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Course Overview

Core French, Grade 10, Academic

Identifying Information

Grade: 10

Department:

Development Date: October 1999 - March 2000

Course Title: Grade 10 Core French Academic FSF2D

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

Prerequisites: minimum of 720 hours of French instruction or equivalent

Course Type: Academic

Credit Value: 1 credit 110 hours

Ministry Course Code: FSF2D

Course Description

Core French Grade 10 Academic FSF2D

This course enables students to increase their knowledge of the French language, further develop their language skills and deepen their understanding and appreciation of francophone culture around the world. Exploring a variety of themes, students will develop and apply critical thinking skills in discussion, in their analysis and interpretation of texts, and in their own writing.

Course Profiles

This course profile demonstrates one way to organize and develop activities to allow students to demonstrate the expectations for the Grade 10 Core French Academic course. The four units provide an opportunity for students and teachers to explore themes not included in traditional texts and activities to assist teachers integrate technology in FSL program planning. As stated on page 43 of the policy document the introduction of Internet acces has been an important innovation in the area of second-language study, since the use of e-mail enables both students and teachers to communicate directly with French speakers. Through the Internet, students can talk to key pals from regions or countries where French is spoken. Teachers may also use the Internet to set up class projects with some language learners. The sixteen new Language Structures are divided in a balanced way among the four units.

Each unit integrates the expectations of the three strands of oral communication, Reading and Writing. Each unit includes specific reading materials to complement the theme and relevant web sites, where applicable. Teachers are encouraged to add other current, available resources.

There is a final task in three units that focusses on one of the three strands but contains expectations from each strand. The evaluation rubrics are based on criteria in the Achievement Chart.

Unit Titles (Time + Sequence)

Unit 1	Le monde de l’ enfance	20 hours
Unit 2	La communication ça clique: à mon avis	34.5 hours
Unit 3	Chefs-d’œuvre	34.5 hours
Unit 4	Publicitout	21 hours

Unit Descriptions

Unit 1: Le monde de l’ enfance

Time: 20 hours

Students practise and consolidate their oral communication skills by talking about their childhood and role playing situations from their past. In preparation for the final task, students research and report on the year of their birth and create a personal scrapbook describing important events in their lives. As a final task, students use their knowledge of French to write, publish and illustrate a story book for children. After publication of their stories, students read them to groups of younger children.

Language Structures

· use of imparfait and the passé composé

· conjunctions (e.g., quand, lorsque, dès que, cependant, car, donc)

· linking words (e.g., c’est-à-dire, après tout, en effet)

Unit 2: La communication ça clique : à mon avis

Time: 34.5 hours

This unit outlines a collaborative communication project. Working in teams, students will create and send messages to another group of students either in the same school, the same board or elsewhere in the province. Students may communicate by e-mail, fax, board courier, or regular mail. Students use their language skills to compose and answer messages, to design a survey and to evaluate their own group process throughout the activities. They apply critical thinking skills to evaluate web sites and explain reasons for choosing favourites.

Language Structures

· imparfait and conditionnel présent of -er, -ir and -re verbs formation and use in si clauses

· use of conditionnel for politeness

· personal object pronouns, me, te, nous, vous

· prepositions with geographic names (e.g., au Canada)

· oral use and reading of affirmative and negative infinitives following impersonal expressions

Unit 3: Chefs-d’œuvre

Time: 34.5 hours

Students expand their knowledge of French and the Arts by examining their own experience with the art world, categorizing different works of art and identifying artists and their art. They experience different ways to create a portrait and create a mindmap as a self portrait. They demonstrate an understanding of the literary arts: the short novel and poetry. Students create different art forms in the fête des arts activity centres and explore the culinary arts, painting and sculpture. As a final task students research a work of art and the artist and prepare a short oral presentation to share their knowledge and personal reaction to the work of art.

Language Structures

· passé composé of reflexive and pronominal verbs (e.g., je me suis habillée)

· use of subjonctif présent of high frequency verbs (e.g., avoir, être, aller, faire, savoir) with the impersonal expression il faut (e.g., Il faut que je fasse mes devoirs ce soir.)

· relative pronouns (ce qui, ce que, dont)

· position of two object pronouns with simple and compound verbs in affirmative and negative sentences (e.g., Nous le lui avons donné)

· agreement of the preceding direct object of the participle of verbs conjugated with avoir (e.g., Il a vu l’annonce. Il l’a vue.)

