Course Profile   Core French, Grade 10, Applied, 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 – Core French

 

Course Profile Writing Team

 

Units 1 and 2

Jean-François Côté, Project Manager/Lead Writer

Denise Goulet

Antoinette Liscio

Marina Mascherin

Frank Milani

 

Units 3, 4, and 5

Sal Beniamino

David Dodge

Elvira Roberts

 

Course Overview

Core French, Grade 10, Applied

Identifying Information

District:  Toronto Catholic District School Board

Course Developers:  Jean-François Côté, Denise Goulet, Antoinette Liscio, Marina Mascherin, Frank Milani

Course Title:  Core French, Applied

Ministry Course Code:  FSF2P

Secondary Policy Document:  The Ontario Curriculum, French as a Second Language, Grades 9 and 10

Publication Date:  2000

Credit Value:  1.0

Description/Rationale

In this course, students increase their skills in oral communication, reading and writing of the French language. Through the theme of adolescents and their role in today's society, students develop positive attitudes towards themselves and in their relationships with others. Furthermore, this course fosters the value of respect, caring, and generosity through a series of theme-related topics. The students’ knowledge of French is expanded through the use of various forms of communication in practical situations.

How This Course Supports The Ontario Catholic School Graduate Expectations

This course will enable students to express themselves, and their ideas respecting and considering the rights of others. Students will integrate Catholic beliefs in the analysis of written texts and media. This program will incite students to develop Gospel values based on social teaching in order to foster responsibility. When presenting information, students will demonstrate honesty, taking into account the sensitivity of their peers. Learners will become collaborative members of society respecting the rights and attributes of self and others.

Unit Titles (Time + Sequence)

Unit Organization

Unit 1:  Les autres

Time:  23 hours

Description

This unit emphasizes accepting others for themselves. Students conduct an interview with a person of an older generation in their family or school community. Activities include: the creation of timelines outlining various historical events/figures and occurrences, a comparison of these timelines, and the creation of a thank-you card. Each student also prepares an article to be published in a class newspaper based on a researched event from his or her timelines. The final activity of the unit is a group dramatization. These activities increase the students’ awareness of others, thus promoting a greater sensitivity of their surroundings.

Ontario Catholic School Graduate Expectations:  CGE1d, h, I; CGE2a, c; CGE3a, d; CGE4a, c; CGE5c; CGE6a, c; CGE7f, j.

Strand(s):  Oral Communication, Reading, Writing

Overall Expectations:  OCV.03P, 04P, 05P; REV.01P, 03P; WRV.02P, 03P.

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

Unit 2:  La communication et ses divers moyens

Time:  23 hours

Description

In this unit, students explore the importance of meaningful communication in their relationships with others. Students learn the roles of the listener and the speaker in effective and respectful communication in light of gospel values. They study the use and importance of certain technological means of communication including the computer (electronic mail), the telephone, fax machines, and pagers. This theme is developed through pertinent vocabulary acquisition and communicative activities, such as: brainstorming the impact of technology on our society, a simulated conference call, and an e-mail communication.

Ontario Catholic School Graduate Expectations:  CGE1d; CGE2e; CGE3e; CGE4b; CGE5a; CGE7j.

Strand(s):  Oral Communication, Reading, Writing

Overall Expectations:  OCV.01P, 03P, 04P, 05P; REV.01P, 03P; WRV.02P, 03P.

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

Unit 3:  Les divertissements

Time:  23 hours

Description

This unit provides the student with the opportunity to learn and use the vocabulary relating to the world of entertainment. Focus is placed on the interests of the students, such as: movies, restaurants, sports and music. Students are encouraged to reflect on the impact of the various forms of entertainment on their lives. They define a balanced and healthy lifestyle as they explore faith values, priorities, and aspirations. Activities include: dialogues simulating real-life situations (e.g., au restaurant, au cinéma) and discussions about social issues.

Ontario Catholic School Graduate Expectations:  CGE1d, I, CGE2e; CGE3c; CGE4e, h; CGE5c, g; CGE7b.

Strand(s):  Oral Communication, Reading, Writing

Overall Expectations:  OCV. 01P, 02P, 03P, 04P, 05P; REV.02P, 03P; WRV.01P, 03P.

