Catholic District School Board Writing Partnership

Catholic District School Board Writing Partnership

Course Profile

Core French

Grade 10

Academic

 for teachers by teachers

This sample course of study was prepared for teachers to use in meeting local classroom
needs, as appropriate. This is not a mandated approach to the teaching of the course.

It may be used in its entirety, in part, or adapted.

Summer 2000

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.

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

Course Profile Writing Team – Units 3, 4, and 5

Michael Salvatori, Project Manager/Lead Writer

Daniela Barzotto

Cathy Geraci

Lynette Owock

Page 2 Core French - Academic

Course Overview

Core French, Grade 10 Academic

Identifying Information

Course Developers: Jean-François Côté, Denise Goulet, Antoinette Liscio, Marina Mascherin, Frank Milani, Micheal Salvatori, Daniela Barzotto, Cathy Geraci, Lynette Owock.

District: Toronto Catholic District School Board

Course Title: Core French

Grade: Ten

Development Date: February 2000

Course Type: Academic

Ministry Course Code: FSF2D

Credit Value: 1

Description/Rationale

This course enables students to increase their knowledge and understanding of the French language, further develop their language skills, and deepen their understanding and appreciation of francophone culture around the world. Under the umbrella theme of Autour de la francophonie en 110 heures, students will have the opportunity to explore various francophone regions. They will develop and apply critical thinking skills in discussion and in their analysis and interpretation of various genres. By studying and using more complex language conventions, students will become more proficient in French. Exposing the students to these various cultures will allow them to make associations between their own life experiences and those of their peers around the French-speaking world. Through the use of technology, students will, in effect, explore the francophone world at large and bring it closer to their own reality.

How This Course Supports The Ontario Catholic School Graduate Expectations

By its very nature, the content of this course reflects the social teaching of the Catholic Church. As students gain an appreciation of Francophone people, their history, and their culture, they will develop an intrinsic sense of social responsibility, human solidarity, and life and justice issues. Furthermore, through this exposure, students will be continually challenged to become Christ-centred by addressing issues of bias, inclusivity, and tolerance.

The communicative nature of the course fosters the process of self-discovery and respect by allowing students to work co-operatively in pairs and small groups. In learning to become proficient in French, students are called to apply and communicate Gospel values as they critically analyse the material.

Unit Titles (Time and Sequence)

Unit 1 / L’Ontario, le Canada, et la Louisiane / 35 heures
Unit 2 / Les Antilles, Haïti, la Guadeloupe, et l’île Maurice / 15 heures
Unit 3 / L’Afrique francophone / 15 heures
Unit 4 / La Polynésie française et le Viêt-nam / 10 heures
Unit 5 / L’Europe (la France, la Suisse, la Belgique) / 35 heures

Unit Organization

Unit 1: L’Ontario, le Canada, et la Lousiane

Time: 28 hours

Description

This unit is intended to provide the students with opportunities to experience French life in francophone communities in Canada and Louisiana. Through the travel experiences of 15-year-old twins Lisa and Andrew, students visit Ontario, New Brunswick, Québec, and Louisiana. After many years of studying French, Lisa and Andrew are proud and happy to be able to live and communicate in French. Through their adventures, students are exposed to geography, history, literature, current events, music, and media which enrich their experiences. Students also have opportunities to reflect on the similarities and differences between English and French cultures. Insights into Canada’s duality are a witness to Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society.

Strand(s) and Expectations

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

Strand(s): Oral Communication, Reading, Writing

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

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

Unit 2: Les Antilles et l’île Maurice

Time: 15 hours

Description

In this unit, Lisa and Andrew visit Haïti, Martinique, Guadeloupe, and Île Maurice. As they discover the beauty of these islands and the joie de vivre of the people, they develop a sensitivity to the hard reality of life in some countries. The students are challenged to reflect upon and respond to relevant social issues. They expand their knowledge of geography and history, and become attuned to various historical events, political concerns, and repercussions. In this way, students gain insight into the cultures of these francophone areas.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 1i, 7f, 2e, 3f, 5c, 5e, 7e, 7g.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OCV.01D, OCV.02D, OCV.04D; REV.02D, REV.03D, REV.04D; WRV.01D, WRV.O2D, WRV.03D.

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

Unit 3: L’Afrique francophone

Time: 22 hours

Description

As the voyage continues, Lisa and Andrew explore three major African countries – le Sénégal, le Maroc, and l’Algérie. Through the students’ exposure to new Francophone regions, they are encouraged to adopt a healthy respect for the faith traditions, world religions, and the life journeys of all people. Issues of geography, history, colonization, religion, and culture are highlighted. The number of African authors writing in French is impressive. Students are given an opportunity to appreciate the contributions made by authors such as Camara Laye. The fact that the world’s three great religions co-exist in this part of the world provides a springboard for meaningful discussion.

