: ·       Co-operative learning activities ·       Formal and informal presentation of notions and concepts ·       Brainstorming   Students: ·       Answering questionnaires ·       Applying the writing process ·       Developing and discussing a thesis ·       Expressing opinions ·       Following instructions ·       Giving oral presentations on specific topics ·       Interviews ·       Extracting information from verbal cues ·       Reading authentic texts ·       Researching from a variety of sources ·       Preparing presentation materials ·       Communicating with experts in a field/topic ·       Working individually and in groups ·       Reading and writing in a variety of genres ·       Role playing

Assessment Strategies   Assessment strategies include the following:   Performance assessment: ·       Composition and essay ·       Research project ·       Conferencing ·       Writing folder ·       Brainstorming activities ·       Creation and presentation of product   Personal communication: ·       Tracking sheets ·       Self-assessment ·       In-class discussion ·       Peer assessment ·       In-class questions/answers   Paper and Pencil tests: ·       Reading comprehension tests   Other assessment tools: ·       Anecdotal comments ·       Correction codes ·       Informal/formal observation ·       Rubric ·       Marking scheme ·       Rating scale ·       Checklist ·       Probe questions ·       Oral feedback

Main Resources   The following resources are suggested to support teaching and learning:   ·       Ullman, R. and al. Tous ensemble: Altitude. D.C. Heath: Canada, 1993. ·       Connolly, A-M. Le français langue seconde par objectifs #2;Montréal : Guérin, 1982. ·       Clark W. Bruce, Wallace, K. John. Géographie du Canada: influences et liaisons. Montréal : Les Éditions de la Chenelière. 1999. ·       David, Michel. Paroles vivantes. Montréal : Guérin, 1992. ·       Majhanovich, S and P Willis. En français s’il vous plaît D: à toute vitesse!. Canada: Copp Clark Pitman, 1983. text- ·       Case,W. B. and al. Destination: Nouveaux horizons cahier d’activité. Toronto: Copp Clark Ltd. 1996. ·       Rollet, G. and Tremblay, R., Parler et écrire avec la bande dessinée. Centre éducatif ·       Please refer to individual units for a complete list of resources

 

Accommodations

Accommodations may include adjustments of time allotment and scope of assignments, strategic grouping of students, use of audio/video equipment for special needs, and peer and teacher support.

Evaluation of Student Achievement

Diagnostic, formative, and summative assessment strategies provide students with opportunities to demonstrate the full range of their learning in the three strands. Methods, strategies and tools allow teachers and students to collect information on the students’ level of achievement of expectations in the four categories. The following is a suggested outline of methods, strategies, and tools used in the assessment, evaluation, and reporting process. It is understood that practices will vary from classroom to classroom.

 

 

 

 

 

 

Coded Expectations, Extended French, FEF 2D

Oral Communication

Overall Expectations

OCV.01D

– listen and respond to a broad range of spoken texts intended for a French-speaking audience;

OCV.02D

– express ideas and opinions arising from class discussions, individual research, and personal interests;

OCV.03D

– understand extended dialogues or other spoken texts (e.g., news reports) from various French-speaking regions;

OCV.04D

– use appropriate language conventions during oral communication activities.

Specific Expectations

Listening

OC1.01D

– understand and follow instructions (e.g., how to play a game, how to get to a destination);

OC1.02D

– demonstrate an understanding of tape-recorded discussions by presenting their personal viewpoints on issues or questions raised;

OC1.03D

– comment on and ask questions about a classmate’s oral presentation.

Speaking

OC2.01D

– role-play interviews of people associated with a topic under study or of a character in a film, video, or book;

OC2.02D

– create and present a scene based on a film or video (e.g., a prelude or postlude to a film; a remake of a scene from a film, presenting that scene from a different point of view);

OC2.03D

– dramatize a scene from a reading assignment;

OC2.04D

– participate in a formal debate relating to a topic under study;

OC2.05D

– state and justify opinions, express likes and dislikes, and compare and contrast different attitudes.

Application of Language Conventions

OC3.01D

– recognize and use appropriate language structures;

OC3.02D

– use newly acquired vocabulary in conversations, narrations, and presentations.

Reading

Overall Expectations

REV.01D

– read and demonstrate an understanding of a variety of materials intended for a French-speaking audience;

REV.02D

– read a variety of authentic texts and apply their interpretations to relevant, everyday situations;

REV.03D

– read literary works and other authentic texts to acquire an understanding of the cultures of French-speaking people in Canada and the world;

REV.04D

– identify and understand language conventions used in their reading materials.

