Course Profile
Core French, Grade 9 academic, Public
Unit 1
Course Profiles are professional development materials designed to help teachers implement the new Grade 9 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
Lead Board:
Peel District School Board
Director: Harold Brathwaite
Superintendent of Program Services: Sandy Gray
Project Leader
Georgette Bolger
Course Profile Writing Team:
Georgette Bolger, Lead Writer, Peel District School Board
Bonnie Carter, Simcoe District School Board (retired)
Rob Foster, Durham District School Board
Sara Garnick, York Region District School Board
Callie Mady, Peel District School Board
Shona McGregor, Peel District School Board
Unit 1: Je m’entends bien - Relationships between me and my friends, family and teachers
Activity 1 | Activity 2
| Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity
7
Overall Expectations
Oral Communication: OCV.01, OCV.02, OCV.04, OCV.05
Reading: REV.01, REV.02, REV O3.
Writing: WRV.01, WRV.02, WRV.03.
Specific Expectations
Oral Communication: OC1.01, OC1.02, OC2.01,
OC 2.02, OC 2.03, OC2.05,
OC3.01, OC3.02, OC3.03.
Reading: RE1.01, RE1.03, RE102,
RE201, RE2.02, RE2.05, RE2.07.
Writing: WR1.01, WR1.02, WR1.04, WR2.01,
WR2.03, WR2.04.
Students learn new vocabulary with language structures to discuss relationships with family, friends and teachers. Students review familiar language elements from Grades 7and 8 to use in this new context to get to know each other and to set goals for the Grade 9 school year. Students use vocabulary and grammatical structures they have learned to write a letter to a prospective pen-pal introducing themselves and giving some details about their background. They focus on describing past events using the passé composé and goal setting using the futur proche.
|
Activity 1 |
Introduction: Faire connaissance |
150 minutes |
|
Activity 2 |
Moi et les autres |
150 minutes |
|
Activity 3 |
L’habit ne fait pas le moine |
150 minutes |
|
Activity 4 |
Un poème |
150 minutes |
|
Activity 5 |
Le coin des opinions |
150 minutes |
|
Activity 6 |
Docteur Dimoitou |
150 minutes |
|
Activity 7 |
Je corresponds: Une lettre à un(e) correspondant(e) |
300 minutes |
· Position of adjectives
· Agreement of adjectives
· Present tense of regular and irregular verbs
· Regular verbs in the passé composé, futur proche
· Subject pronoun substitution
· Interrogative words: comment, où, pourquoi, quand, qui, etc.
· Choose a video that demonstrates personal characteristics and prepare brief content questions.
· Find pictures of people.
· Find a survey that deals with personality traits.
· Gather consolidation exercises on the passé composé.
· Select a poem about relationships e.g., Déjeuner du matin.
· Select a listening activity about relationships.
· Reserve video camera and VCR with monitor.
· Select sample advice columns.
· Brainstorming to generate vocabulary
· Reflection
· Interviewing each other to become acquainted
· Writing and presenting information about group members
· Use of e-mail
· Teacher-directed lessons
· Group discussion
· Use of French-English dictionaries
· Use of writing process: writing a letter
Activity 1: Observation of student participation in activities
Activity 2: Observation of participation in the completion of pie charts
Teacher evaluation of e-mail message
Activity 3: Written quiz on passé composé
Listening comprehension quiz based on information in video
Activity 4: Teacher evaluation of learning skills and participation in activity
Teacher evaluation of use of required elements in the poem
Activity 5: Checklist for peer and teacher evaluation of performance on video
Activity 6: Teacher evaluation of the letters based on the elements of the writing process
Reading comprehension test based on advice columns
Activity 7: This unit contains a final task (writing a letter) that will be assessed using a rubric. The criteria in the rubric are based on the categories in the achievement chart of the Core French curriculum
Specific references to the four current commercial resources are listed in each activity.