· use of the conditionnel présent to discuss possibility (e.g., Est-ce que tu pourrais laver l’auto, Marc?)

· affirmative and negative infinitives following impersonal expressions (e.g., Il est important de se protéger contre les rayons du soleil.)

· sequence of tenses with si using the imparfait and the conditionnel présent (e.g., Si j’étais malade j’irais chez le médecin)

Unit 4: Publicitout

Time: 21 hours

Students examine a variety of media works including print, radio, television, and video and discuss what influences their purchases. They examine the language and techniques used in advertising and identify effective advertisements. They express personal opinions and identify issues and values in their reading. They apply their knowledge of French and the media to produce an infomercial

Language Structures

· object pronoun en to replace expressions of quantity (e.g., je voudrais un peu de salade. J’en voudrais un peu.)

· position of object pronouns + imperative.

Course Notes

Teachers should address school and board policies regarding physical safety, acceptable use of the Internet, and proper use of audio-visual equipment. Daily activities should reflect awareness and avoidance of bias and violence prevention within the classroom learning environment. Teachers consult with special education teachers to provide accommodations to meet their students’ needs. Collaboration and integration with other academic departments assist students in making connections to other disciplines and to the world outside the school.

Teaching/Learning Strategies

There are a wide variety of teaching and learning strategies to maintain student interest and maximize learning. These include brainstorming, oral dialogues, storytelling, role play, interviews, listening to commercials, reading and responding to authentic materials, writing and presenting information, use of the Internet, use of the writing process, research skills, and teacher-directed lessons. Information technology has been included where appropriate. Teaching and learning strategies address all types of learners with a balance of independent, collaborative and teacher-directed activities.

Activities are relevant, motivating and allow for student creativity. Teachers should review the planning notes in each activity for optimal delivery of the material. They also need to ensure that resources used (Internet, video and print) are previewed before use.

· Brainstorming to generate ideas and vocabulary.

· Poster making, designing a questionnaire.

· Preparing a scrapbook entry with visual representation and description.

· Creating oral dialogues, a conversation, a role play, an interview; storytelling.

· Reading and responding to authentic materials.

· Writing and presenting information about themselves.

· Using the Library/Resource Centre and the Internet.

· Developing teacher-directed lessons.

· Encouraging group discussions.

· Using the writing process.

· Using French/English dictionaries.

· Developing research skills

· Co-operative group strategies Windows, Jigsaw, Activity centre to create five different art forms as described in Activity 4, simultaneous sharing with Carousel Activity collage, self-portrait using mindmap, poster brochure, leaflet.

· Application of critical thinking as students read poetry and short novel

· Reading and responding to poetry.

Assessment and Evaluation

The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course.

Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a course. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement.

Evaluation refers to the process of judging the quality of student work on the basis of established criteria and assigning a value to represent that quality.

In order to ensure that assessment and evaluation are valid and reliable and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

· address both what students learn and how well they learn;

· are based both on the categories of knowledge and skills and on the achievement level descriptions given in the Achievement Chart that appears in the curriculum policy document;

· are varied in nature, administered over a period of time and designed to provide opportunities for students to demonstrate the full range of their learning;

· are appropriate for the learning activities used, the purposes of instruction and the needs and experiences of the students;

· are fair to all students;

· accommodate the needs of exceptional students and ESL/ELD students;

· ensure that each student is given clear directions for improvement;

· are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course.

A final grade is recorded for each Grade 10 Core French Academic or Applied course and a credit is granted for every course in which the student’s grade is 50% or higher.

The final grade is determined as follows:

· 70% of the grade is based on assessments and evaluations throughout the course,

· 30% of the grade is based on a final evaluation in the form of an examination, performance or other method of evaluation, and administered near the end of the course. The components of the final evaluation, performance or other method of evaluation should assess the three strands of Oral Communication, Reading and Writing.

In the final mark, the weighting of the three strands of Oral Communication, Reading and Writing should reflect the expectations in each strand, a focus on Oral Communication skills, and the levels described in the Achievement Chart.

“The development of strong oral communication skills provides the foundation for students to read and write effectively” p. 6. The Ontario Curriculum, Grades 9 and 10, French as a Second Language – Core, Extended, and Immersion French, 1999.

Accommodations

Teachers should be acquainted with students’s IEPs. Specific accommodations, for students who need them, are listed in each unit activity. Specific titles for the current four commercial programs are listed as suggested resources for the themes in the Grade 10 Academic Profiles.