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

Unit 4: La publicité

Time:  22 hours

Description

Students explore advertisements in the media. Vocabulary related to media is presented. Newspapers, magazines, billboards, brochures, and the Internet are examined as models for students to create their own advertisement (e.g., for a food bank, for a shelter for the homeless, for a retirement home). Students identify and analyse the role of content and visual impact in advertising. While students are exposed to the effect of advertising in their daily lives, they learn to differentiate between necessity and luxury by listing their needs and wants. Through this, students are able to discern, reflect, and evaluate the advertisements they are exposed to in their daily lives.

Ontario Catholic School Graduate Expectations:  CGE2b; CGE3b, c; CGE4b; CGE5e; CGE7d, g.

Strand(s):  Oral Communication, Reading, Writing

Overall Expectations:  OCV.02P, 03P, 04P, 05P; REV.01P, 02P, 03P, WRV.01P, 02P, 03P.

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

Unit 5:  Les droits et les responsabilités

Time:  19 hours

Description

Students become aware of their responsibilities as meaningful contributors to society through the study of a charitable organization. Suggested activities include a formal letter, an examination of ongoing community service, and a dramatization. Personal development is examined as students reflect on their life choices and priorities allowing them to become a responsible member of the Catholic faith community.

Ontario Catholic School Graduate Expectations:  CGE1d, h; CGE2c; CGE3a, c, f; CGE4a, e, g; CGE5b, c, d, e; CGE7e, f, h, j.

Strand(s):  Oral Communication, Reading, Writing

Overall Expectations:  OCV.01P, 02P, 03P, 04P, 05P; REV.01P, 03P; WRV.01P, 02P, 03P.

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

Course Notes

In this course, student develop skills in the three strands: oral communication, reading, and writing, using the thematic approach. Activities use various media resources, such as: print texts, magazines, and newspapers. Furthermore, electronic resources, such as CD-ROM programs and the Internet, are an integral part of this course. These tools enhance second language acquisition as they are practical and concrete applications of the language within a cultural context. Associating student’s experience to this course is essential in creating a meaningful learning environment.

Since French is one of the official languages of Canada, teachers should take every opportunity to invite members of the francophone community to their classroom for interviews, presentations, and performances. These valuable resources enhance the overall effectiveness of the course.

In these units you will find the following types of assessment:

·       Diagnostic – occurs at the beginning of a term, a unit of study or whenever information about prior learning is useful; during learning and based on specific knowledge (e.g., a dictée, a verb test);

·       Formative – during learning; ongoing feedback to the learner about the quality of learning and to the teacher about the effectiveness of instruction;

·       Summative – usually carried out at the end of a block of work; may include feedback and/or judgement.

Some formative assessment and all summative assessment is the demonstration of acquired skills and knowledge. All assessment provides students with opportunities to self-adjust, reflect, and move forward.

It is recommended that students keep their work in a portfolio throughout the course in preparation for the final evaluation.

Teaching/Learning Strategies

Student

·       brainstorming

·       conferencing

·       interviewing

·       group/partner work dramatizations

·       role playing

·       dialogues

·       oral presentations

·       written presentations

·       repetition of newly acquired vocabulary

·       questionnaires

·       surveys

·       discussions

·       portfolio

·       teacher modelling

·       illustrating

·       researching

Teacher

·       modelling

·       planning

·       direct instruction

·       mentoring

·       monitoring

·       coaching

·       tutoring

Assessment/Evaluation Techniques

Diagnostic and Formative Evaluation

·       self-evaluation

·       peer evaluation

·       observation

·       checklists

·       rubrics

·       anecdotal comments

·       pencil and paper tests (e.g., quiz)

Summative Evaluation

·       pencil and paper tests (e.g., unit test, final evaluation)

·       oral/aural tests

·       performance evaluation task

Accommodations

·       vary teaching/learning strategies

·       provide alternatives for completion of tasks or presentation of information

·       modify content of the activities

·       simplify level of language used

·       allow more time for the student

·       consult and collaborate with Special Education resource teachers

·       offer supplementary activities to reinforce learning

·       encourage peer assistance

·       provide for the use of scribes, tape recorders, or word processors

·       accommodate physically challenged students through reorganization of the classroom environment

Evaluation of Student Achievement

Formative (Practice, Rehearsals)                         35%   

Summative (Performance Tasks)                         35%             70%

Final Evaluation                                                              30%

                                                                                 100%

The three strands of oral communication, reading, and writing should be represented in both formative and summative assessment. The four categories of evaluation (knowledge/understanding, thinking/inquiry, communication, and application) should also be represented in both types of assessment. The proportional weighting of the strands and the categories will vary according to the expectations inherent in the tasks.

Resources

Blueprints. Catholic Curriculum Cooperative Central Region.