These resources are:
Destinations 3. Copp Clark Pitman Ltd., distributed by Addison-Wesley. ISBN 07730-5134-1
Entre Amis 3. Prentice-Hall Canada Inc. ISBN 0-13-287988-3
Passages 3. Addison-Wesley, ISBN 0-201-57377
Tous Ensemble: Décollage. D.C.Heath. Distributed by ITP Nelson. ISBN 0-669-95367-9
Web sites are listed in the activities.
Time: 150 minutes
Individually and in pairs, students get to know themselves and their classmates better. This process includes an interview, completion of a survey, and reaction to its results.
Overall Expectations
Oral Communication: OCV.01, OCV.05.
Reading: REV.02.
Writing: WRV.01.
Specific Expectations
Oral Communication: OC2.01, OC3.01.
Reading: RE1.01, RE2.01, RE2.02.
Writing: WR1.04.
· Prepare a “trouvez quelqu’un qui” and arranges the sentences in a bingo format, e.g., “__________ a fait la grasse matinée ce matin. __________ aime le hockey”, in the form of a bingo card with one item written in each square.
· The teacher chooses a survey for the students to complete or student creates his/her own (resources suggested).
· Learning experiences used: brainstorming, interviews, survey completion, reflection
· interrogatives, position and agreement of adjectives
1. Using the bingo cards as reference, the teacher guides the students in formulating questions based on the suggested sentences (e.g., Est-ce que tu as fait la grasse matinée ce matin?)
2. Students then circulate asking each other the simple questions prompted by the bingo card. The students record the names of their classmates who answer yes, trying to get five different names in a row.
3. Ask questions to confirm students' answers, using other interrogatives. (E.g., Qui a fait la grasse matinée ce matin? (Christine) Qu’est-ce que Paul aime? (le hockey).)
4. The teacher elicits questions that students might ask a newcomer and records them on the board for use in student interviews.
5. Students interview each other in pairs using the questions on the board and/or ones of their own. The partners then join another pair and present their partner to the group.
6. The teacher encourages students to share their information by asking questions such as “ Qui a une réponse intéressante? Une réponse drôle? Une réponse surprenante? etc.
7. Students complete a personality survey, previously chosen or created by the teacher. The students react to the survey results by making a T-chart. On the T-chart the students categorize what they think is true and false comparing the survey to their perception of themselves.
|
Vrai |
Faux |
|
|
|
8. Students record their personal thoughts from the survey in a journal.
· Observation of participation in people bingo, students’ interviews, and completion of T-chart.
· Provide a list of questions and starter answers to assist students in developing their interviews.
· To add challenge, students present to the class.
· To add challenge, students create and conduct their own survey.
Destinations 4. Copp Clark Pitman. ISBN 0-7730-5201-1, p.12
Destinations 4, Cahier d’Activités. Copp Clark Pitman, ISBN0-7730-5202-X, p.6
Passages 3 Cahier d’Activités. Addison-Wesley, ISBN 0-201-82282-2, p. 90.
Tous Ensemble, Décollage. D.C. Heath now ITP Nelson, ISBN 0669-9537-9, p. 51
Tous Ensemble, Décollage, Cahier d'Activités. D.C. Heath now ITP Nelson,
ISBN 0-669-95397-0
Time: 225 minutes
Students learn to introduce and describe themselves to others. Using positive adjectives students communicate their attributes.
Overall Expectations
Oral Communication: OCV.01, OCV.05.
Writing: WRV.02, WRV.03.
Specific Expectations
Oral Communication: OC2.01, OC2.03, OC3.01.
Writing: WR1.02, WR2.01.
· Prepare pies on chart paper for use in groups. Students use blank pie charts.
· Prepare spider maps: Five circles with the centres filled in: 1-Je suis, 2-Je veux être, 3-Un bon prof est, 4-Un bon ami est, 5-Une bonne famille est. Lines (spider legs) branch out from the circles for students to write on.
· The teacher chooses consolidation activities for adjectives.
· The teacher reviews acceptable use policy for e-mail and the Internet, arranges a practice lesson in the computer lab to set up e-mail addresses and teach how to use e-mail (connections with Information Technology Teacher).
· The teacher arranges an e-mail agreement with another class, board, school, or country.
· Learning experiences used: group sharing, teacher-directed lesson, e-mail
· position and agreement of adjectives
· use of E-mail
1. Students use blank pie charts to fill in information about themselves
Each group has one pie chart. Each member writes, in his/her own section of the pie, information about him/herself using teacher-guided questions about the following: number of siblings, description of themselves, possessions, preferences. One at a time, students share the information they wrote with the rest of their group. Students star the items they have in common with the other group members and circle those which are unique to them. The group introduces itself to the class.
Extension: Students introduce their group in a creative oral presentation to be assessed.
2. Working individually, the students complete the teacher-prepared spider maps by writing adjectives on the lines (spider legs) to complete the sentence starter, e.g., Je suis grand, intelligent.
3. Ask the students to share their opinions as indicated on their spider maps. The teacher then uses the students' information to teach a lesson on irregular adjectives
4. Students complete consolidation activities on adjectives.
5. Students compose an e-mail message introducing and describing themselves to another student (within the board, school, or country as arranged by the teacher). Before sending the messages the teacher checks, prints and saves them for evaluation, and checks for appropriate use. (As an option letters can be exchanged with another class or sent via courrier to another school.) Provide an opportunity for an open-ended message
· Observation of participation in the completion of pie charts
· Teacher evaluation of e-mail message
· Optional assessment of extension activity
· Prepare list of adjectives, vocabulary, and questions to assist students in completing pie charts and spider maps.
· Instead of the e-mail message, students create an “acrostiche”. The first letter of each line forms their name and they choose adjectives to describe themselves according to the letters.
· Provide a model e-mail message to guide students.
· Students work in pairs or with a peer helper to complete e-mail message.
· To add challenge, the students extend their message to include questions.
Destinations 3. Copp Clark Pitman, ISBN 0-7730-5134-1, p. 50
Destinations 4. Copp Clark Pitman, ISBN 0-7730-5201-1, p. 11
Destinations 4, Cahier d’Activités. Copp Clark Pitman, now Addison Wesley Longman,
ISBN 0-7730-5202-X, p. 4-5
Passages 3. Addison-Wesley, ISBN 0-201-57377-6, pp. 129, 132
Passages 3 Cahier d’Activités. Addison-Wesley, ISBN 0-201-82282-2, p. 94.
Tous Ensemble, Décollage. D.C. Heath now ITP Nelson, ISBN 0-669-9537-9 p. 60
Tous Ensemble, Décollage, Cahier d'Activités. D.C. Heath now ITP Nelson, ISBN 0-669-95307-0
p. 72-74
Time: 150 minutes
Students identify and describe personal characteristics and share perceptions of themselves and others. Using the vocabulary developed in the activity, students view and respond to a video by choosing adjectives that describe the characters and providing supporting details.
Overall Expectations
Oral Communication: OCV.02.
Reading: REV.01.
Writing: WRV.01.
Specific Expectations
Oral Communication: OC1.01.
Reading: RE1.02.
Writing: WR1.04.
· Gather pictures of people.
· Prepare a positive adjective list with blanks beside each adjective. (Activity 1)
· Arrange for a video/videoclip that demonstrates personal characterisitcs through peoples’ words or actions (see Resources).
· Prepare questions for video, asking students to describe the characters’ personalities and substantiate their opinion with evidence from the video.
· Choose consolidation activities in order to review the passé composé.
· Provide reading selections on the theme of relationships (see resources).