Resources

Grade 10 Academic Themes	Resource List (commercial programs suggested)
Le monde de l'enfance	Décollage Destinations 4
La communication ça clique: à mon avis	Destinations 3 & 4 Voyages 1 Passages 3
Chefs-d’œuvre	Altitude Passages 2 Élans 3 Voyages 2
Publicitout	Destinations 4 Entre Amis 3 Passages 3

Artcyclopedia.artcyclopedia.com

Assessing Student Outcomes. ASCD, 1993. ISBN 0-87120-225-5

Avec Brio. Prentice Hall Canada Ltd., now Gage Educational Publications. ISBN 0-13-5692458
(vocabulary resource)

Bennett, B., C. Rolheiser-Bennett and L. Stevahn. Cooperative Learning: Where Heart Meets Mind. Canada: Educational Connections, 1991. ISBN 0-9695388-0-4 p. 270-271

Carter, Bonnie and Georgette Bolger. Getting Assessment Right FSL, Core, Extended & Immersion French,Grade 9 & 10. Barrie ON: Data Based Directions, 2000. ISBN 1-57517-123-6

Commissariat aux langues officielles, Affiches 580 (Ethel Seath: The White Barn, Eastern Townships; Marc-Aurèle de Foy Suzor Côté: Retour des champs, 620 (A. J. Casson: Église anglicane à Magnetewan; Lauren S. Harris: Maligne Lake, Jasper Park), 640 (Alex Colville: To Prince Edward Island; Clarence Gagnon: De l'église à la maison)

Duplantie, M. Communication Plus 2. Centre Educatif et Culturel Inc. ISBN 2-7617-02-69-7

Coran, Pierre. Chats qui riment et rimes à chats. Canada : Collection Plus, Hurtubise HMH,
ISBN 2- 89428-036-X

DeMéo, Patricia. Situations, Canada: Editions Addison-Wesley Limitée, now Pearson Education, 1986.
ISBN 0-201-18588-1

Des marelles et des petites filles. NFB Video, 1999. code de titre, 119C9290074

De Saint-Exupéry, Antoine. Le Petit Prince. Canada : Irwin Publishing, 1966. ISBN 0-7725-5102-2

Destination 3. Addison Wesley Longman, now Pearson Education, 1992. ISBN 07730-5134-1

Duplantie, Monique, Jocelyne Hullen, and Roger Tremblay. Elans 3, cahier d’activités, Canada : Centre Educatif et Culturel Inc., 1994. ISBN 2-7617-1064-9

Euler Dieter, Heidi Gollert, Elver Peruzzo, and Claire Piché. Destination 3. Addison Wesley Longman, now Pearson Education, 1993. ISBN 0-7730-5201-1

Euler Dieter, Heidi Gollert, Elver Peruzzo, and Claire Piché. Destination 4. Addison Wesley Longman, now Pearson Education, 1993. ISBN 0-7730-5201-1

French Commercials I, Teachers Discovery, Video V3 and V6

French TV Commercials, Volume 1 & Volume 2 Gessler Publishing Co. Fr VI - 06439P2 (vol. 1)

Goscinny & Sempé. Video - Le Petit Nicholas. Addison Wesley Longman now Pearson Education.
ISBN 0-582-36071-4

Gollert, Heidi, Elver Peruzzo and Claire Piché. Destinations 3. Canada: Copp Clark Pitman Limited,
now Pearson Education, 1992. ISBN 0-7730-5134-1

Jean, Gladys. En direct 1. Prentice Hall Canada Inc. now Gage Educational Publications, 1993.
ISBN 0-13-0622-09-5

Jean, Gladys. Entre Amis 3. Prentice-Hall Canada Inc., now Gage Educational Publications, 1992.
ISBN 0-13-287988-3

Jeunesse Mag. Copp, Clark Pitman. ISBN 0-7730-5323-9

Kagan, Spencer. Cooperative Learning. USA: Kagan Cooperative Learning, 1992.
ISBN 1-879097-10-9 p. 8:4 La Gastronomie, NFB

Le chandail. NFB film. 1980 code de titre: 105C0280079

Le Magazine Entre Amis. Gage Educational Publishing, 1994. ISBN 0-13-035858-4

Magnier, Bernard. La Parole Nomade. Canada : Collection Plus, Hurtubise HMH, 1995.
ISBN 2-89428- 061-0

Marion, Caroline. Tips for foreign language teachers who can't sing or dance. USA: J. Weston Walch, Publisher, 1983.