As well, Arabic architecture, art, and script are introduced for their intrinsic interest and beauty.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 3c, 3f, 5e, 7e, 7g.

Strand(s): Oral Communication, Reading, Writing

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

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

Unit 4: La Polynésie française et le Viêt-nam

Time: 10 hours

Description

Students follow Lisa and Andrew to the Pacific where they visit the natural beauties of la Polynésie française and le Viêt-nam. They explore the history, arts, and geography of these regions and recognize the inherent value of these ancient cultures. Students discuss the role that Canadians play in the preservation of nature and how our lifestyle can adversely affect world ecosystems, creating such problems as global warming. In evaluating causes and effects, students learn to promote values such as sustainability and equality.

Strand(s) and Expectations

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

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OCV.03D, OCV.05D; REV.02D, REV.03D; WRV.02D, WRV.03D.

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

Unit 5: L’Europe (la France, la Suisse, la Belgique)

Time: 35 hours

Description

In this last unit, Lisa and Andrew visit France, the founding nation of La Francophonie, as well as Switzerland and Belgium. Students gain insights into the civilization and contemporary culture of these nations. They learn to appreciate the importance of cuisine, fashion, sports, and leisure activities as an integral part of the French lifestyle.

As well, students explore history, literature, fine arts, and current political and social issues. Historically, these three countries were situated in the centre of war-torn Europe. This topic dovetails with the Canadian and World Studies curriculum in Grade 10. As the students examine and gain knowledge of political and socio-economic systems, they develop a sense of the need for promoting equality, democracy, and solidarity for a just and compassionate society. LIBERTÉ, ÉGALITÉ, FRATERNITÉ.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: CGE 1h, 1j, 2a, 3a.

Strand(s): Oral Communication, Reading, Writing

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

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

Course Notes

The three strands pertaining to French As a Second Language must be treated in a logical sequence. Oral activities are the natural triggers for developing reading and writing skills. It is also important to stress the usefulness of vocabulary building in conjunction with the mastery of new and revisited language structures. To this end, the skill required to make efficient use of dictionaries, both unilingual and bilingual, must be taught and consistently reinforced by the teacher.

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;
Formative – during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction;
Summative – usually carried out at the end of a learning process; may include feedback and/or judgement.

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

The frequent use of a working journal (in role as Lisa and/or Andrew, our guides to la Francophonie) encourages students to become reflective thinkers capable of examining and evaluating their personal values, abilities, and aspirations in light of Gospel values.

Teaching/Learning Strategies

A. variety of strategies reflect the three-strand approach to FSL learning.

The teacher will: / The student will:

promote brainstorming·

brainstorm

conduct daily warm-up activities of a personal and communicative nature

participate in warm-up activities of a personal and communicative nature

conduct exercises in pronunciation

practice correct pronunciation regularly

provide opportunities for oral reading (individual and choral)

read aloud, using appropriate intonation and pronunciation

direct clear and precise questions

answer teacher-directed questions
initiate question

interview students

participate in student-teacher interviews

provide opportunities for pair and group activities

work co-operatively in pairs and groups

arrange pairs and groups strategically in order to promote success

participate actively in discussion

promote discussion

participate actively in debates

organize debates on topics of interest

conference with teacher on an ongoing basis

conference with students on an ongoing basis

present original dialogues and dramatic sketches

provide tools and opportunities for research

gather information and organize research-based projects

provide opportunities for Internet use

use the Internet to gather necessary information

allow time for personal journal writing

maintain a personal journal

teach language conventions as required

provide opportunities for the use of new and familiar language conventions

recognize and use language conventions in all three strands

Assessment/Evaluation Techniques

The primary purpose of assessment and evaluation is to enhance student learning. To this end teacher will use a variety of assessment strategies. They must also ensure that a student’s final evaluation will reflect his/her most consistent achievement level.

Diagnostic and Formative
Tools / checklists, rating scales, video/audio tapes, quizzes (aural/oral/written/reading), anecdotal comments, evaluations for oral and written assignments
Pencil and paper tests / Dictées, self/peer checklist
Observation / formal and informal by teacher
Reflection / teacher, peer and self-assessment, writing in role, journal writing
Conferencing / student-teacher conferencing
student-student conferencing
Performance / project presentation, written assignment, role performance, debate
Summative Evaluation:
Teacher- and course-designed unit tests (aural/written)
Performance – oral presentation of formal written assignment
Project reflecting knowledge acquired in unit(s) of work
Final examination / a combination of:
a written examination
an oral examination
an aural examination
OR
Culminating Project (written and oral)
a synthesis of the accumulated knowledge acquired in this course
OR BOTH

Evaluation of Student Achievement

The suggested weighting system below advocates a weighting for each category identified in the Achievement Chart in The Ontario Curriculum, Grades 9 and 10, French as a Second Language Core, Extended, and Immersion French, pp. 46-47.

Formative (Practice, Rehearsals)35%

Summative (Performance Tasks)35% 70%

Final Evaluation30%

100%

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

A. Ongoing Assessment and Evaluation70%

FORMATIVE (practice/tasks)35%

Category / Tools / %
Knowledge/Understanding /

tests: written, oral, aural
quizzes
memory work
exercises

/ 25%
Thinking/Inquiry /

assignments
reading/interpretation

/ 25%
Communication /

discussions
brain storming
pronunciation exercises
assignments

/ 25%
Application /

discussions
research skills
writing accuracy
assignments

/ 25%

SUMMATIVE (performance tasks)35%

Category / Tools / %
Knowledge/Understanding /

tests: written, oral, aural
projects

/ 25%
Thinking/Inquiry /

presentations
projects
reflections (journal writing)

/ 25%
Communication /

discussions
debates
presentations (dialogues, dramatic sketches)
projects

/ 25%
Application /

presentations
discussions
creative writing
projects

/ 25%

B. Final Evaluation30%

Formal written examination20%

Formal oral/aural examination10%

Final Project

Combination of both

100%

Accommodation

Since teachers deliver the units in their own unique style, there are ample opportunities for accommodation. This should be both for remedial assistance and for enrichment. The following strategies for accommodation are suggested:

teacher assistance
peer assistance
flexible grouping of students according to needs and assignments
co-operative learning opportunities
enrichment resources and activities
reinforcement exercises for extra practice
extra time allotment for completion of assignments
opportunities for improvement
provision for Internet addresses and other technological aids
provision for printed, video, and audio resources
freedom to choose materials which maximize effective use of student ability and creativity

It is noteworthy to mention that many FSL students have strengths in one strand and possible weaknesses in another. Evaluation should take this into account. Every attempt must be made to accommodate students’ individual needs in order to maximize their success.

Resources

A variety of resources accompanies each activity.

Every reasonable effort has been made to contact sources used in this profile. We apologize for any oversights. At the time of publication some responses remained outstanding.

Given that the Internet is constantly evolving and being updated, the authors cannot guarantee that the proposed web sites will be up and running when this document is being consulted.

OSS Policy Applications

The value of learning French in Canada is immeasurable. Bilingualism enriches the individual’s life, broadens his/her outlook, and opens many doors to future life opportunities on a national and global scale. Students of French also become more culturally aware citizens of Ontario and Canada.

Whether French is studied for university preparation or for school to work transition, it promotes anti-discrimination, sensitivity to equity and social justice issues, career goals, and community partnerships. These realities support the Ontario Catholic Graduate Expectations and the requirements stated in the following policy documents:

1.Ontario Secondary Schools Grades 9 and 10 Program and Diploma Requirements, 1999

2.Choices Into Action, Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, 1999

3.The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, 1999

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

Course Evaluation

Student input at periodic intervals is recommended in order to gauge the effectiveness of this course. Feedback, in the form of a short survey of the strengths and weaknesses of the activities, can help the teacher to further adapt the units to specific student needs without jeopardizing the expectations set by the Ministry of Education in the policy documents.

Both formative and summative assessment strategies of the course should be discussed among colleagues in the department in order to determine and initiate the necessary modifications. Strategies for evaluation should be both comprehensive and valid. Lastly, guests from the community (e.g., speakers, performers) may have input into the enhancement of this course.

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

Compétences / 50-59 %
(Niveau 1) / 60-69 %
(Niveau 2) / 70-79 %
(Niveau 3) / 80-89 %
(Niveau 4)
Connaissances et comprehension

Connaissance des formes et des conventions linguistiques

Compréhension du contenu

/ L’élève:

Démontre une connaissance limitée des formes et des conventions linguistiques

Démontre une compréhension limitée du contenu

/ L’élève:

Démontre une connaissance partielle des formes et des conventions linguistiques

Démontre une compréhension partielle du contenu

/ L’élève:

Démontre une connaissance générale des formes et des conventions linguistiques

Démontre une compréhension générale du contenu

/ L’élève:

Démontre une connaissance approfondie des formes et des conventions linguistiques

Démontre une compréhension approfondie du contenu

Habiletés de pensée et de recherche

Pensée critique et créative

Habiletés de recherche
(p. ex., formulation de questions; planification; choix de stratégies et de ressources; analyse, interprétation, et évaluation de 1’information; formulation de conclusions)

/ L’élève:

Utilise les habiletés de pensée critique et créative avec une efficacité limitée

Applique un nombre limité d’habiletés du processus de recherche

/ L’élève:

Utilise les habiletés de pensée critique et créative avec une certaine efficacité

Applique certaines habiletés du processus de recherche

/ L’élève:

Utilise les habiletés de pensée critique et créative avec grande efficacité

Applique la plupart des habiletés du processus de recherche

/ L’élève:

Utilise les habiletés de pensée critique et créative avec très grande efficacité·

Applique toutes ou presque toutes les habiletés du processus de recherche

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