· Learning experiences used: whole class group sharing, teacher lesson
· passé composé, adjectives
1. Discuss social skills and acceptable behaviour with students to remind them to be sensitive to differences. Students write their names in large print at the top of the teacher-prepared adjective list (only positive adjectives) and place it on their desks. The students then circulate around to their classmates’ desks signing their names on their classmates’ sheets to indicate what adjective best describes their classmate. Having circulated to each desk, the students return to their desk and review their classmates’ perceptions of them. They indicate which perceptions they agree or disagree with or find interesting.
2. Display numbered pictures of people. Students circulate with paper and pen writing the picture number and an adjective for each picture on their paper. Once complete, list adjectives used by students to describe each picture. State or elicit from students the common use of adjectives for each picture, thereby revealing common perceptions.
3. Students participate in focussed viewing of a video. Comprehension can be assessed in a small quiz (e.g. who? what? where? when?)
4. Students view a portion of the video. After one of the situations, the teacher pauses the video to discuss the characteristic demonstrated and the supporting evidence. Students write point-form notes to record key information from the video. They list adjectives that describe the character(s) and support their opinion with relevant detail. (what they do, what they say and what others say about them).
5. Ask students how to form the passé composé as demonstrated in Strategy 4
6. If using video resources such as "Un choix d'été" or "Haut les mains", listed in resources, the students identify vocabulary used in the video from Canada that may be different in other French speaking regions.
7. Students complete consolidation activities on the passé composé.
8. Students read and respond to a short novel or excerpt on the topic of relationships. (See resources suggested.) Students identify key elements and answer comprehension questions to interpret, make and support judgements in their reading.
· Listening comprehension quiz based on key information from video
· Written quiz on the passé composé
· The teacher creates questions to provide opportunity for open-ended responses
· Teacher evaluation of reading activities
· Provide script of video.
· Students use notes on adjectives from previous activities.
· Students share why they chose the adjectives they did to describe the pictures in 2.
Destinations 3 Cahier d’Activites. Copp Clark Pitman ISBN 0-7730-5139-2, p. 23
Paroles d’échanges 1, le choix d’été. [video], TVOntario Publications, 350101-350104
Pour Tout Dire, Haut les mains.[video], Office national du film du Canada, C 0288 021
Tous Ensemble, Décollage. D.C. Heath now ITP Nelson. ISBN 0-669-95367-9, pp 84-85
Tribunal des Jeunes. Copp Clark Pitman now Addison-Wesley Longman. ISBN 0-7730-5321-2
Un blouson dans la peau. M. Hébert, ISBN 2-89021.0987
Time: 150 minutes
Students read a poem about relationships to introduce the passé composé used with irregular past participles.
Overall Expectations
Oral Communication: OCV.01.
Reading: REV.02, REV.03.
Writing: WRV.02, WRV.03.
Specific Expectations
Oral Communication: OC2.02, OC2.03, OC3.01.
Reading: RE2.05.
Writing: WR1.04, WR2.01.
· Select a poem about relationships to teach the passé composé of irregular verbs with avoir.
· Choose consolidation exercises on the passé composé with avoir.
· Prepare key questions about relationships to introduce the theme.
· Learning experience used: active listening, brainstorming, note-taking, teacher-directed lesson
· Position and agreement of adjectives.
· Passé composé of regular verbs with avoir.
1. Ask key questions related to relationships to introduce the theme.
2. Select a well known poem such as “ Déjeuner du matin” by Jacques Prévert to introduce the passé composé of irregular past participles with avoir.
3. Read the poem aloud using actions to clarify meaning.
4. Students identify all the verbs in the poem. The teacher consolidates information by teaching a mini lesson on passé composé.
5. Students present a dramatization of their interpretation of the poem
6. Students write a poem modelled after "Déjeuner du matin", or a cinquain or other example (see resources) as chosen by the teacher, using the passé composé.
7. Extension: Students write and perform a rap using the passé composé.
· Teacher evaluation of learning skills and student participation in activity (observation checklist)
· Teacher evaluation of use of required elements in the poem
· Pair students to assist in writing task.
· Provide more time for some students to complete writing task.
· Provide a model of a concrete poem or a cinquain.
· To add challenge, students search for another poem or song on relationships to present to the class.
Des mots pour rêver. Éditions Pierre Tisseyre. ISBN 2-89051-403-X
Entre amis 3. Prentice Hall Canada Inc. ISBN 0-13-287996-4, cahier page 129
Passages 3. Addison Wesley ISBN 0-201-57377, page 139.
Réflexions. D.C. Heath Canada Ltd. now ITP Nelson. ISBN 0-669-95368-7, page 40.
Rencontres. Copp Clark Pitman Ltd. now Addison Wesley. ISBN 0-669-95063-7, page 40.
Repères, troisième dossier, histoires de Coeur. CEC Inc. ISBN 2-7617-0299-9
Tous Ensemble, Décollage. D.C. Heath Canada LTD. now ITP Nelson. ISBN 0-669-95367-9, page 99
Time: 150 minutes
Students prepare and give an oral performance using a “Speaker's Corner” (le coin des opinions) format expressing their opinions about relationships.
Overall Expectations
Oral Communication: OCV.02, OCV.03, OCV.05.
Writing: WRV.01, WRV.02, WRV.03.
Specific Expectations
Oral Communication: OC2.03, OC2.05.
Writing: WR2.01, WR1.04.
· Prepare key questions on the following topics: les copains, les filles et les garçons, la famille, l’école et les profs, mon/mes héros.
· Book video recording equipment and provide videotapes for recording.
· Select a listening activity about relationships.
· Learning experiences used: group work
· Position and agreement of adjectives
· Knowledge of futur proche
· Vocabulary pertaining to relationships
1. The teacher starts a discussion about the following topics: les copains, les filles et les garçons, la famille, l’école et les profs, mon/mes héros. The teacher presents controversial statements encouraging the students to respond with their opinions.
2. Students complete the listening activity about relationships that would generate differences of opinion. Students listen several times to complete task.
3. The teacher introduces “Speaker’s Corner” (Le coin des opinions). Students prepare a monologue stating an opinion on a topic dealing with relationships. The students write five sentences on one of the topics “les copains, les filles et les garçons, la famille, l’école et les profs, mon/mes héros”and perform them on video with expression. All the topics should be represented. These monologues are videotaped outside the classroom and are shown to the class later.
4. Extension: Students prepare a dialogue. Two friends discuss a situation, one has a problem and seeks advice from his/her friend. They must find a solution: “J’ai un problème, Je ne suis pas un bébé, mes parents ne voient pas que je suis un adolescent… Tu vas dire…, tu vas proposer…”
· Checklist of the performance on video
· Peer and/or teacher evaluation of the performance on video
· Pair students to assist with task.
· Provide model to guide the monologue in “ le coin des opinions”.
· Give more time to complete task (writing and videotaping ).
· To add challenge, the students respond in writing to one of the opinions given on tape, offering solutions if presented with a problem.
Avec Brio. Prentice Hall Ginn Canada, ISBN 0-13-5692458 p. 13
D’accord 2. Addison-Wesley Publishers, ISBN 0-201-43940-9, p. 52
Entre amis 3. Prentice- Hall Canada Inc. now Addison Wesley, ISBN 0-13-287996-4, cahier p. 66.
Tous Ensemble, Décollage. ITP Nelson, ISBN 0-669-95367-9, pp. 72,73.
Tous Ensemble, Réflexions volume 1. D.C. Heath now ITP Nelson, ISBN 0-669-95368-7, pp. 31-2, 36-7
Jeunesse Mag. Copp Clark Pitman LTD ISBN 0-7730-5322-0, pp. 20,21.
Time: 150 minutes
Students write a short letter based on an advice column they have read. In this letter they describe the problem and request a solution. They then read letters from other students and provide possible solutions.
Overall Expectations
Oral Communication: OCV.04.
Reading: REV.01.