Marzano, Robert J. and D. Pickering. Dimensions of Learning, Teacher's Manual. ASCD, 1997.
ISBN 0-87120-321-9

McConnell, G. Robert and Rosemarie Giroux Collins. Voyages 1. Canada: Éditions Addison-Wesley,
now Pearson Education, 1994. ISBN 0-201-57486-1

McConnell, G. Robert and Rosemarie Giroux Collins. Voyages 1. Cahier d’activités, Éditions Addison-Wesley, now Pearson Education, 1994. ISBN 0-201-57497-7

McConnell, G. Robert, Rosemarie Giroux Collins, and Alain Favrod. Vive le français! 4. Canada: Addison-Wesley Publishers, 1980. ISBN 0-201-14721-1

McConnell, G. Robert, and Rosemarie Giroux Collins. Passages 3. Cahier d’activités. Addison Wesley Longman now Pearson Education, 1992. ISBN 0-201-57398-4

McConnell, G. Robert, and Rosemarie Giroux Collins. Passages 3. Addison Wesley Longman,
now Pearson Education, 1992. ISBN 0-201-57377-6

McConnell, G. Robert, and Rosemarie Giroux Collins. Voyages 2. Canada: Editions Addison-Wesley, now Pearson Education, 1994. ISBN 0-201-57486-1

McConnell, G. Robert, and Rosemarie Giroux Collins. Voyages 2, Cahier d’activités et fiches de renforcement. Canada: Editions Addison- Wesley, now Pearson Education, 1995. ISBN 0-201-55240-X

McConnell, Robert and Rosemarie Collins. D'Accord ., Copp Clark Pitman Ltd., Addison-Wesley, now Pearson Education 1988. ISBN 07730-5134-1

Peruzzo, Elver, Claire Piché, and Heidi Gollert. Destinations 4. Canada: Copp Clark Pitman Limited, now Pearson Education, 1993. ISBN 0-7730-5201-.

Piché, Claire, Elver Peruzzo, Dieter Euler and Heidi Gollert. Destinations 4, Cahier d’activités, Canada : Copp Clark Pitman Limited, now Pearson Education, 1993. ISBN 0-7730-5202-X

Reid, William. Craft Projects From Around The World. USA: J. Weston Walch, Publisher, 1982. Rencontres. DC Heath, now ITP Nelson, 1983. ISBN 0-669-95063-7

Roch Carrier. Ne faites pas mal à l'avenir. Editions Pauline ISBN 2-89039-960-5

Silhouettes. ISBN 07730-5134-1

Tribunal des Jeunes. Copp Clarke Pitman now Addison-Wesley Longman. ISBN 0-7730-5321-2

Ullman, R. Tous ensemble! Au-delà. Un regard sure l'entrepreneuriat. D.C. Heath, 1997.
ISBN 0-669-95525-6

Ullman, Rebecca, Bonnie Carter and Sylvia Goodman. Réflexions Vol 2. Canada: D. C. Heath Canada Ltd. Now ITP Nelson, 1993. ISBN 0-669-953679

Ullman, Rebecca, Bonnie Carter and Sylvia Goodman. Réflexions Vol. 1. Canada : D.C. Heath Canada Ltd. Now ITP Nelson. ISBN 0-669-95412-8

Ullman, Rebecca. Tous Ensemble: Décollage. D.C. Heath, now ITP Nelson, 1992. ISBN 0-669-95367-9

Ullmann, Rebecca, Nicole Keating, Isabel Pecorella. Réflexions Vol. 3. Canada: D.C. Heath Canada Ltd. Now ITP Nelson, 1995. ISBN 0-669-95488-8

Ullmann, Rebecca. Tous ensemble! Altitude. Canada : D.C. Heath Canada Limited, now ITP Nelson, 1993. ISBN 0-669- 95373-3

Weinreb, Ruth Plaut. Premiers Poèmes. Lincolnwood, Illinois, USA: National Textbook Company, 1998.
ISBN 0-8442-1282-2

Web Sites

Web sites are listed in the units to provide background information for both teachers and students.

OSS Policy Documents

The Ontario Curriculum, Grades 9 and 10, French as a Second Language – Core, Extended, and Immersion French, 1999, Ontario Ministry of Education and Training,

The Ontario Curriculum, Program Planning and Assessment, Ontario Ministry of Education and Training

Choices Into Action, Ontario MET ISBN 0777856093

Course Evaluation

At the end of the course teachers will review the expectations and teaching and assessment strategies to assess the effectiveness of their program. They will also collect information from students regarding the effectiveness of the course through survey or questionnaire.

