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Course Overview

Immersion French, Grade 9, Academic

Identifying Information

Grade: 9

Development date: March 2000

Course Title: Grade 9 Immersion FIF 1D

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

Prerequisites: minimum of 3800 hours of French instruction or equivalent

Course Type: Academic

Credit Value: 1 credit, 110 hours

Course Description

This course enables students to enhance their knowledge of the French language and to further develop their language skills through the study of twentieth-century North American francophone literature and culture. Students will participate in oral communication, reading, and writing activities as they study an authentic novel and selected authentic poems, legends, songs, films, and newspaper articles from French-speaking parts of North America.

Course Profiles

This course profile demonstrates one way to organize the expectations from the Grade 9 French Immersion Policy document. All Overall and Specific Expectations are addressed in these units.

The themes selected are the result of :

· examining available resources used by teachers across Ontario to find common themes

· discussing common themes and practices with Immersion teachers

The four themes and units are :

· Les rapports intepersonnels : Comment voit-on les autres?

· La francophonie en Amérique du Nord

· La voix des ancêtres

· L’avenir à pas de géant

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.

The Unit Descriptions, Planning Notes, and Teaching/Learning Strategies are described in French for ease of use by the French Immersion teachers.

There is a final task in each unit 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	Les rapports interpersonnels : Comment voit-on les autres?	27.5 hours
Unit 2	La francophonie en Amérique du Nord	27.5 hours
Unit 3	La voix des ancêtres	27.5 hours
Unit 4	L’avenir à pas de géant	27.5 hours

Unit Organization

Unit 1: Les rapports interpersonnels : Comment voit-on les autres?

Time: 27.5 hours

Unit Description

Students develop their language skills through the study of a twentieth-century North American novel. They listen to songs, read poems, and discuss the theme of relationships as an introduction to the novel study. They discuss characteristics of a friend and request advice on a relationship from a columnist. They dramatize a scene from a novel selected to highlight the theme of relationships and present an interview with their favorite character from the novel. As the final task, students design a book jacket that includes a brief summary of the story, an illustration depicting the theme or mood of the story, information about the author, and testimonial comments.

Strand(s) and Expectations

Language Structures : expressions of quantity and partitives, passé composé with être including agreement of past participle, possessive pronouns (e.g., le mien)

Unit 2: La francophonie en Amérique du Nord

Time: 27.5 hours

Unit Description

Students study various aspects of francophone culture in North America. They focus on three specific regions: Louisiana, Acadia, and Québec. As a final task, they choose one of these regions and, in the role of a travel agent, give an oral presentation including information about location, history, lodging, activities, transportation, and special attractions. As they listen to these presentations, each student selects the region he/she would like to visit and develops a detailed (500 words) written itinerary of a trip.

Strand(s) and Expectations

Language Structures: affirmative and negative infinitives following impersonal expressions, passé composé and imparfait in past narration and description, demonstrative pronouns (e.g., celui), subjonctif présent, with impersonal expressions, (e.g., il est interdit de…, il est importante de…)

Unit 3: La voix des ancêtres

Time: 27.5 hours

Unit Description

Students read and compare several tales and legends identifying the defining features in each genre. In preparation for the final task, they develop a legend using facts about a celebrity that they have researched. As the final task, they research their own ancestors (or an historical or imaginary person) and present the information in the form of a legend to the class. To enhance the presentation of the legend they also create a time capsule containing objects to represent specific points in their story.

Strand(s) and Expectations

Language Structures: position of two object pronouns with simple and compound verbs in affirmative and negative sentences, agreement of preceding direct object with avoir verbs in affirmative and negative sentences, passé composé of reflexive and pronominal verbs including agreement of past participle

Unit 4: L’avenir à pas de géant

Time: 27.5 hours

Unit Description

Students read, in small groups, different science fiction novels and present them orally to the class using a game to test their classmates’ comprehension and listening skills. They discuss what the future holds in terms of possibilities, probabilities, and their own desires and survival skills for that future. They research and present some of the sightings of UFOs. As a final task, they give an oral presentation highlighting life on another planet (real or imagined), encouraging their audience to go to live there to avoid overcrowding on earth.

Strand(s) and Expectations

Language Structures: sequence of tenses with si using the imparfait and conditional présent, faire causatif, relative pronouns (e.g., ce qui, ce que, ce dont)

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 departments assist students in making connections to other disciplines and to the world outside the school.

Prior Knowledge Required

This Grade 9 French Immersion Academic Course profile is based on prior knowledge students have acquired in elementary school Grades 1-8 and a minimum of 3800 hours of accumulated instruction in French Immersion upon entry into Grade 9.

The expectations required for this Grade 9 French Immersion course are outlined in The Ontario Curriculum, Grades 9 and 10, French as a Second Language – Core, Extended, and Immersion, 1999. Grade 9 French Immersion teachers are familiar with the Grade 9 expectations articulated in this document. Teachers will build on students’ skills and language knowledge upon entry into Grade 9 to further develop their oral communication, reading, and writing skills.

Teaching/Learning Strategies

There are a wide variety of teaching and learning strategies to maintain student interest and maximize learning, such as brainstorming, listening, problem solving, interviewing, role playing, dramatization, group discussion, use of process writing, oral presentations, use of Internet, viewing videos, and teacher directed lessons. Information technology has been included in all units. 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.

Accommodations

Specific accommodations for students who need them are listed in each activity.

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 for each discipline;

· 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.

Reporting Student Achievement

A final grade is recorded for each Immersion French 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.

Resources

Print Resources

Albert, A., Vanbrugghe. Prélude. Moncton : Éditions d’Acadie, 1994. ISBN 2-7600-0278-0

Anderson, H.C., (traduit par La Chesnais, P.G.). Contes. Paris : Gallimard, 1972.

Avec Brio. Prentice Hall Canada, now Gage Canada, 1996. ISBN 0-13

Beaugrand, H. La chasse-galerie. Montréal : Biblio Québecoise, 1997. ISBN 2894060602

Beauchesne, Y. et D. Schinkel. L’anneau du guépard. Collection Conquêtes, éditions Pierre Tisseyre, 1987. ISBN 2-89039-960-5

Bennett, B., C. Rolheiser, L. Stevahn. (traduit par MacKinnon, M.) L’apprentissage coopératif : rencontre du coeur et de l’esprit. Toronto : Educational Connections, 1995.ISBN 0-9695388-2-0

Bourdon, M-C. « L’anti-Grey Owl. » L’Actualité, (19 mars, 2000): 20-23.

C.J. Taylor. Des os dans un panier. Livres Toundra/Grandir, 1994.

Carrier, R. Ne faites pas mal à l’avenir. Éditions Paulines, 1984. ISBN 2-89031-960-5

Carrier, Roch. Le chandail de hockey. Montréal : Livres Taundra, ISBN 0-88776-2

Carter, Bonnie and Georgette Bolger. Getting Assessment Right. FSL, Core, Extended and Immersion French Grade 9 & 10, Data Based Directions, Barrie ON, 2000. ISBN 1-897369-15-7

Choices Into Action. Ontario: MET. ISBN 0777856093

Choquette, R. Le sorcier d’Anticosti. Montréal : Les Éditions Fides, 1979. ISBN 2 762 105 609

Clermont, M.A. L’engrenage. Collection Faubourg St. Rock, Éditions Pierre Tisseyre, 1991.
ISBN 2-8951-453-6

Clermont, M.A. La marque rouge. Collection Faubourg St. Rock, Éditions Pierre Tisseyre, 1995.
ISBN 2-8051-587-7

Connolly, A.M. Messages et discours, Collection Langues Vivantes. Montréal : Guérin, 1992.
ISBN 2-7601-2416-9

Consomme, consomme, CEC 1988 Repères 4, guide pédagogique 3. ISBN 2-7617-0451-7

Côté, D. L’arrivée des inactifs. Édition la courte échelle, 1988. ISBN 2-89021-191-6

Darrobers, M. et N. Pelletier. La recherche documentaire. Paris : Les Éditions Nathan, 1992.
ISBN 2-09-176791-3

Davies, Nancy. Activités de français sur internet. Paris : CLE international, 1999. ISBN 209--33114-3

Desjardins, P., Lamontagne, G. Le Corbeau du Mont-de-la-Jeunesse. Montréal : Les Quinze, éditeur, 1984. ISBN 2-89026-329-0

Desrosiers, S. Les princes ne sont pas tous charmants. Toronto : Centre Franco-ontarien de ressources pédagogiques, 1997. ISBN FRA-194-S52

David, M. Dis-moi. Collection Clé, Guérin, 1984. ISBN 2-7601-1119-9

David M. Dis-moi. Collection Clé, Guérin, guide pédagogique. 1989. ISBN 2-7601-1800-2

Dubé, C. Textes et contextes 3 – 2e partie. Laval : Mondia, 1985. 8-68. ISBN 2-89114-243-8

Dubé, C. Textes et contextes 3 – 2e partie : Guide pédeagogique. Laval : Mondia, 1986.
ISBN 2-89114-243-8

Dubé, M. Zone. Lemeac. ISBN 0-7761-0000-9

Dufief, Anne-Simone. S’exprimer avec logique. Paris : Hatier. ISBN 2-218-71092-7

Dupont, Jean-Claude. Légendes amérindiennes du Québec. Québec : Éditions J.C. Dupont.
ISBN 2-9801550-9-8

Dupont, Jean-Claude. Légendes de l'Amérique français. Québec : Éditions J.C. Dupont.
ISBN 2-9801550-3-9

Durham Board of Education. Focus on Instructional Excellence: Best Practices in Co-operative Learning for Second Language Teachers. Whitby: Durham Board of Education, 1995.

Gagnon, Gérard. Hockey : système de jeu et tactiques. Les presses de l’université de Montréal.
ISBN 2-7606-0613-9

Gaillard, Pol et Launay, Claude. Le résumé de texte. Hatier, Paris. ISBN 2-218-72562-2

Gallant, M. Ti-Jean. Contes Acadiens. Moncton : Éditions d’Acadie Ltée, 1973. ISBN 2-7600-0099-0

Gallant, M. Ti-Jean-le-fort. Moncton : Éditions d’Acadie Ltée, 1960. ISBN 2-7600-1830

Gallant, M. Tite-Jeanne et le prince triste. Moncton : Bouton d’or Acadie, 2000. ISBN 2922203239

Garcia, F. En avant la grammaire. Didier. ISBN 2-89144-308-X

Garner, J.F. Contes de Noël politiquement correcte. Paris : Grasset, 1998. ISBN 2246523945

Garner, J.F. Politiquement correcte. Paris : Librairie Générale Française, 1998. ISBN 2246512115

Garner, J.F. (traduit par Janine Lévy). De plus en plus politiquement correcte : nouveaux contes d’autrefois pour lecteurs d’aujourd’hui. Paris : Grasset, 1998. ISBN 2-253-14531-9

Gérard, S. Lièvremont, P. et Ladka V. La correspondance. Paris : Éditions Nathan, 1992.
ISBN 2-09-182418-6

Géray, Christine. Le compte rendu de lecture. Paris : Hatier. ISBN 2-218-05406.X

Gilles-Sebaoun, E. Contes et Légendes de l’an 2000. Paris : Éditions Nathan, 1999. ISBN 2-09-270016-2

Guilbault, N. Contes et sortilèges des quatre coins du Québec. Québec : Documentor, 1991.
ISBN 2-89123-113-9

Herbiet, J. Ti-Jean-jean et le soleil. Montréal : Elaeis, 1999. ISBN 2922424022

Jean, G. En Direct 1. Toronto : Prentice-Hall, 1993. 120-123. ISBN 0-13-062209-5

Julien, S. L’envers de la vie, Collection Faubourg St. Rock, Éditions Pierre Tisseyre, 1991.
ISBN 2-89051-452-8

Kenney, M. Découvertes. Canada : D.C. Heath (now ITP Nelson), 1983. ISBN 0-669-95062-9

Kenney, M. Rencontres. Canada : D.C. Heath (now ITP Nelson), 1983. ISBN 0-669-95063-7

Lafontaine, J. de la. Fables. Paris : Gallimard, 1999. ISBN 2070409147

Lafontaine, J. de la. Fables. Paris : Garnier-Flammarion, 1966. ISBN 9-782080-700957

Laprise, M. “Quand j’étais petit en l’an 2000.” Châtelaine, (Janvier, 2000)

Le hockey Teacher’s Guide. OISE.