Writing: WRV.01, WRV.03.
Specific Expectations
Oral Communication: OC2.04, OC3.02.
Reading: RE1.01, RE2.01, RE2.07.
Writing: WR1.01, WR3.01, WR2.03, WR2.04.
· The teacher selects sample advice columns and prepares comprehension questions.
· Prepare introductory activity. (Appendix C - cut problems and solutions into strips to distribute to students)
· Learning experience used: use of French-English dictionary, process writing
· Passé composé of regular and irregular verbs with avoir
· Position and agreement of adjectives
1. Distribute the problem to half the class and solutions to the other half (Appendix C). Students circulate to find their matching problem or solution. The pair reads the problem and solution aloud to the class to verify.
2. Students read selected advice columns and answer oral comprehension questions.
3. Using the writing process, students write a letter describing a problem.
4. Students sign their letter using an adjective that expresses their feelings (confus, fâchée, triste…).
5. The teacher collects the letters and redistributes them randomly. Each student writes a response to the letter received providing a possible solution.
6. Extension activities: Students present the letters orally in the form of a counsellor/student interview, hot-line etc. The students prepare a dialogue. Two friends discuss a situation, one has a problem and seeks advice from his/her friend. They must find a solution: “j'ai un problème, je ne suis pas un bébé, mes parents ne voient pas que je suis un adolescent. Tu vas dire…, tu vas proposer…”
· Evaluate the letters based on elements of process writing.
· Prepare a reading comprehension quiz based on advice columns.
· Students follow a teacher-prepared model to assist in letter writing.
· To add challenge, use only the problems (Appendix C) and ask students to provide solutions spontaneously
Entre amis, Prentice Hall Canada Inc. ISBN 0-13-288010-5, feuilles SVII-57,SVII-64
Jeunesse Mag. Copp Clark Pitman LTD now Addison-Wesley Longman ISBN 0-7730-5322-0, p. 3.
Passages 3. Addison-Wesley Longman, ISBN 0-201-57377-6, p. 139
Time: 225 minutes
Students describe themselves in a letter to a pen pal in order to form a new relationship. Students include descriptions of themselves, activities they have done and plans they have for the future.
Overall Expectations
Writing: WRV.01, WRV.02, WRV.03.
Specific Expectations
Writing: WR1.02.
Reading: RE2.05.
· Prepare copies of model letter (Appendix A)
· Learning experiences used: writing process (generate ideas, choose a topic, develop a plan, write first draft, review and revise, edit and proof read, and produce a final copy, see The Ontario Curriculum, FSL Grades 4-8, p. 10) and Reflection Activities
· Cross-Curricular Connections: English, Annual Education Plan
· Position and agreement of adjectives
· Verbs in the présent, passé composé, and futur proche
1. Ask personal questions of students to introduce pen pal writing, e.g., Avez-vous des correspondants? Recevez-vous des lettres? de qui? d'où?
2. Share the model of a pen pal letter. (Appendix A)
3. Students read the teacher-prepared model out loud.
4. The teacher gives the required content for the letter, asking pairs of students to identify the required content in the teacher-prepared model. Students give personal examples as they identify (i.e., When identifying goals in the letter, students share some of their own goals.).
5. The teacher discusses the evaluation rubric with the students. (Appendix B)
6. Students gather and use information from previous activities (survey from Activity 1, and completed spider maps in Activity 2) to use in their letter.
7. Students use the writing process to create their letter.
8. Extension Activity: Students e-mail the letters to key pals and continue to correspond throughout the year. Students send letters to students in another school or board and continue correspondence. Students who have corresponded within the same region may wish to meet with their partners.
· Evaluation rubric (Appendix B)
· Provide starter sentences to assist students.