Coded Expectations, Core French, Grade 10, FSF 2D

Oral Communication

Overall Expectations

OCV.01D

• listen and respond to a variety of spoken texts;

OCV.02D

• listen and respond to a variety of non-structured media works;

OCV.03D

• express ideas and opinions in conversations and teacher-guided discussions;

OCV.04D

• make oral presentations on a variety of topics;

OCV.05D

• use appropriate language conventions during oral communication activities.

Specific Expectations

Listening

OC1.01D

– respond to spoken texts by answering questions, interpreting meaning, summarizing content, adding information, and presenting dramatizations;

OC1.02D

– extract the main ideas and supporting details from a variety of media works (e.g., television and radio programs, videos, songs) and discuss their interpretations;

OC1.03D

– take notes on presentations, oral reports, and discussions.

Speaking

OC2.01D

– participate in teacher-guided discussions and debates, and in dramatizations;

OC2.02D

– explain personal opinions, and formulate and support judgements, on topics under study;

OC2.03D

– prepare and present short dialogues on topics under study;

OC2.04D

– present an argument based on researched information;

OC2.05D

– create media works of some technical complexity (e.g., a television or radio report, a video);

OC2.06D

– describe possible or ideal situations (e.g., J’aimerais…).

Application of Language Conventions

OC3.01D

– recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

OC3.02D

– use newly acquired vocabulary in conversation;

OC3.03D

– use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message;

OC3.04D

– interpret the meaning of unfamiliar words using contextual clues.

Reading

Overall Expectations

REV.01D

• read and demonstrate an understanding of a variety of texts and simple authentic materials;

REV.02D

• apply critical thinking as they read (e.g., infer meaning from the text, analyse information, determine cause and effect, and go beyond the surface meaning);

REV.03D

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

Specific Expectations

Comprehension and Response to Text

RE1.01D

– demonstrate a general understanding of ideas found in articles, short stories, and poems (e.g., by answering multiple-choice questions, giving short answers, performing matching activities);

RE1.02D

– respond to their independent reading of short novels (a minimum of 60 pages) (e.g., by answering questions, summarizing the story, making a presentation to the class);

RE1.03D

– summarize the main ideas of a written text from the point of view of one of the characters;

RE1.04D

– expand on information or ideas they get from their reading (e.g., by predicting outcomes, applying content in new contexts);

RE1.05D

– demonstrate critical thinking skills by identifying issues and values in reading selections, locating and analysing root causes, and expressing their views either in writing or in conversation;

RE1.06D

– use specific research skills (e.g., data gathering, note taking, outlining) in preparing an assignment.

Application of Language Conventions

RE2.01D

– recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

RE2.02D

– identify stylistic devices (e.g., similes, metaphors);

RE2.03D

– determine the meaning of unfamiliar words and idiomatic expressions from context;

RE2.04D

– use graphic organizers (e.g.,Venn diagrams, story maps) to show the meaning of texts;

RE2.05D

– understand the importance of tense differences in written texts (e.g., in indirect discourse, in flashback situations);

RE2.06D

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

Writing

Overall Expectations

WRV.01D

• express ideas and opinions in short written texts;

WRV.02D

• create short written texts in structured and open-ended situations;

WRV.03D

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

Specific Expectations

Communication of Ideas and Information

WR1.01D

– write in a variety of forms (e.g., a descriptive paragraph, a personal letter, a poem, an e-mail message, a newspaper article, a dialogue);

WR1.02D

– state opinions about a topic supported by facts;

WR1.03D

– organize information into paragraphs for written assignments;

WR1.04D

– prepare personal notes on information found in a variety of sources (e.g., on the Internet, in video programs, on audio CDs).

Application of Language Conventions

WR2.01D

– recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

WR2.02D

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

WR2.03D

– incorporate newly acquired vocabulary into their written work.

Acknowledgments

Identifying Information

Course Description

Course Profiles

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: Le monde de l’ enfance

Unit 2: La communication ça clique : à mon avis

Unit 3: Chefs-d’œuvre

Unit 4: Publicitout

Course Notes

Teaching/Learning Strategies

Assessment and Evaluation

Accommodations

Resources

Web Sites

OSS Policy Documents

Course Evaluation

Oral Communication

Overall Expectations

Specific Expectations

Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations