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Course Overview

Immersion French, Grade 10, Academic

Identifying Information

Grade: 10

Development date: March 2000

Course Title: Grade 10 Immersion FIF2D

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

Prerequisites: Grade 9 Immersion credit

Course Type: Academic

Credit Value: 1 credit 110 hours

Course Description

French Immersion Grade10 Academic FIF2D

This course enables students to increase their knowledge of the French language and to further develop their skills through the study of twentieth-century European francophone literature and culture. Students participate in oral communication, reading, and writing activities based on a variety of French literary works. They study at least one novel and a selection of poems, short stories, films, plays, newspapers and magazine articles.

Course Profiles

This course profile demonstrates one way to organize the expectations from the Grade 10 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

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 Description, Planning Notes and Teaching/Learning Strategies are described in French for ease of use by 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 from the Achievement Chart.

Unit Titles (Sequence + Time)

Unit 1	La Communication sous toutes ses formes	27.5 hours
Unit 2	Gestes et paroles – le théâtre franco-européen	27.5 hours
Unit 3	Découvrons l’Europe francophone	27.5 hours
Unit 4	La pub débranchée	27.5 hours

Unit Description

Unit 1: La Communication sous toutes ses formes

Time: 27.5 hours

Students study various forms of communication through oral, reading, and writing activities with an emphasis on Franco-European issues. They use a variety of forms of communication (telephone, newspapers, television, radio and Internet) to research a social issue of interest. They present their findings in a written report that follows assigned criteria.

Language Structures

disjunctive pronouns

Unit 2: Gestes et paroles – le théâtre franco-européen

Time: 27.5 hours

Students further develop their language skills through the study of twentieth-century European francophone theatre and participate in oral communication, reading, and writing activities. They learn about different elements of a play and compare this format to that of a novel. They reinterpret a scene by changing one of the key elements, dramatize the scene.

Language Structures

si + présent à futur/présent/impératif

Unit 3: Découvrons l’Europe francophone

Time: 27.5 hours

Students increase their knowledge of the language and develop their language skills through the study of a twentieth-century European francophone novel. They discuss and analyse the motivations of the characters in conflict situations and write an article in the form of a news report. They create and present interviews with one of the main characters and trace their development throughout the story. They research the geographical and historical contexts of the novel and discuss how events in the novel reflect European culture and history of the period. As a final task, students create a book review either in print or on video.

Language Structures

si + imparfait à conditionnel présent, si + plus-que-parfait à conditionnel passé

subjonctif présent after expressions of emotion, doubt, wish, order, permission

formation of the voix passive

negative infinitives

Unit 4: La pub débranchée

Time: 27.5 hours

Students analyse French advertisements and commercials to deepen their understanding of European francophone culture. They identify biases in advertising and learn about the specialized language and various techniques used in print and video advertising. They apply their knowledge of French and the media to create an advertising campaign which includes a poster, a jingle and/or a slogan. They present their campaign to the marketing division of a company for approval.

Language Structures

formation and use of present participle

use of futur simple after quand, dès que, lorsque

relative pronoun lequel

use of indefinite pronoun tout

Prior Knowledge Required

This Grade 10 French Immersion Course Profile designed for Public School Boards is based on prior knowledge students have acquired in Grade 9 French Immersion.

The expectations required for this Grade10 French Immersion course are outlined in The Ontario Curriculum, Grades 9 and 10, French as a Second Language – Core, Extended, and Immersion 1999. Grade 10 French Immersion teachers are familiar with the Grade 9 expectations articulated in this document. Teachers will build on students’ knowledge and skills to increase their knowledge of the French language and to further develop their language skills.

OSS Policy Applications

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. Where appropriate, when planning, teachers of FSL should consider adults as students, cooperative education and work experience. Teachers also need to consult with special education teachers to provide accommodations to meet their students’ needs. Collaboration and integration with other academic departments will assist students in making connections to other disciplines and the world outside the school.

Teachers who are planning a program in French as a Second Language must take into account considerations in a number of important areas. Essential information that pertains to all disciplines is provided in the companion piece to this document, The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, 1999.

Education for Exceptional Students

There are a number of technical and learning aids that can assist FSL teachers in meeting the needs of exceptional students as set out in their Individual Education Plan. Some students may require a Brailler, a personal amplification system, an oral or a sign-language interpreter, a scribe, or specialized computer programs.

The Role of Technology in the Curriculum

Students will be expected to use French computer programs as well as computer-assisted learning modules developed for second language learners. The introduction of Internet access has been an important innovation in the area of language study, since the use of e-mail enables both students and teachers to communicate directly with French speakers. Through the Internet, students can “talk” to keypals from regions or countries where French is spoken. Teachers may also use the Internet to set up class projects with some language learners.

Audio cassettes, CDs, radio broadcasts, television programs, videos and films are crucial to students’ study of the French language. By means of these technologies, students can hear French as it is spoken in various regions around the world, and can observe many aspects of the culture and everyday life of francophone societies.

Career Education

The FSL programs provide students with relevant contexts within which they can explore their interests and demonstrate their abilities and aptitudes as they work together to develop their French language communication skills. Students also learn how having a working knowledge of French expands the range of career opportunities that they can pursue both in Canada and internationally.

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, 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;

· 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 the Grade 10 French Immersion course and a credit is granted if 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.

Print Resources

Armstrong, Thomas. Multiple Intelligences in the Classroom.

Audet, F. Le Journal en Classe : Les Quotidiens du Québec. Ottawa: Les Quotidiens du Québec Inc., 1982. ISBN 2-920348-00-0

Beaumont, Yvonne. Propos, Réjean Blais. Collection Clé, éditions Guérin, ISBN 2-7601-1391-4

Bennett, B., C. Rolheiser and L. Stevahn. (traduit par MacKinnon, M.) L’apprentissage coopératif : rencontre du coeur et de l’esprit. Toronto: Educational Connections, 1995. ISBN 0-695388-2-0

Blais R. and Y. Beaumont. Propos, collection clé, Québec : Guérin, 1986. ISBN 2-7601-1391-4,
pages 538-539

Carter, Bonnie and Georgette Bolger. Getting Assessment Right. Barrie ON: Data Based Directions.
ISBN 1-897369-15-7

Case, B., A. Coulbeck, D. Euler, C. Piché, and B. Scholz. Destinations : Nouveaux horizons, cahier d’activités. Toronto: Copp Clarck Ltd, 1996.

Chevalier, J., A. Gheerbrant. Dictionnaire des symboles. Paris: Robert Laffont/Jupiter, 1988.
ISBN 2-221-50319-8

Chroniques de la France et des français; éditions Chronique. ISBN 2-03-503238-5

Chroniques de l’humanité; éditions Chronique, ISBN 2-03-503-268-7

Chroniques du 20e siècle, éditions Chronique, ISBN 2-03-503-269-5

Crowe, Ann and Maureen Wesolowski. NTC’s Dictionary of French Faux Pas. Illinois: National Textbook Company, 1994.

Dubé, Cecile and Muriel Pouliot. Textes et contextes 5, 2e partie, espaces Imaginaires d’ici et d’ailleurs, éditions Mondia, ISBN 2-89114-280-2

Duplantie, M., J. Hullen, and J. Tremblay. Élans 3. Québec : CEC, 1994.

Fédération canadienne des enseignants et des enseignantes. Vocabulaire de l’inforoute. Ottawa: 1996.
ISBN 0 88989 312 8

Gagnon C. and N. Lacombe. Paroles, Textes et Contextes 4, 2e partie. Laval : Mondia, 1986.
ISBN 2-89114-245-4,

Heide, A. The Teacher’s Complete & Easy Guide to the Internet. Toronto: Trifolium Books Inc, 1996.
ISBN 1 895579 85 6

Hermann, R. and R. Rauch. Mastering French Vocabulary: A Thematic Approach. New York: Barron’s Educational Series, Inc., 1995. ISBN 0 8120 9107 8

Joffo, Joseph. Un sac de billes, éditions Jean-Claude Latès, ISBN 2-253-02949-1

L’Italien, C. and R. Lefebvre. Productions Écrites. Québec : Les éditions françaises inc., 1991.