Lebugle, A. Les portes secrètes du rêve. Fides. ISBN 2-7621-1442-X

Lefel, T. Ti-Jean (conte musical). Declic, 1997. ISBN 8428262DE

Lemaire, Yvon et Jacques. Tu as gagné au hockey. Les éditions Québec. ISBN 2-89089-497-5

Lemieux, G. Les vieux m’ont conté. Montréal : Les Éditions Bellarmin, 1987. ISBN 2-89007-650-4

Leon, P. Mariage politiquement correcte du petit Chaperon rouge. Toronto : Gref Ed Du, 1996.
ISBN 0 921 916 663

Les gardiens de but, collections Dennis Brodeur, Les Éditions de l’homme ISBN 2-7619-1251-9

Marc-André. Axiomes internet et la création de pages web : Module 2, Création de pages web simple. Montréal : Lalande, Lidec. ISBN 2-7608-6522-3

Massé, J. Contre le temps. Montréal : Médiaspaul, 1987. ISBN 289039-126-4

Massé, J. De l’autre côté de l’avenir. Montréal : Médiaspaul, 1985. ISBN 2-89039-039-X

Massé, J. Le passé en péril. Montréal : Médiaspaul, 1989. ISBN 28039

Maxwell, W. Fun Plays for French Second Language Teachers Volume III : Based on Folktales and songs by Matt. Toronto : Muffin Rhythm Co., 1996. ISBN 0-9698851-0-9

Meeker, Howie. L’ABC du hockey. Les éditions de l’homme. ISBN 0-7759-0401-5

Mots de passe, deuxième secondaire. Mondia, 1997. ISBN 2-89114-520-8

Mots et dicours (1), Fantaisie et réalité. Mondia, 1987. ISBN 2-89114-334-5

Nadeau, Vincent. Rivière des Outaouais, recits d’enfants. Sudbury : Prise de Parole, 1999.
ISBN 2-89423-042-7

Nemni, M., G. Quillard. Les Ensembles. Toronto : Prentice-Hall of Canada, 1976.
ISBN 0-13-532978-7

Nouvelles du Faubourg, collectif, Collection Faubourg St. Rock, Éditions Pierre Tisseyre, 1995.
ISBN 2-89051-590-7

Pelletier, F. Le crime de l’enchanteresse. Montréal : Médiaspaul, 1989. ISBN 289039-653-3

Pelletier, F. Mort sur le Redan. Montréal : Médiaspaul, 1988. ISBN 2-89039-443-3

Peringer, Marylyn. French Canadian Folktales & Legends. Toronto : Prologue : aux arts de la scène. (Dramatizations & Storytelling) 333 Quest, rue Dundas, Toronto M6R 3A6

Perrault, C. Contes. Paris : Éditions Gallimard, 1981. ISBN 2-07-037281-2

Perron, C. Le p’tit rien-tout-neu’ et autres contes de Noël. Sudbury : Prise de Parole, 1999.
ISBN 2-89423-104-0

Pouliot, K., J. Rousselle, L. Roy, E. Setticasi. Le texte narratif, Français troisième secondaire. Anjou : Les éditions CEC Inc, 1999. ISBN 2-7617-1571-3

Pouliot, K., J. Rousselle, L. Roy, E. Setticasi. Le texte narratif – Guide d’enseignement. Anjou : Les éditions CEC Inc, 1999. ISBN 2-7617-1610-8

Ralph Lewis, B., J. Riordan. Mythes et légendes. Paris : Compagnie Internationale du livre, 1987.
ISBN 2-7318-0275-8

Rousselle, J. Histoires de coeur, Repères 3e, quatrième dossier. CEC, 1988. ISBN 2-7617-0299-9