Specific Expectations

Comprehension and Response to Text

RE1.01D

– interpret charts, graphs, and other statistical information relating to a topic under study;

RE1.02D

– use critical thinking skills to respond to classmates’ reports (e.g., question their intentions, challenge their findings);

RE1.03D

– analyse and comment on the actions and motivations of the characters in a work of fiction;

RE1.04D

– make predictions about the course of events in a story based on previous events;

RE1.05D

– describe the incidents in a work of fiction from the point of view of a secondary character;

RE1.06D

– create an alternative ending to a work of fiction;

RE1.07D

– describe how aspects of a work of fiction (e.g., the depiction of school or community life) illustrate francophone culture in Canada or in another part of the world.

Application of Language Conventions

RE2.01D

– recognize and use appropriate language structures;

RE2.02D

– identify stylistic devices (e.g., similes, metaphors, personification) in various genres;

RE2.03D

– recognize language conventions that identify regionalisms, formal and informal language, popular language (e.g., anglicisms), and the language of the media (e.g., in advertising);

RE2.04D

– use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

Writing

Overall Expectations

WRV.01D

– create texts based on class discussions, individual research, or topics of personal interest;

WRV.02D

– communicate ideas and opinions, using a variety of written forms;

WRV.03D

– identify and use appropriate language conventions in their written work.

Specific Expectations

Communication of Information and Ideas

WR1.01D

– write multi-paragraph texts, with a clearly expressed introduction, support for arguments or ideas, and a conclusion;

WR1.02D

– conduct research and organize their findings in a report that includes an introduction and a conclusion;

WR1.03D

– write a formal letter to a potential employer (e.g., applying for a job) or to a counsellor (e.g., asking for assistance with a problem);

WR1.04D

– prepare a series of questions for an opinion poll concerning a topic under study;

WR1.05D

– write a newspaper article presenting information objectively.

Application of Language Conventions

WR2.01D

– recognize and use appropriate language structures;

WR2.02D

– revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style;

WR2.03D

– apply the conventions of formal letter writing (e.g., the omission of cher in the salutation, the use of appropriate closing expressions);

WR2.04D

– incorporate newly acquired vocabulary into their written work.

 

 

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community who

 

CGE1a   -illustrates a basic understanding of the saving story of our Christian faith;

           

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

           

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

 

CGE1d   -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

 

CGE1e   -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

 

CGE1f    -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

 

CGE1g   -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

           

CGE1h   -respects the faith traditions, world religions and the life-journeys of all people of good will;

 

CGE1i    -integrates faith with life;

           

CGE1j    -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

 

An Effective Communicator   who

 

CGE2a   -listens actively and critically to understand and learn in light of gospel values;

           

CGE2b   -reads, understands and uses written materials effectively;

           

CGE2c   -presents information and ideas clearly and honestly and with sensitivity to others;

 

CGE2d   -writes and speaks fluently one or both of Canada’s official languages;

           

CGE2e   -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

 

CGE3a   -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

           

CGE3b   -creates, adapts, evaluates new ideas in light of the common good;

 

CGE3c   -thinks reflectively and creatively to evaluate situations and solve problems;

           

CGE3d   -makes decisions in light of gospel values with an informed moral conscience;

           

CGE3e   -adopts a holistic approach to life by integrating learning from various subject areas and experience;

 

CGE3f    -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

 

CGE4a   -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

           

CGE4b   -demonstrates flexibility and adaptability;

           

CGE4c   -takes initiative and demonstrates Christian leadership;

 

CGE4d   -responds to, manages and constructively influences change in a discerning manner;

           

CGE4e   -sets appropriate goals and priorities in school, work and personal life;

           

CGE4f    -applies effective communication, decision-making, problem-solving, time and resource management skills;

 

CGE4g   -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

           

CGE4h   -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

 

CGE5a   -works effectively as an interdependent team member;

           

CGE5b   -thinks critically about the meaning and purpose of work;

           

CGE5c   -develops one’s God-given potential and makes a meaningful contribution to society;

 

CGE5d   -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

 

CGE5e   -respects the rights, responsibilities and contributions of self and others;

           

CGE5f    -exercises Christian leadership in the achievement of individual and group goals;

           

CGE5g   -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

 

CGE5h   -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

 

CGE6a   -relates to family members in a loving, compassionate and respectful manner;

 

CGE6b   -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

           

CGE6c   -values and honours the important role of the family in society;

           

CGE6d   -values and nurtures opportunities for family prayer;   

           

CGE6e   -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

 

CGE7a   -acts morally and legally as a person formed in Catholic traditions;

 

CGE7b   -accepts accountability for one’s own actions;

 

CGE7c   -seeks and grants forgiveness;

 

CGE7d   -promotes the sacredness of life;

 

CGE7e   -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

 

CGE7f    -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

 

CGE7g   -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

 

CGE7h   -exercises the rights and responsibilities of Canadian citizenship;

 

CGE7i    -respects the environment and uses resources wisely;

 

CGE7j    -contributes to the common good.

 

 

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