La Rue, Jean. Dictionnaire d’argot. France : Flammarion, 1986. ISBN 2-08-200107-5

Maloux, Maurice. Proverbes, sentences et maximes. Paris : Larousse, 1986. ISBN 2-03-710010-8

Meers, T. 101 Best Web Sites for Kids. Illinois: Publications International, Ltd., 1999.
ISBN 0 7853 3014 3

Memo Larousse, Encyclopédie Générale visuelle et thématique, Librairie Larousse, ISBN 2-03-152217-5

Montreynaud, F., A. Pierron, F. Suzzoni. Dictionnaire de proverbes et dictons. Montréal : Robert Poche, 1989. ISBN 2-85035-104-6

Niquet, G. Profil. Paris : Hatier, 1983

Petit, Karl. Le dictionnaire des citations du monde entier. Marabout, 1978.

Rouselle J. and M. Boudreau. Aujourd’hui l’Actualité, Repères 4e, premier dossier. Montréal : Centre Éducatif et Culturel, 1986. ISBN 2-7617-0350-2

Rousselle J. and M. Bourdeau, and M. Monette. De la rue aux coulisses, Repères 4e. Montréal : CEC. 1987. ISBN 2-7617-0383-9

Simard, J. and R. Blais. Point de vue. Québec : Guérin, 1988.

Together We Learn; Prentice-Hall Canada Inc., ISBN 0-13-924556-1

TV5, TVA, TFO, SRC—Société Radio-Canada, RD1 (chaînes ou réseaux de votre région)

Vocabulaire de l’inforoute, Information Highway Vocabulary, Canadian Teachers’ Federation, 1996.
ISBN 0-88989-312-8

Where Heart Meets Mind. Co-operative Learning. Educational Connections, 1991.
ISBN 0-9635240-0-3

Wright, R. “the web we weave: we’ve had the Internet in many forms over the centuries, creating a collective mind that thinks faster and faster”. Time - Millenium Issue (December, 1999): 121-123

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

Web Sites

Agence France-Presse list of francophone media links - http://www.wash.afp.com/francais/liens/

Agent Intelligent - RefineYour Searches in French - http://www.searchprocess.com/

All the French Search Engines/Moteurs de Recherche on one Site -

http://w3.olf.gouv.qc.ca/banque/moteurrechfr.htm

Alta Vista – One of the Most Powerful Search Engines - http://www.altavista.com/

An excellent source for Francophone media sites. -

http://www.nyu.edu/pages/wessfrench/news.htm#META

Bookmarks rien que des bookmarks - http://bookmarks.free.fr/

Canadian Parents for French - http://www.cpf.ca/

Carrefour des médias et point de départ pour être informé et discuter des grands dossiers d’actualité -
Fédération canadienne des enseignants et des enseignantes - http://www.bulletinmedia.com/

Centre franco-ontarien de ressources pédagogiques - http://www.cforp.on.ca/

Classement des sites francophones - http://www.hit-parade.com/

Collections numérisées du Canada Collections - http://collections.ic.gc.ca/

Découvrir Internet - Comment naviguer? - http://www.easynet.fr/easyweb/internet/12.htm#conseils

Direction des ressources didactiques - http://www.meq.gouv.qc.ca/drd/

Excellent Francophone Site for Learning the Internet in French – Le Signet -
http://w3.olf.gouv.qc.ca/banque/

Français pour Voyageurs - http://www.travlang.com/languages/cgi-bin/langchoice.cgi

Francophonie canadienne - http://www.franco.ca/

French Language News and Magazines site from MIT - http://www.wash.afp.com/francais/liens/

Glossaire des termes officiels de l’informatique - http://www.celog.fr/silex/tome1/chap_3-1.htm#ss3.1.b

Guide De Rédaction Des Travaux Universitaires - http://www.uottawa.ca/academic/socsci/guide-fr.html
http://www.ctf-fce.ca/

Journal de Montreal - http://www.journaldemontreal.com/

Journal de Québec - http://www.journaldequebec.com/

L’Express de Toronto – Excellent aperçu des services, des organisations et des activités francophones couverts par L’Express dans la grande région torontoise et au-delà - http://www.l-express.com/liens.html

La Chronique de l’internet familial -http://www.geocities.com/ResearchTriangle/Thinktank/5052/

La Presse - http://lapresse.infinit.net/

La Toile du Québec - http://www.toile.qc.ca/

L’Actualité Politique, Sociale Et Culturelle De Nombreux Pays Francophones -
http://clicnet.swarthmore.edu/presse.ecrite.html

l’Association canadienne-française de l’Ontario - http://www.franco.ca/acfo/

L’audiovisuel et la télévision éducative - http://www.meq.gouv.qc.ca/drd/tele.html

Le Devoir - http://www.ledevoir.com/

Le Droit - http://www.ledroit.com/encours/01_actualites/accueil__self.stm

Le Québec - Guide À L’intention Des Internautes - http://www.fl.ulaval.ca/cuentos/quebec.htm

Le Soleil - http://www.lesoleil.com/

Learn the Net, Step by Step, in French - http://www.learnthenet.com/french/

Librairie Renaud-Bray - http://www.renaud-bray.com/menugpa/default.asp

list of francophone media links - http://www.wash.afp.com/francais/liens/

Microsoft Search Engine in Canada – French Language Capabilities - http://search.ca.msn.com/

Microsoft Search Engine in France – http://search.msn.fr/

Netscape Netcenter France - http://www.netscape.com/fr/index.html?cp=hom03i6

Newspapers Canada - http://www.worldwidenews.com/canada.htm

Newspapers France - http://www.worldwidenews.com/france.htm

Nomade France - French Search Engine - http://www.nomade.fr/

Office de la Langue Française - http://www.olf.gouv.qc.ca/

Optimisez vos recherches sur Infoseek - http://www.infoseek.com/Help?pg=DChelp.html&sv=FR

Patrimoine canadien - http://www.pch.gc.ca/francais.htm

Programmes d’appui aux langues officielles - http://www.pch.gc.ca/offlangoff/francais/index.html

Quelques chaînes de télévisions francophones - http://clicnet.swarthmore.edu/television.html

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

Répertoire des sigles et acronymes en usage dans la francophonie -
http://www.francophonie.org/bief/siglacro.htm

Répertoire des sites des écoles primaires et secondaires de langue française -
http://www.toilescolaire.org/

Réseau Scolaire – Ressources Pédagogiques - http://www.schoolnet.ca/accueil/f/

Ressources en direct sur le patrimoine canadien -
http://www.cmcc.muse.digital.ca/membrs/biblio/orch/www07c_f.html

Sites radiophoniques d’actualité et de détente - http://clicnet.swarthmore.edu/radio.html

Statistiques canadiennes - http://www.statcan.ca/francais/Pgdb/

Tout Québec sur le Web - http://www.toutquebec.com/

Trousse Internet - http://w3.franco.ca/trousse/inforoute/

Un Nouveau Guide d’Internet - http://www.sasi.fr/ungi/web.htm

Vocabulaire de l’inforoute - http://www.naviguer.org/vocabulaire/

Yahoo! France - http://fr.yahoo.com/

Yahoo!- Internet - http://fr.dir.yahoo.com/Informatique_et_multimedia/Internet/World_Wide_Web/

Yahoo! World Wide News and Media by Region - http://dir.yahoo.com/News_and_Media/By_Region/

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, The Ontario Curriculum, Grades 9 – 12, Program Planning and Assessment, 2000

Choices Into Action Ontario MET ISBN 0777856093

Community Involvement Activities in English Language Schools

Les arts du langage Guide pédagogique, Ministère de l’Education et de la Formation 1993.

Curriculum de l’ontario 9e et 10e année, Francais, 1999.

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 or questionnaires.

Coded Expectations, French Immersion, Grade 10, FIF 2D

Oral Communication

Overall Expectations

OCV.01D

• listen and respond to a broad range of spoken texts and media works intended for a French-speaking audience;

OCV.02D

• explain ideas and opinions in small-group discussions, impromptu exchanges, large-group presentations, and formal debates;

OCV.03D

• understand extended dialogues and other spoken texts from various European French-speaking regions;

OCV.04D

• use appropriate language conventions during oral communication activities.

Specific Expectations

Listening

OC1.01D

– follow a series of instructions, either live or recorded (e.g., an exercise program);

OC1.02D

– explain the main ideas and supporting details presented in live and recorded programs or presentations (e.g., television, film, radio, theatre);

OC1.03D

– compare their viewpoints with alternative viewpoints expressed by others in oral reports and discussions;

OC1.04D

– comment on and ask questions about a classmate’s oral presentation.

Speaking

OC2.01D

– debate an issue relating to the literature being studied;

OC2.02D

– dramatize a scene from a reading assignment;

OC2.03D

– contribute to discussions on issues concerning French-speaking Europe by expressing their ideas and opinions.

Application of Language Conventions

OC3.01D

– recognize and apply appropriate language structures (see language structures for French Immersion, Grade 10, p. 42);

OC3.02D

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

OC3.03D

– recognize and use familiar, colloquial, and formal language.

Reading

Overall Expectations

REV.01D

• read and demonstrate an understanding of a variety of materials intended for a French-speaking audience;

REV.02D

• interpret authentic texts written on diverse topics;

REV.03D

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

REV.04D

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

Specific Expectations

Comprehension and Response to Text

RE1.01D

– identify various text forms and describe their characteristics;

RE1.02D

– analyse the motivations of a character in a work of fiction;

RE1.03D

– infer the author’s intent in written texts (e.g., newspaper editorials, essays, poems, short stories);

RE1.04D

– critique a text (e.g., accept or reject the argument in a newspaper editorial);

RE1.05D

– describe how events or situations in a text reflect the francophone culture of the region concerned;

RE1.06D

– use personal experiences to reflect upon and discuss events or issues covered in written texts;

RE1.07D

– compare ideas and statements found in two texts dealing with the same topic.

Application of Language Conventions

RE2.01D

– recognize and use appropriate language structures (see language structures for French Immersion, Grade 10, p. 42);

RE2.02D

– identify and understand stylistic devices (e.g., similes, metaphors, personification, onomatopoeia) in various genres;

RE2.03D

– recognize language conventions that signal regionalisms, formal and informal language, popular language (e.g., anglicisms), and media language (e.g., in advertising);

RE2.04D

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

Writing

Overall Expectations

WRV.01D

• write clearly, coherently, and persuasively on diverse topics, choosing a form appropriate to the context;

WRV.02D

• write in a variety of forms, adjusting their style and register to suit the purpose and the audience;

WRV.03D

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

Specific Expectations

Communication of Information and Ideas

WR1.01D

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

WR1.02D

– use notes taken during an oral presentation to write a summary of the information and ideas presented;

WR1.03D

– write a newspaper article expressing an opinion and giving supporting facts;

WR1.04D

– report accurately information gathered during research;

WR1.05D

– write short critiques to explain the literary value of a text;

WR1.06D

– produce a written assignment (a minimum of 750 words).

Application of Language Conventions

WR2.01D

– recognize and use appropriate language structures (see language structures for French Immersion, Grade 10, p. 42);

WR2.02D

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

WR2.03D

– incorporate newly acquired vocabulary into their written work.

Acknowledgments

Identifying Information

Course Description

Course Profiles

Unit Titles (Sequence + Time)

Unit Description

Unit 1: La Communication sous toutes ses formes

Unit 2: Gestes et paroles – le théâtre franco-européen

Unit 3: Découvrons l’Europe francophone

Unit 4: La pub débranchée

Prior Knowledge Required

OSS Policy Applications

Teaching/Learning Strategies

Accommodations

Assessment and Evaluation

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