Renoux, J-C. Ipanitégué et autre contes amérindiens. Paris : L’Harmattan, 1999. ISBN 2-7384-8068-3

Rousselle J. La voix du conteur. Repères 3e, CEC, 1984

Rousselle J. Repères 3e histoires de coeur Stratégies 4. CEC, 1988. ISBN 2-7617-0300-7

Rousselle J. Repères 3e, Histoires de coeur, 4e dossier. CEC. ISBN 2-7617-0299-9

Rousselle J. Repères 3e, Stratégies 4. CEC. ISBN 2-7617-0300-6

Richard, Maurice. Un bon exemple de tenacité raconté aux enfants. Grolier Limitée

Rousselle J., Boudreau M., Monette M. Demain. Repères 3e, troisième dossier. Montréal : Centre Educatif et Culturel, 1985. ISBN 2-7617-0236-0

Rousselle, J. Corpus, Français troisième secondaire. Anjou : Les éditions CEC Inc., 1999.
ISBN 2-7617-1568-3

Santini, A. De tabou à boutade, le véritable dictionnaire du politiquement correct. Paris : M. Lafon, 1996. ISBN 2840981610

Sernine, D. Les rêves d’Argus. Montréal : Médiaspaul, 1991. ISBN 2-89039-518-9

Sony Music. Céline Dion. Céline Dion chante Plamondon. CD, Columbia records.

SOS FLS. Ah si j’avais une idée. CLF, OSSTF.

Steelandt, Charles R. Le vocabulaire français. Paris : Éditions Nathan, 1992. ISBN 2-09-182449-6

Trépanier, A. Les médias, activités d’intégration. CLF, OSSTF, 1989.

Trudel, J.L. Aller simple pour Saguenal. Montréal : Médiaspaul, 1994. ISBN 2-89420-204-0

Ullman, R. Altitude. D.C. Heath (now ITP Nelson). ISBN 0-669-9537-3

Ullman, R. Réflections 1. D.C. Heath, now ITP Nelson. ISBN 0-669-95368-7

Villiers, P. de. Dictionnaire du politiquement correcte. Paris : Albin Michel, 1996. ISBN 2226085556

Voisine, Roch. Coup de tête [CD]. Hélène. Les disques Star records Inc.

Web Sites

Centre franco-ontarien
http://www.cforp.on.ca/lib.htm

Contes collectifs
http://www.csmanoirs.qc.ca/wjdlf/enseignante-conte.htm

Contes originaux
http://www.philagora.net/recitpoe.htm

Holst Gustav, interpreted by Isao Tomita. The planets. Japan: RCA Victor, 1974. 30 min.
http://www.nwlink.com/~ufoentr/

L’office National du Film
http://www.nfb.ca/F/index.html

La tradition orale
http://www.ifla.org/IV/ifla65mb-f.htm

Le Ministère d’Éducation du Québec
http://www.meq.gouv.qc.ca/drd/

Librairie française
http://www.renaud-bray.com/resultats/resultatFlashF.asp

Moteur de recherche
http://www.toile.qc.ca/

Patrimoine canadien
http://www.nlc-bnc.ca/heroes/fhome.htm

Radio-Canada
http://radio-canada.ca/francomania/

Réseau scolaire
http://www.schoolnet.ca/accueil/f/

www.cmcc.muse.digital.ca/membres/biblio/orc/www02e_f.html

OSS Policy Documents

Ontario Ministry of Education and Training, 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, Grades 9-12, Program Planning and Assessment, 2000

Choices Into Action. Ontario: MET. ISBN 0777856093

MET Policy/Program Memorandum No.124: Ontario Secondary School Diploma Requirement, Community Involvement Activities in English Language Schools

Course Evaluation

At the end of the course, teachers will review the expectations and teaching and assessment strategies to assess the effectiveness of the program. They will also collect information from students regarding the effectiveness of the course through surveys and questionnaires. Teachers should review the content and the instructional and assessment strategies of the course in order to revise their Immersion French programs to improve student achievement of the expectations. Students should also have an opportunity to assess the effectiveness of the course.