Avec Brio. Prentice Hall Ginn Canada, ISBN 0-13-5692458 p. 13
International Youth Service. (Pen Pals)
Passages 3. Addison Wesley Longman, ISBN 0-201-57377-6 pp. 132-133
Tous Ensemble, Décollage. D.C. Heath now ITP Nelson, ISBN 0-669-95367-9
Jeunesse Mag. Copp Clark Pitman now Addison Wesley Longman, ISBN 0-77305322-0
Appendix A - Model pen-pal letter
Appendix B - Evaluation rubric
Cher ami,
Je m’appelle Josée. Je suis née à North Bay et j’ai grandi à Mississauga. Samedi dernier j’ai fait de la natation et j’ai vu un bon film. Qu’est-ce que tu as fait?
Je vais à l’école secondaire et je veux participer à beaucoup d’activités. Je suis sportive et j’aime jouer au hockey. Aimes-tu des sports? J’aime aller au cinéma et aux concerts avec mes amis. Je suis sympa et gentille, mais je peux être jalouse. D’habitude je suis coopérative avec ma famiile mais je peux être impatiente avec mon petit frère. Je suis sérieuse à l’école mais parfois paresseuse en classe. Et toi?
Cette année j’ai plusieurs buts. Je vais être plus compréhensive avec mes amis. Je vais être tolérante chez moi, surtout avec mon petit frère! À l’école je vais être travailleuse: je vais participer en classe, je vais faire mes devoirs, et je vais étudier pour les tests parce que je veux une bonne note. Quels buts as-tu pour cette année?
Ton amie,
Josée
UNIT 1: Je Corresponds
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Understanding · use of required elements: adjectives, questions, présent, passé composé, futur proche |
- uses few of the required elements with many errors |
- uses some of the required elements with frequent errors |
- uses many of the required elements with occasional errors |
- uses many of the required elements with few to no errors |
|
Thinking/Inquiry · creative thinking skills |
- copies from the model |
- uses the model and makes minor changes to it |
- makes some changes and additions to the model |
- makes significant changes and additions to the model |
|
Communication · clarity · accuracy |
- communicates information with limited clarity - uses language structures and vocabulary with limited accuracy |
- communicates information with moderate clarity - uses language structures and vocabulary with some accuracy |
- communicates information with considerable clarity - uses language structures and vocabulary with considerable accuracy |
- communicates information with a high degree of clarity - uses language structures and vocabulary with a high degree of accuracy |
|
Application · writing process |
- uses a few of the stages of the writing process with limited effectiveness to produce a final copy |
- uses some of the stages of the writing process with moderate effectiveness to produce a final copy |
- uses all the stages of the writing process with considerable effectiveness to produce a final copy |
- uses all the stages of the writing process with a high degree of effectiveness to produce a final draft |
|
Les problèmes |
Les solutions |
|
J’ai eu besoin d’argent. |
Je vais garder des enfants. |
|
Mon frère est difficile. |
Je dois parler à mes parents. |
|
Ma soeur a pris mon chandail préféré. |
Je vais cacher le chandail. |
|
J’ai eu 40% à mon test de sciences. |
Je dois étudier. |
|
J’ai perdu mon argent. |
Je vais téléphoner à la police. |
|
Ma soeur est toujours au téléphone. |
Mes parents doivent parler à ma soeur. |
|
Je n’ai pas la permission de sortir le soir. |
Je vais rentrer de bonne heure la prochaine fois. |
|
Mon chien a mangé mes devoirs. |
Je dois mettre mes devoirs dans mon sac. |
|
Je suis rentré trop tard à la maison. |
Je vais acheter une montre. |
|
Mes amis n’ont pas compris mes opinions. |
Je vais essayer d’expliquer mon point de vue. |
|
J’ai eu une dispute avec ma meilleure amie. |
Je vais parler avec elle. |
|
J’ai oublié de faire mes devoirs. |
Je vais donner des excuses au prof. |
|
J’ai cassé la cassette de mon grand frère. |
Je vais acheter une autre. |
|
Je ne veux pas sortir avec ce garçon. |
Je vais dire que je suis malade. |
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