Destinations 3. Mississauga: Copp Clark Pitman Limited, 1992.

Trafford, Larry. Educating the Soul. Toronto: Institute for Catholic Education, 1998.

N.B. More resources will be added to this list in individual units.

OSS Policy Applications

The Ontario Catholic School Graduate Expectations (1999) outlines the characteristics of the student in a Catholic faith community. Expectations listed in this document are integrated throughout this course profile.

The policy document for this course, The Ontario Curriculum, Grades 9 and 10, French As a Second Language Core, Extended and Immersion French (1999), lists expectations which, once met, provide students with fundamental communication skills in French and an understanding of the language and its culture. As this document is a continuation of the Ontario elementary school FSL programs expectations, teachers should be familiar with The Ontario Curriculum, French As a Second Language – Core French, Grades 4-8.

The Ontario Secondary Schools Grades 9 to 12, Program and Diploma Requirements (1999) sets the policies and requirements that govern the programs in Ontario secondary schools.

The focus of this applied course is on practical and concrete applications of the French language with an inclusion of theoretical applications.

Course Evaluation

Teachers should use a variety of methods to assess and evaluate the overall effectiveness of their course. Student performance, peer, self and teacher evaluation, are examples of assessment. Summative and formative evaluation are essential tools for reporting purposes. Ongoing assessment should occur, providing the teacher with feedback regarding the delivery of the course.

Networking with colleagues gives teachers the opportunity to compare and reflect upon their assessment practices. This profile allows for flexibility, as it encourages the teacher to modify and adapt activities according to their students’ needs.

Grille d’évaluation du rendement en français langue seconde 9e et 10e année

 

 

 

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

Coded Expectations, Core French, Applied, FSF2P

Oral Communication

Overall Expectations

OCV.01P

– listen and respond to a variety of spoken texts;

OCV.02P

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

OCV.03P

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

OCV.04P

– make oral presentations on a variety of topics;

OCV.05P

– use appropriate language conventions during oral communication activities.

Specific Expectations

Listening

OC1.01P

– understand and follow instructions for classroom activities;

OC1.02P

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

OC1.03P

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

OC1.04P

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

Speaking

OC2.01P

– use simple and complex sentences in conversations, discussions, and dramatizations relating to topics under study;

OC2.02P

– share opinions and formulate judgements about topics under study;

OC2.03P

– present an argument, a point of view, or researched information relating to a topic under study;

OC2.04P

– prepare and present short dialogues on topics under study;

OC2.05P

– give individual or group oral presentations on topics under study, incorporating audio and visual aids.

Application of Language Conventions

OC3.01P

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

OC3.02P

– use newly acquired vocabulary in conversation;

OC3.03P

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

OC3.04P

– interpret the meaning of unfamiliar words (e.g., by recognizing cognates, word families).

Reading

Overall Expectations

REV.01P

– read and demonstrate an understanding of a variety of texts;

REV.02P

– read a wide range of texts to gather information and to expand their knowledge of the French language;

REV.03P

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

Specific Expectations

Comprehension and Response to Text

RE1.01P

– acquire information from a variety of materials (e.g., newspaper and magazine articles, job advertisements, publicity ads, CD-ROMs, computer software);

RE1.02P

– read a selection of short stories, articles, and poems, and develop the main ideas and some supporting details in a different context;

RE1.03P

– read a wide range of texts (e.g., public surveys, articles, e-mail, pen-pal communications) and respond through discussion or by giving short answers;

RE1.04P

– skim a text to list key ideas;

RE1.05P

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

RE1.06P

– organize their research data on a topic and report on their findings in an oral presentation that includes an introduction and a conclusion.

Application of Language Conventions

RE2.01P

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

RE2.02P

– identify and model language conventions used in job advertising, personal letter writing, and press releases;

RE2.03P

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

Writing

Overall Expectations

WRV.01P

– express ideas and opinions in short written texts;

WRV.02P

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

WRV.03P

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

Specific Expectations

Communication of Ideas and Information

WR1.01P

– write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);

WR1.02P

– write a brief description (e.g., a personal profile) using the appropriate past tenses;

WR1.03P

– write a formal letter (e.g., requesting a job interview, expressing a point of view to the editor of a newspaper);

WR1.04P

– write a brief report based on researched information;

WR1.05P

– prepare and conduct a survey, and summarize and interpret the data in short paragraphs.

Application of Language Conventions

WR2.01P

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

WR2.02P

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

WR2.03P

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

WR2.04P

– 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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