Course Profile   Core French, Grade 10, Academic, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

 

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2000

 

Acknowledgments

Catholic District School Board Writing Teams – Core French

 

Course Profile Writing Team – Units 1 and 2

Jean-François Côté, Project Manager/Lead Writer

Denise Goulet

Antoinette Liscio

Marina Mascherin

Frank Milani

 

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

Michael Salvatori, Project Manager/Lead Writer

Daniela Barzotto

Cathy Geraci

Lynette Owock

 

 

Course Overview

Core French, Grade 10 Academic

Identifying Information

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

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 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.

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.

 

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 Evaluation                                                     30%

                                                                        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 Evaluation                                                        70%

FORMATIVE (practice/tasks)                                                                         35%

SUMMATIVE (performance tasks)                                                                   35%

B.  Final Evaluation                                                                                   30%

 

Formal written examination                                                                            20%

Formal oral/aural examination                                                                         10%

OR

Final Project

OR

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 9^e et 10^e année

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

 

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

Coded Expectations, Core French, Academic, FSF2D

Oral Communication

Overall Expectations

OCV.01D

– listen and respond to a variety of spoken texts;

OCV.02D

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

OCV.03D

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

OCV.04D

– make oral presentations on a variety of topics;

OCV.05D

– use appropriate language conventions during oral communication activities.

Specific Expectations

Listening

OC1.01D

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

OC1.02D

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

OC1.03D

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

Speaking

OC2.01D

– participate in teacher-guided discussions and debates, and in dramatizations;

OC2.02D

– explain personal opinions, and formulate and support judgements, on topics under study;

OC2.03D

– prepare and present short dialogues on topics under study;

OC2.04D

– present an argument based on researched information;

OC2.05D

– create media works of some technical complexity (e.g., a television or radio report, a video);

OC2.06D

– describe possible or ideal situations (e.g., J’aimerais . . .).

Application of Language Conventions

OC3.01D

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

OC3.02D

– use newly acquired vocabulary in conversation;

OC3.03D

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

OC3.04D

– interpret the meaning of unfamiliar words using contextual clues.

Reading

Overall Expectations

REV.01D

– read and demonstrate an understanding of a variety of texts and simple authentic materials;

REV.02D

– apply critical thinking as they read (e.g., infer meaning from the text, analyse information, determine cause and effect, and go beyond the surface meaning);

REV.03D

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

Specific Expectations

Comprehension and Response to Text

RE1.01D

– demonstrate a general understanding of ideas found in articles, short stories, and poems (e.g., by answering multiple-choice questions, giving short answers, performing matching activities);

RE1.02D

– respond to their independent reading of short novels (a minimum of 60 pages) (e.g., by answering questions, summarizing the story, making a presentation to the class);

RE1.03D

– summarize the main ideas of a written text from the point of view of one of the characters;

RE1.04D

– expand on information or ideas they get from their reading (e.g., by predicting outcomes, applying content in new contexts);

RE1.05D

– demonstrate critical thinking skills by identifying issues and values in reading selections, locating and analysing root causes, and expressing their views either in writing or in conversation;

RE1.06D

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

Application of Language Conventions

RE2.01D

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

RE2.02D

– identify stylistic devices (e.g., similes, metaphors);

RE2.03D

– determine the meaning of unfamiliar words and idiomatic expressions from context;

RE2.04D

– use graphic organizers (e.g.,Venn diagrams, story maps) to show the meaning of texts;

RE2.05D

– understand the importance of tense differences in written texts (e.g., in indirect discourse, in flashback situations);

RE2.06D

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

Writing

Overall Expectations

WRV.01D

– express ideas and opinions in short written texts;

WRV.02D

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

WRV.03D

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

Specific Expectations

Communication of Ideas and Information

WR1.01D

– write in a variety of forms (e.g., a descriptive paragraph, a personal letter, a poem, an e-mail message, a newspaper article, a dialogue);

WR1.02D

– state opinions about a topic supported by facts;

WR1.03D

– organize information into paragraphs for written assignments;

WR1.04D

– prepare personal notes on information found in a variety of sources (e.g., on the Internet, in video programs, on audio CDs).

Application of Language Conventions

WR2.01D

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

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.

Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community  who

 

CGE1a   -illustrates a basic understanding of the saving story of our Christian faith;

           

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

           

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

 

CGE1d   -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

 

CGE1e   -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith)

 

CGE1f    -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

 

CGE1g   -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

           

CGE1h   -respects the faith traditions, world religions and the life-journeys of all people of good will;

 

CGE1i    -integrates faith with life;

           

CGE1j    -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

 

An Effective Communicator   who

 

CGE2a   -listens actively and critically to understand and learn in light of gospel values;

           

CGE2b   -reads, understands and uses written materials effectively;

           

CGE2c   -presents information and ideas clearly and honestly and with sensitivity to others;

 

CGE2d   -writes and speaks fluently one or both of Canada’s official languages;

           

CGE2e   -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

 

CGE3a   -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

           

CGE3b   -creates, adapts, evaluates new ideas in light of the common good;

 

CGE3c   -thinks reflectively and creatively to evaluate situations and solve problems;

           

CGE3d   -makes decisions in light of gospel values with an informed moral conscience;

           

CGE3e   -adopts a holistic approach to life by integrating learning from various subject areas and experience;

 

CGE3f    -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

 

CGE4a   -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

           

CGE4b   -demonstrates flexibility and adaptability;

           

CGE4c   -takes initiative and demonstrates Christian leadership;

 

CGE4d   -responds to, manages and constructively influences change in a discerning manner;

           

CGE4e   -sets appropriate goals and priorities in school, work and personal life;

           

CGE4f    -applies effective communication, decision-making, problem-solving, time and resource management skills;

 

CGE4g   -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

           

CGE4h   -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

 

CGE5a   -works effectively as an interdependent team member;

           

CGE5b   -thinks critically about the meaning and purpose of work;

           

CGE5c   -develops one’s God-given potential and makes a meaningful contribution to society;

 

CGE5d   -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

 

CGE5e   -respects the rights, responsibilities and contributions of self and others;

           

CGE5f    -exercises Christian leadership in the achievement of individual and group goals;

           

CGE5g   -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

 

CGE5h   -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

 

CGE6a   -relates to family members in a loving, compassionate and respectful manner;

 

CGE6b   -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

           

CGE6c   -values and honours the important role of the family in society;

           

CGE6d   -values and nurtures opportunities for family prayer;   

           

CGE6e   -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

 

CGE7a   -acts morally and legally as a person formed in Catholic traditions;

 

CGE7b   -accepts accountability for one’s own actions;

 

CGE7c   -seeks and grants forgiveness;

 

CGE7d   -promotes the sacredness of life;

 

CGE7e   -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

 

CGE7f    -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

 

CGE7g   -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

 

CGE7h   -exercises the rights and responsibilities of Canadian citizenship;

 

CGE7i    -respects the environment and uses resources wisely;

 

CGE7j    -contributes to the common good.

 

 

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