Coded Expectations, Immersion French Academic, Grade 9, FIF 1D

Oral Communication

Overall Expectations

OCV.01D

– listen and respond to a variety of spoken texts and media works intended for a French-speaking audience;

OCV.02D

– discuss ideas and opinions relating to topics being studied;

OCV.03D

– understand simple statements spoken in the accent or the idiom of various French-speaking regions in North America;

OCV.04D

– use appropriate language conventions during oral communications activities.

Specific Expectations

Listening

OC1.01D

– extract the main ideas and secondary information from live or recorded speech (e.g., in videos, television programs, films, presentations by guest speakers);

OC1.02D

– identify facts in oral descriptions and narrations (e.g., new reports);

OC1.03D

– recognize that French is spoken with different accents depending on the region under study (e.g., Acadia, Louisiana).

Speaking

OC1.04D

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

OC1.05D

– discuss ideas and opinions about topics relating to North American francophone culture;

OC1.06D

– dramatize a scene from a reading selection (e.g., a novel, a play, a short story);

OC1.07D

– present a monologue or an impromptu speech;

OC1.08D

– retell a story, describing in particular the sequence of events.

Application of Language conventions

OC2.09D

– recognize and use appropriate language structures (see language structures for French Immersion, Grade 9, pg. 42);

OC2.10D

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

OC2.11D

– distinguish between English and French pronunciation and intonation.

Reading

Overall Expectations

REV.05D

– read a variety of materials intended for a French-speaking audience;

REV.06D

– gather information for different purposes from a variety of sources and apply it in other contexts;

REV.07D

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

RE1.08D

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

Specific Expectations

Comprehension and Response to Text

RE1.12D

– summarize, orally or in writing, the content of a variety of texts they have read (e.g., newspaper or magazine articles, short stories, a legend, a novel);

RE1.13D

– skim text for specific information;

RE1.14D

– present a hypothesis based on their reading (e.g., that a certain issue will be resolved in a particular way) and justify their conclusions;

RE1.15D

– identify the plot, setting, and characters in a story, and demonstrate how they are interrelated;

RE1.16D

– identify the writer’s intent or point of view in songs and poetry.

Application of Language conventions

RE2.17D

– recognize and use appropriate language structures (see language structures for French Immersion, Grade 9, Page 42);

RE2.18D

– recognize and understand stylistic devices (e.g., similes, metaphors, personifications);

RE2.19D

– recognize that although some words have the same spelling in English and French, they have different meanings (e.g., sensible in French means “sensitive” in English);

RE2.20D

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

Writing

Overall Expectations

WRV.09D

– communicate ideas and opinions clearly and coherently, choosing a form appropriate to the context;

WRV.10D

–write in a variety of forms, adjusting the language to suit the audience;

WRV.11D

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

Specific Expectations

Communication of Information and Ideas

WR1.21D

– write multi-paragraph texts that include an introduction, the development of ideas through linking paragraphs, and a conclusion;

WR1.22D

– write letters, e-mail messages, journals, and other texts of a practical nature (e.g., invitations, thank you notes, and shopping lists);

WR1.23D

– write a short critique of a book, a video, or a film;

WR1.24D

– use different forms of writing (e.g., exposition, description, narration) to suit the purpose of the task;

WR1.25D

– produce a written assignment (a minimum of 500 words).

Application of Language Conventions

WR2.26D

– recognize and use appropriate language structures (see language structures for French Immersion, Grade 9, page 42);

WR2.27D

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

WR2.28D

– incorporate newly acquired vocabulary into their work.

Acknowledgments

Identifying Information

Course Description

Course Profiles

Unit Titles (Time + Sequence)

Unit Organization

Unit 1: Les rapports interpersonnels : Comment voit-on les autres?

Unit 2: La francophonie en Amérique du Nord

Unit 3: La voix des ancêtres

Unit 4: L’avenir à pas de géant

Course Notes

Prior Knowledge Required

Teaching/Learning Strategies

Accommodations

Assessment and Evaluation

Reporting Student Achievement

Resources

Print Resources

Web Sites

OSS Policy Documents

Course Evaluation

Oral Communication

Overall Expectations

Specific Expectations

Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations