Course Profile Core French, Grade 10, Applied, Catholic

Unit 1: Les autres

Time: 23 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 |

Activity 6 | Activity 7 | Activity 8 | Activity 9

Description

This unit emphasizes accepting others. Students conduct an interview with a person of an older generation in their family or school community. Activities include: the creation of timelines outlining various historical events/figures and occurrences, a comparison of these timelines, and the creation of a thank-you card. Each student also prepares an article to be published in a class newspaper based on a researched event from his or her timelines. The final activity on the unit is a group dramatization. These activities increase the students’ awareness of others, thus promoting a greater sensitivity of their surroundings.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations: OCGE1d, h, i; OCGE2a, c; OCGE 3a, d; OCGE 3a, d; OCGE 4a, c; OCGE5c, e; OCGE6a, c; OCGE7f, j.

Strand(s): Oral Communication, Reading, Writing

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

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

Activity Titles (Time + Sequence)

Activity 1	Familiarisons-nous avec notre histoire	70 minutes
Activity 2	La ligne du temps par rapport à moi	100 minutes
Activity 3	Réfléchissons	60 minutes
Activity 4	L’entrevue	320 minutes
Activity 5	Présentation de l’entrevue sur la ligne du temps	75 minutes
Activity 6	Nos réactions	160 minutes
Activity 7	Nos remerciements	70 minutes
Activity 8	Les manchettes de notre recherche!	300 minutes
Activity 9	L’expression vivante des lignes du temps	225 minutes

Prior Knowledge Required

· Acquisition of the knowledge and skills for the Grade 9 Core French Academic or Applied as set forth in The Ontario Curriculum, Grades 9 and 10, French As a Second Language – Core, Extended and Immersion French document

· Use of a French/English dictionary

· Verbs conjugated in the présent

· Verbs conjugated in the passé composé using the auxiliary verbs avoir and être

· Forms of questions

· Masculine and feminine of adjectives

· Expressions: le plus and le moins

· Sentence structure (e.g., après tout, en effet)

· Articles

· Conjunctions

Unit Planning Notes

· Photocopy or transcribe the handouts from the Appendix section.

· Certain activities in this unit require teacher observation (partner work, dialogues, oral presentations). Prepare checklists for ongoing assessment.

· Students need the school Library/Resource Centre for research in Activities 4 and 6. The teacher may wish to gather historical resources for each decade, e.g., CD-ROMs (Encarta Encyclopedia), computer software, Internet sites, books, magazines, and list key words for students’ research.

· Collect a class set of French newspapers (e.g., L’Express, Le Droit) (for Activity 7).

· The teacher may choose to reinforce grammar structures by using various activities from a resource such as Destinations 4.

· It is recommended that students keep their work in a portfolio in preparation for the final evaluation.

· The weighting of the marks on the suggested checklists reflects the opinion of the writers. Individual boards and/or teachers may adjust the weighting accordingly.

Teaching/Learning Strategies

Students

· discuss

· brainstorm

· participate in group/partner work

· participate in conversations with their peers

· participate in discussions

· present prepared material to the class

· complete structured sentences

· write in structured situations

· conduct a research project

· conduct an interview

· conference with teacher

· edit the work of their peers

· contribute to a personal portfolio

Teacher

· lead discussions

· model language

· directly instruct

· mentor

· monitor

· tutor

· facilitate

Assessment and Evaluation

Diagnostic and Formative

· pencil and paper tests

· checklists

· teacher/self/peer rubrics

· student/teacher conferencing

· written assignments

· role playing

· observation

Summative Evaluation

· written assignment

· dramatization

· project presentation

· teacher/student interviews

· oral presentations/dialogues

· pencil and paper tests

Resources

Print

Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 3. Mississauga, Canada: Copp Clark Pitman Limited, 1992.

Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 4. Mississauga, Canada: Copp Clark Pitman Limited, 1993.

Warren, Bernie. Drama Games. North York, Canada: Captus Press, 1996.

Bilingual/Unilingual dictionaries

Local French newspaper

Various newspapers, magazines, encyclopedias, etc., outlining historical events

“Altitude” from the Tous Ensemble series, D.C. Heath.

Technological

CD-ROM: Encarta Encyclopedia

Various Internet sites

Activity 1: Familiarisons-nous avec notre histoire

Time: 70 minutes

Description

In this activity, students explore important events, figures and occurrences during their lifetime. Strategies include teacher-directed discussions and small-group brainstorming. Students create a timeline of the events discussed. An awareness of the Catholic perspective in the students’ lives is highlighted through examples such as Jubilee 2000 and the death of Mother Teresa.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE1i - integrates faith with life;

OCGE2c - presents information and ideas clearly and honestly and with sensitivity to others.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.05P - use appropriate language conventions during oral communication activities;

REV.01P - read and demonstrate an understanding of a variety of texts;

REV.03P - identify and understand language conventions used in their reading materials;

WRV.02P - create short written texts in structured and open-ended situations;

WRV.03P - identify and use appropriate language conventions in their written work.

Specific Expectations

OC1.01P - understand and follow instructions for classroom activities;

OC2.01P - use simple and complex sentences in conversations, discussions and dramatizations relating to topics under study;

RE2.01P - recognize and use appropriate language structures;

RE2.03P - use French-English dictionaries to determine the meaning of unfamiliar vocabulary;

WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);

WR2.01P - recognize and use appropriate language structures.

Planning Notes

· Prepare an overhead transparency of Annexe 1-1a – Une ligne du temps for class presentation.

· Photocopy Annexe 1-1b – Une ligne du temps à compléter for student use.

· As history unfolds, adjust timeline.

· Photocopy Annexe 1-1c – Grille d’évaluation pour le remue-méninges de la ligne du temps.

Prior Knowledge Required

· Verbs conjugated in the présent

· Verbs conjugated in the passé composé using auxiliary verbs avoir and être

Teaching/Learning Strategies

The teacher will:	The students will:
· pose the question: Quels événements marquants sont arrivés dans les trois dernières années? lead a discussion on a past event · lead a discussion based on students’ findings · summarize the common ideas on the board	· participate in the discussion on past events
· review the passé composé when questioning students	· participate in the review of the passé composé.
· present a sample timeline (Annexe 1-1a – Une ligne du temps) on overhead transparency	· actively listen to the presentation of sample timeline
· introduce new vocabulary on theme : - une ligne du temps - les événements historiques - les événements marquants - les personnes marquantes - la politique - les arts - la musique - les sports - les vêtements - les désastres - les catastrophes - l’ordre chronologique	· copy new vocabulary in notebooks
· place students in small groups · ask students to collect information on the important events, figures and occurrences that have taken place in their recent past (2-3 years) using their dictionary as needed for vocabulary. Possible topics for discussion include: - important figures - world of arts and entertainment - clothes - sporting events - disasters and catastrophes · complete Annexe 1-1c for each student to formatively assess their contributions during the brainstorming activity (see Grille d’évaluation pour le remue-méninges de la ligne du temps)	· in groups, collect information on the important events, figures and occurrences that have taken place in their recent past (2-3 years) using their dictionary as needed for vocabulary. Possible topics for discussion include: - important figures - the world of arts and entertainment - clothes - sporting events - disasters and catastrophes
· ask students to individually create a timeline based on findings from the group discussion (Annexe 1-1b – Une ligne du temps à compléter). A minimum of four events, figures and/or occurrences are required. Descriptions should be written in the passé composé	· individually, create a timeline based on findings from the group discussion (Annexe 1-1b – Une ligne du temps à compléter)

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F		Teacher-led discussion	Annexe 1-1c	Teacher

Accommodations

· Provide for assistance from a peer or a peer tutor.

· Reduce the number of requirements for the timeline from four to two occurrences.

· Allow more time for students to complete the task.

· Pair students strategically.

Resources

Various Internet sites, newspapers, magazines, encyclopedias, etc. may be used to assist in finding information concerning specific historical events.

French/English dictionaries

Appendices

Annexe 1-1a – Une ligne du temps

Annexe 1-1b – Une ligne du temps à compléter

Annexe 1-1c – Grille d’évaluation pour le remue-méninges de la ligne du temps

Annexe 1-1a

Une ligne du temps

1997	1999	2000
La mère Térèse est décédée. James Cameron a réalisé le film Titanic.	Adrienne Clarkson est devenue la première femme au poste de gouverneur général au Canada. Wayne Gretzky, le joueur qui a compté le plus de buts dans l’histoire de la Ligue nationale de hockey, a pris sa retraite.	L’année du jubilé est célébrée à travers le monde.

Annexe 1-1b

Une ligne du temps à compléter

Années

Personnes marquantes et/ou

événements marquants et/ou

événements historiques

Annexe 1-1c

Grille d’évaluation pour le remue-méninges de la ligne du temps

NOM :	Niveau 1 (5.9 points) limitée	Niveau 2 (6-6.9 points) partielle	Niveau 3 (7-7.9 points) la plupart	Niveau 4 (8-10 points) approfondie
Connaissances -le nombre d’événements discutés
Communication -contribution d’idées au groupe
Application -utilisation du vocabulaire de l’activité -utilisation du passé composé
Total /30

Veuillez vous référer à la grille d’évaluation dans la section Course Overview pour mieux définir les niveaux.

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

Activity 2: La ligne du temps par rapport à moi

Time: 100 minutes

Description

Referring to the timeline created in Activity 1, students use the expression, J’étais…quand to describe their whereabouts during each occurrence. Students state an opinion regarding the events listed using the second expression, Je pense que c’est important parce que…. Students use these expressions verbally and write them as an attachment to their timelines. This activity reinforces students’ ability to become effective communicators who present information and ideas clearly and honestly with sensitivity to others.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will;

OCGE2a - listens actively and critically to understand and learn in light of gospel values;

OCGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of

Others;

OCGE1f - respects and affirms the diversity and interdependence of the world’s peoples and cultures.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.03P - express ideas and opinions in conversations and teacher-guided discussions;

OCV.05P - use appropriate language conventions during oral communication activities;

REV.03P - identify and understand language conventions used in their reading materials;

WRV.01P - express ideas and opinions in short written texts;

WRV.03P - identify and use appropriate language conventions in their work.

Specific Expectations

OC2.01P - use simple and complex sentences in conversations, discussions, and dramatizations relating to topics under study;

OC3.01P - recognize and use appropriate language structures;

RE2.01P - recognize and use appropriate language structures;

RE2.03P - use French-English dictionaries to determine the meaning of unfamiliar vocabulary;

WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a

newspaper article, a dialogue, a job advertisement, a research report);

WR1.01P - recognize and use appropriate language structures.

Planning Notes

· Prepare sample statements for the two expressions used in this activity (J’étais… quand, Je pense que c’est important parce que…).

· Prepare a checklist for assessment during dialogue presentations.

· Prepare practice exercises for the imparfait.

· Photocopy Annexe 1-2 – Liste de vérification for peer evaluation.

Prior Knowledge Required

· Verbs conjugated in the passé composé

Teaching/Learning Strategies

The teacher will:	The students will:
· review vocabulary introduced in Activity 1 · lead a discussion regarding the content of students’ timelines created in, Activity 1	· participate in the vocabulary review · refer to their timelines to contribute to the discussion
· teach and provide opportunities to practice the imparfait	· practise the imparfait
· model the expression J’étais… quand to describe where he/she was during one of the occurrences of the timeline (e.g., J’étais en vacances quand j’ai vu le film Titanic.) · model the second expression Je pense que c’est important parce que… to describe their reaction to one of the occurences of the timeline (e.g., Je pense que c’est important parce qu’un Canadien a créé un film reconnu et apprécié à travers le monde.)	· actively listen to the new expressions presented by the teacher
· ask students to complete and practice each expression orally in a conversation with a partner to discuss the occurrences of their timeline	· complete and practise each expression orally in a conversation with a partner to discuss the occurrences of their timeline
· ask students to write a statement of their whereabouts for each occurrence using the expression J'étais… quand….	· write a statement of their whereabouts for each occurrence using the expression J'étais… quand…
· write an opinion for each occurrence from their timeline using the expression Je pense que c'est important parce que….	· write an opinion for each occurrence from their timeline using the expression Je pense que c’est important parce que…
· evaluate students during oral presentations (e.g., structure of sentences, vocabulary)	· present four sentences orally to the class (two sentences for each expression)
· ask students to evaluate their peers during oral presentations (see Annexe 1-2 – Liste de vérification)	· evaluate their peers during oral presentations (see Annexe 1-2 – Liste de vérification)

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Knowledge/Understanding Communication	Oral presentation of sentences	Marking scheme	Teacher
F	Knowledge/Understanding Communication	Oral presentation of sentences	Rating scale Annexe 1-2	Peer

Accommodations

· Provide assistance from a peer or peer tutor.

· Adapt activity requirements from four sentences to two sentences.

Resources

French-English dictionaries

Appendices

Annexe 1-2 – Liste de vérification – La ligne du temps par rapport à moi

Annexe 1-2

Liste de vérification
La ligne du temps par rapport à moi

Nom :

Date :

Nom de l’élève :

Réponds aux questions suivantes.

1. Quel est le total des phrases de l’élève?

4 3 2 1 0

2. Combien de phrases incluent l’expression : « J’étais… quand… »?

4 3 2 1 0

3. Combien de phrases incluent l’expression : « Je pense que c’est important parce que… » ?

4 3 2 1 0

Activity 3: Réfléchissons

Time: 60 minutes

Description

This activity examines various members in the students’ community and their roles. Emphasis is placed on the responsibilities and the contributions of self and others within a community. Students reflect on the quality of their own roles and responsibilities through journal writing and discussion with peers. Vocabulary relating to these roles and responsibilities is studied. Students choose a member of an older generation within their community in preparation for a future interview.

Strand(s) and Expectations

Ontario Catholic Graduate Expectations

OCGE1d - develop attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

OCGE5e - respects the rights, responsibilities and contributions of self and others;

OCGE7f - respects and affirms the diversity and interdependence of the world’s people’s and cultures;

OCGE7I - respects the environment and uses resources wisely.

Strand(s): Oral Communication, Reading , Writing

Overall Expectations

OCV.03P - express ideas and opinions in conversations and teacher-guided discussions;

OVC.05P - use appropriate language conventions during oral communication activities;

REV.03P - identify and understand language conventions used in their reading materials;

WRV.03P - identify and use appropriate language conventions in their written work.

Specific Expectations

OC1.01P - understand and follow instructions for classroom activities;

OC3.01P - recognize and use appropriate language structures;

RE1.03P - read a wide range of texts (e.g., public surveys, articles, e-mail, pen-pal communications) and

respond through discussion or by giving short answers;

RE2.01P - recognize and use appropriate language structures;

RE2.03P - use French-English dictionaries to determine the meaning of unfamiliar vocabulary;

WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a

newspaper article, a dialogue, a job advertisement, a research report);

WR2.01P - recognize and use appropriate language.

Planning Notes

· Prepare presentation format of sample questions for journal writing, e.g., overhead transparency, handout, PowerPoint presentation.

· The amount of time needed for student interviews may vary. Teachers may wish to limit the options of community members to the students’ immediate family to save time.

· Anecdotal comments lend themselves well to this activity. The teacher should note any self-realizations that students make during this activity.

Prior Knowledge Required

· Forms of questions

· Verbs conjugated in the présent

· Verbs conjugated in the passé composé using auxiliary verbs avoir and être

Teaching/Learning Strategies

The teacher will:	The students will:
· lead a discussion on students’ role and the role of others in their immediate communities, e.g., family, school	· participate in the discussion on students’ role and the role of others in their immediate communities, e.g., family, school
· ask students to use a dictionary to list the roles, responsibilities and impacts of various members of their communities and name these members	· use a dictionary to list the roles, responsibilities and impacts of various members of their communities and name these members
· ask questions such as: - Est-ce que tu fais le ménage? - Est-ce que tu fais tes devoirs chaque soir? - Est-ce que tu aides les autres? (famille, amis) Comment? - Est-ce que tu es un citoyen responsable? Comment? - Est-ce que tu respectes ton environnment? Comment? · ask students to reflect on the quality of their actions within their roles and responsibilities by answering these questions in a journal writing assignment	· reflect on the quality of their actions within their roles and responsibilities through a journal writing assignment
· ask students to share their journal reflections in a dialogue with a partner	· share their journal reflections in a dialogue with a partner
· ask students to choose a member of their immediate community from an older generation: - family: grandparent, aunt, uncle, parent, etc. - school: chaplain, priest, secretary, principal, teacher, caretaker, etc.	· choose a member of their immediate community from an older generation: - family: grandparent, aunt, uncle, parent, etc. - school: chaplain, priest, secretary, principal, teacher, caretaker, etc.
· ask students to arrange an interview with the chosen member of their immediate community	· ask permission from the immediate member of their community to participate in an interview. · arrange the details of the interview (time, place)
· ask students to discuss their choice of interviewee with and the details of their interview in a teacher-student conference	· discuss their choice of interviewee and the details of their interview in a teacher-student conference

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Thinking/Inquiry	Completion of journal	Observation	Teacher
F	Communication	Dialogue	Anecdotal	Teacher

Accommodations

· Reduce the number of questions required in the interview.

· Review journal questions in a small group to improve understanding.

· Simplify level of language required in journal writing assignment (point form instead of full language structure).

Resources

French-English dictionaries

Activity 4: L’entrevue

Time: 320 minutes

Description

Students prepare for and conduct an interview based on information researched and teacher-guided questions. In this activity, students become aware of the diversity and interdependence of the world’s peoples and cultures. To prepare for the interview, students research historical information regarding the decade of their interviewee’s teenage years. They are given categories to research and create a timeline for that specific decade. Teacher-student conferencing is used to assess the students’ progress in this activity.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

OCGE6a - relates to family members in a loving, compassionate and respectful manner;

OCGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.03P - express ideas and opinions in conversations and teacher-guided discussions;

REV.01P - read and demonstrate an understanding of a variety of texts;

REV.03P - identify and understand language conventions used in their reading materials;

WRV.03P - identify and use appropriate language conventions in their written work.

Specific Expectations

OC1.01P - understand and follow instructions for classroom activities;

OC2.01P - use simple and complex sentences in conversations, discussions and dramatizations relating to topics under study;

RE1.01P - acquire information from a variety of materials (e.g., newspaper and magazine articles, job

advertisements, publicity ads, CD-ROMs, computer software);

RE1.05P - use specific research skills (e.g., identifying, sources, data gathering, note taking) in preparing

an assignment;

WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a

newspaper article, a dialogue, a job advertisement, a research report);

WR2.01P - recognize and use appropriate language structures;

WR2.04P - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Reserve the school Library/Resource Centre for students to conduct their research.

· Gather historical resources for each decade (e.g., CD-ROMs, computer software, Internet sites, books, magazines) and list key words for students’ research.

· Photocopy a self-evaluation form (Annexe 1-4a – Ma liste de contrôle) and a teacher-student conference form (Annexe 1-4b – Teacher-Student Conference) for each student.

· Review students’ interview questions to relate to interviewee’s background.

· Review the imparfait and the passé composé.

· As a follow-up to the interview, students could assist their interviewee in some capacity. This assistance could contribute to the 40 hours of community service required for their diploma.

Prior Knowledge Required

· Verbs conjugated in the présent

· Verbs conjugated in the passé composé

· Verbs conjugated in the imparfait (as seen in previous activity)

· Forms of questions

Teaching/Learning Strategies

The teacher will:	The students will:
· ask students to determine the decade in which their interviewee (from Activity 3) was a teenager (e.g., the 40s, 50s, 60s, and 70s) for a historical research	· determine the decade in which their interviewee was a teenager (e.g., the 40s, 50s, 60s, and 70s)
· introduce the structure for the historical research: - identify sources (indicate bibliographical information) - gather data (pertinent information only) - take notes in an organized manner (use titles and sub-titles, write in point form, number pages)	· take notes on the research structure
· direct student research based on the decade chosen for their interviewee by outlining the following criteria: Describe ten to fifteen significant events, people or occurrences in any of the following areas: -les arts et la musique -les sports -les événements et/ou personnes marquant(e)s -la politique -les désastres et/ou les catastrophes · ask students to use a wide range of materials (e.g., CD-ROMs, computer software, Internet, books, magazines) to gather information	· use a wide range of materials (e.g., CD-ROMs, computer software, Internet, books, magazines) to gather information on ten to fifteen significant events, people or occurrences of their chosen decade
· ask students to create a written timeline for the decade researched, including the ten to fifteen sentences formulated during the research	· create a written timeline for the decade researched, including the ten to fifteen sentences formulated during the research
· conference with students individually or in small groups to evaluate their progress (see Annexe 1-4b – Teacher-Student Conference) · ask students to complete a self-evaluation form (Annexe 1-4a – Ma liste de contrôle)	· conference with teacher (see Annexe 1-4b – Teacher-Student Conference) · complete a self-evaluation form (Annexe 1-4a – Ma liste de contrôle)
· review the expressions from Activity 2: J’étais…quand… and Je pense que c’est important parce que… · ask students to use expressions in the second person (singular and plural) and assess their understanding · formulate five interview questions using the expressions from Activity 2 and the information researched · evaluate students interview questions	· formulate five interview questions using the expressions from Activity 2 and the information researched. Examples : - Vous étiez où quand le pape Jean-Paul II a visité le Canada? - Pourquoi est-ce que vous pensez que sa visite a été importante?
· ask students to conduct their interview	· conduct interview and record responses (written or taped)

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Knowledge/Understanding Communication	Teacher-student conferencing	Checklist Annexe 1-4a	Self
S	Communication/Application	Teacher-student conferencing	Marking scheme Annexe 1-4b	Teacher
F	Application	Interview questions	Checklist	Teacher

Accommodations

· Reduce the number of questions required for the interview.

· Reduce the number of events and/or categories to be researched.

· Pair students in a strategic fashion.

Resources

Historical resources e.g., CD-ROMs (Encarta Encyclopedia), computer software, Internet sites, books, and magazines

French-English dictionaries

Appendices

Annexe 1-4a – Ma liste de contrôle

Annexe 1-4b – Teacher-Student Conference

Annexe 1-4a

Ma liste de contrôle

Nom :

Date :

Réponds aux questions suivantes.

1. La personne que j’ai choisie pour mon entrevue s’appelle ____________________________.

2. La date de mon entrevue est____________________________________.

3. L’heure de mon entrevue est____________________________________.

4. J’ai écrit _________phrases pour ma ligne du temps.

5. J’ai terminé ma recherche.

OUI PRESQUE NON

Annexe 1-4b

Teacher-Student Conference

Student Name:

Date:

Understand and follow instructions for classroom activities.

1. The student has chosen a person for his/her interview.

NO YES

If not, who could he or she be placed with?_____________________________

2. The student has arranged a time and a place for his/her interview.

NO YES

Acquire information from a variety of materials (e.g., newspaper and magazine articles, job advertisements, publicity ads, CD-ROMs, computer software).

3. The student has used/intends to use a variety of sources in his/her research.

NO YES

Use specific research skills (e.g., identifying sources, data gathering, note taking) in preparing an assignment.

4. The student has used specific skills to conduct his/her research.

NO YES

Use simple and complex sentences in conversations, discussions and dramatizations relating to topics under study.

5. The student spoke French using simple and complex sentences during the conference.

NO YES

Activity 5: Présentation de l’entrevue sur la ligne du temps

Time: 75 minutes

Description

In this activity, students prepare the final copy of their researched timeline which incorporates four to five responses from their interview. Students revise, edit, and proofread their written work, submitting their timeline when complete. They continue to improve their skills as effective communicators, presenting their information and ideas with clarity and honesty.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

OCGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

OCGE6a - relates to family members in a loving, compassionate and respectful manner;

OCGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures.

Strand(s): Oral Communication, Writing

Overall Expectations

OCV.03P - express ideas and opinions in conversations and teacher-guided discussions;

WRV.02P - create short written texts in structured and open-ended situations;

WRV.03P - identify and use appropriate language conventions in their written work.

Specific Expectations

OC2.01P - use simple and complex sentences in conversations, discussions, and dramatizations relating to topics under study;

OC3.01P - recognize and use appropriate language structures;

WR1.02P - write a brief description (e.g., a personal profile) using the appropriate past tenses;

WR2.01P - recognize and use appropriate language structures;

WR2.02P - revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style.

Planning Notes

· Photocopy an evaluation sheet for each student’s timeline (Annexe 1-5 – Grille d’évaluation pour la ligne du temps).

Prior Knowledge Required

· Verbs conjugated in the présent

· Verbs conjugated in the passé composé

· Verbs conjugated in the imparfait

Teaching/Learning Strategies

The teacher will:	The students will:
· lead a follow-up discussion regarding student interviews	· share their experiences of the interview in the discussion
· review the expressions from Activity 2: J’etais…quand… and Je pense que c’est important parce que….	· participate in the review of the expressions from Activity 2
· ask students to choose four to five responses received during their interviews and place them below the corresponding event on the researched timeline created in Activity 4 (if interview was conducted in English, students write responses in French) · ask students to use expressions in the third person and assess their understanding	· choose four to five responses received during the interviews and place them below the corresponding event on the researched timeline created in Activity 4 · begin sentences with the expressions: Il/Elle était quand… and Il/Elle pense que….
· evaluate written timelines (see Annexe 1-5 – Grille d’évaluation pour la ligne du temps)	· submit their timeline for teacher evaluation

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
S	Application	Written timeline	Annexe 1-5	Teacher

Accommodations

· Provide alternatives for completion of task, e.g., oral report.

· Allow more time for completion of task.

· Provide for peer assistance.

Resources

CD-ROM: Encarta Encyclopedia

French-English dictionaries

Written transcript of interview

Appendices

Annexe 1-5 – Grille d’évaluation pour la ligne du temps

Annexe 1-5

Grille d’évaluation pour la ligne du temps

NOM :	Niveau 1 (5-5. 9 points) limitée	Niveau 2 (6-6. 9 points) partielle	Niveau 3 (7-7. 9 points) la plupart	Niveau 4 (8-10 points) approfondie
Connaissances - la ligne du temps comporte 10-15 phrases (événements et/ou personnes)
Communication - utilisation correcte du passé composé et de l’imparfait - qualité du français
Application - l’élève a inclus 4-5 phrases de l’entrevue - utilisation correcte des expressions : Il/Elle était quand… et Il/Elle pense que c’est important parce que…
Total /30

Veuillez vous référer à la grille d’évaluation dans la section Course Overview pour mieux définir les niveaux.

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

Activity 6: Nos réactions

Time: 160 minutes

Description

Students use the expressions ce que… and ce qui me… in a comparison of the timelines created in previous activities. Similarities and differences between reactions by students and older generations create a greater awareness of others. Students research one occurrence on the timeline in depth.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

OCGE6a - relates to family members in a loving, compassionate and respectful manner;

OCGE7f - respects and affirms the diversity and interdependence of the world’s peoples and cultures;

OCGE7g - respects and understands the history, cultural heritage and pluralism of today’s contemporary society.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.03P - express ideas and opinions in conversations and teacher-guided discussions;

REV.03P - identify and understand language conventions used in their reading materials;

WRV.01P - express ideas and opinions in short written texts;

WRV.03P - identify and use appropriate language conventions in their written work.

Specific Expectations

OC1.01P - understand and follow instructions for classroom activities;

OC3.01P - recognize and use appropriate language structures;

RE1.05P - use specific research skills (e.g., identifying sources, data gathering, note taking) in preparing an assignment;

RE2.01P - recognize and use appropriate language structures;

WR1.02P - write a brief description using the appropriate past tenses;

WR2.01P - recognize and use appropriate language structures;

WR2.04P - incorporate newly acquired vocabulary into their written work.

Planning Notes

2. Materials required for this activity include the two timelines submitted by students (contains research from their decade and interviewee’s decade).

3. Prepare grammar exercises to complement the introduction of the ce qui and ce que structures.

Prior Knowledge Required

· Masculine and feminine of adjectives

· Verbs conjugated in the passé composé

· Verbs conjugated in the présent

· Expressions le plus and le moins

Teaching/Learning Strategies

The teacher will:	The students will:
· lead a discussion on the similarities and differences between the timelines previously prepared by students (contains research from their decade and the decade researched for their interview)	· participate in the group discussion by citing examples of events and reactions from their timelines
· highlight the adjectives that reflect reactions to the events. · create a list of adjectives based on students’ responses (e.g., surpris, fier, étonné, touché) · review the masculine and feminine of adjectives as needed	· actively contribute to the discussion by offering examples of adjectives to reflect their reactions
· model the structures ce que… and ce qui me… by incorporating these structures in sentences with adjectives developed from students’ timelines. Examples: - Ce que je trouve le plus intéressant, c’est…, - Ce qui m’a surpris le plus, c’est… (see Annexe 1-6 – Phrases à compléter)	· be introduced to the new structures
· introduce the personal responses from Annexe 1-6 (on overhead, on board, handout) · model pronunciation of responses	· repeat sentences after teacher
· ask students to complete sentences on Annexe 1-6 – Phrases à compléter	· complete sentences on Annexe 1-6 – Phrases à compléter
· ask students to orally compare their responses to the sentences in Annexe 1-6 – Phrases à compléter in pairs	· in pairs, orally compare their responses to the phrases in Annexe 1-6 – Phrases à compléter
· ask students to complete the phrase: Ce que je veux explorer davantage est…	· complete the sentence with an event from their timeline they wish to research further
· review the structure for a research assignment: - identify sources (indicate bibliographical information); - gather data (pertinent information only); - take notes in an organized manner (use titles and subtitles, write in point form, number pages)	· participate in the review of the structure for a research assignment
· reserve the Library/Resource Centre for research or assign research for homework. Research should describe outline details from one of the events from their timelines. This information will be used to write a newspaper article in Activity 8	· research the details of an event from their timelines

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Knowledge/Understanding	Completion of sentences Annexe 1-6	Marking Scheme	Teacher

Accommodations

· Reduce the number of sentences in the ce que… activity.

· Provide for peer assistance.

Resources

Historical resources e.g., CD-ROMs (Encarta Encyclopedia), computer software, Internet sites, books, and magazines

French-English dictionaries

Appendices

Annexe 1-6 – Phrases à compléter – Réflexion

Annexe 1-6

Phrases à compléter
Réflexion

Nom :

Date :

Réponds aux questions suivantes.

1. Ce que je trouve le plus intéressant, c’est

2. Ce que je trouve le moins important, c’est

3. Ce que j’ai appris de _____________________________________________ (personne)
c’est

4. Ce que j’ai trouvé de semblable, c’est

5. Ce que j’ai trouvé de différent, c’est

6. Ce qui m’a surpris(e)/intéressé(e)/intrigué(e) le plus, c’est

Activity 7: Nos remerciements

Time: 70 minutes

Description

This activity requires students to reflect on ways to thank someone. Students take initiative in their growth as a caring member of a family or community. In this case, they express their appreciation to the person interviewed in a previous activity. By following a structure offered by the teacher, students create their own thank-you card. Partner work and peer editing take place during the writing process in this activity.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social

responsibility, human solidarity and the common good;

OCGE6a - relates to family members in a loving compassionate and respectful manner.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.05P - use appropriate language conventions during oral communication activities;

REV.03P - identify and understand language conventions used in reading materials;

WRV.01P - express ideas and opinions in short written texts;

WRV.03P - identify and use appropriate language conventions in their written work.

Specific Expectations

OC3. 01P - recognize and use appropriate language structures;

RE2.01P - recognize and use appropriate language structures;

WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);

WR2.01P - recognize and use appropriate language structures;

WR2.02P - revise, edit and proofread their riting, focusing on grammar, spelling, punctuation, and conventions of style.

Planning Notes

· Prepare a sample thank-you card.

Prior Knowledge Required

· Verbs conjugated in the passé composé

· Sentence structure

Teaching/Learning Strategies

The teacher will:	The students will:
· initiate a discussion on the importance of thanking the interviewees for their assistance in the previous activity · ask students various ways which a thank you can be offered	· participate in the discussion about giving thanks
· present a model thank-you card and review the possible format: e.g., - date - Cher/Chère - Merci pour… - Salutations	· contribute possible thank-you card formats · read various models of thank-you cards
· ask students to create the first draft of their personal thank-you card to be given to their interviewee	· prepare a first draft of their thank-you card
· ask students to exchange their first draft for peer editing · observe and guide the peer editing process	· exchange the first draft for peer editing · edit the work of their peers
· evaluate thank-you cards	· prepare the final copy of their thank-you cards (to be submitted to the teacher for final evaluation)
· ask students to send or deliver the final edited version of their thank-you card	· send or deliver the final edited version of their thank-you card

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Knowledge/Understanding	Written product Peer editing	Teacher-created evaluation	Peer
S	Knowledge/Understanding	Written product	Teacher-created evaluation	Teacher

Accommodations

· Provide assistance from a peer or a peer tutor.

· Allow more time for students to complete the activity.

Resources

Sample thank-you cards

French-English dictionaries

Activity 8: Les manchettes de notre recherche!

Time: 300 minutes

Description

In this activity, students create a class newspaper. They study vocabulary relating to newspapers and conduct a search through a French language paper. They write an article documenting the event researched in Activity 6, as it would have appeared in a newspaper at the time. Finally they present information and ideas clearly, honestly, and with sensitivity to others.

Strands and Expectations

Ontario Catholic School Graduate Expectations

OCGE1d - develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

OCGE1h - respects the faith traditions, world religions and life-journeys of all people of good will;

OCGE2c - presents information and ideas clearly and honestly and with sensitivity to others.

Strand(s) Reading, Writing

Overall Expectations

REV.01P - read and demonstrate an understanding of a variety of texts;

REV.03P - identify and understand language conventions used in their reading materials;

WRV.02P - create short written texts in structured and open-ended situations;

WRV.03P - identify and use appropriate language conventions in their written work.

Specific Expectations

RE1.01P - acquire information from a variety of materials (e.g., newspaper and magazine articles, job advertisements, publicity ads, CD-ROMs, computer software);

RE2.01P - recognize and use appropriate language structures;

WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);

WR2.04P - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Provide French language newspapers for students to conduct their search.

· Photocopy Annexe 1.8a – Mots cachés, Annexe 1-8b – Phrases à compléter, and Annexe 1-8c – Cherchons dans le journal!

· Create a rubric for the evaluation of the newspaper article.

Prior Knowledge Required

· Verbs conjugated in the passé composé

· Verbs conjugated in the présent

· Articles

· Conjunctions

Teaching/Learning Strategies

The teacher will:	The students will:
· introduce vocabulary relating to writing a newspaper article · use a newspaper to give support to new and previously acquired vocabulary (repetition, etc.) Examples: - le journal - le papier - la une - le reporteur/la reporteure - le ou la journaliste - le ou la photographe - le rédacteur/la rédactrice - le rédacteur-en-chef/la rédactrice-en-chef - la météo - l’éditorial - le courrier du cœur - les sports - les manchettes - les nouvelles - les arts et la culture - les annonces classées - les bandes dessinées - les colonnes - les photos - la livraison - le journal à sensation - le journal politique	· practise vocabulary orally with the teacher · become familiar with vocabulary by completing a word search (see Annexe 1-8a – Mots cachés)
· review articles and conjunctions · review the passé composé	· participate in the review of the articles, · conjunctions and passé composé
· ask students to complete Annexe 1-8b – Phrases à compléter	· explore vocabulary use and review the passé composé by completing activity handout (Annexe 1-8b – Phrases à compléter)
· ask students to write a newspaper article documenting the event researched in the previous activity as it would have appeared at the time. Their article should include: - the date - the title - a minimum of 7-10 sentences (describing who, what, when, where, why, how of the event and how the event has affected history) - an illustration or photograph	· write a newspaper article documenting the event researched in the previous activity as it would have appeared at the time
· guide the peer editing process · evaluate the final draft of the article	· exchange articles for peer review · correct a peer’s article · submit the final draft of article to teacher for evaluation
· assist in the organization of a class newspaper	· create a class newspaper (organize articles by decade or events, etc.) · make their newspaper available to the school and parent community by publishing it on the school web site or by distributing photocopies

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
F	Knowledge/Understanding	Vocabulary Activity Annexe 1-8b	Marking scheme	Self
S	Knowledge/Understanding	Newspaper Search Annexe 1-8c	Marking scheme	Teacher
S	Thinking/Inquiry Application	Writing of Newspaper Article	Teacher-created rubric	Teacher

Accommodations

· Reduce the requirements of the activity, e.g., article may be written in three to four sentences.

· Allow more time for students.

· Pair students in a strategic fashion.

Resources

French language newspaper, e.g., L’Express, Le Droit

Historical resources e.g., CD-ROMs (Encarta Encyclopedia), computer software, Internet sites, books, and magazines

Appendices

Annexe 1-8a – Mots cachés

Annexe 1-8b – Phrases à compléter – Le journal

Annexe 1-8c – Cherchons dans le journal!

Annexe 1-8a

Le Journal

Annonces classées	Intéressant	Météo	Rédacteur-en-chef
Arts	Journal	Papiers	Télévision
Bandes dessinées	Journal politique	Photographe	Éditorial
Colonnes	Journal à sensation	Photos
Courier du cœur	Journaliste	Reporteur
Culture	Livraison	Rédacteur

Answer Key

Annexe 1-8b

Phrases à compléter

Le journal

Nom :

Date :

A) Utilise le passé composé des verbes réguliers pour compléter les phrases suivantes.

1. Tu/aimer/dessins/bandes dessinées

2. Nous/trouver/la météo/journal

3. Ils/jouer/bonne équipe/année

4. Vous/acheter/journal politique

5. Elle/chercher/emploi/les annonces classées

B) Utilise le passé composé des verbes irréguliers pour compléter les phrases suivantes.

1. Le reporteur/écrire/article/aujourd’hui

2. Je/lire/journal/à sensation/hier

3. Elle/faire/la livraison/matin

4. Les photographes/prendre/les photos/semaine dernière

5. Le rédacteur/lire/les articles/la journée

Annexe 1-8c

Cherchons dans le journal!

Nom :

Date :

Trouve les réponses aux questions suivantes.

a) Quelle est la date de ton journal?

b) Trouve la météo. Quel temps fait-il?

c) Trouve dix adjectifs dans ton journal.

1._________________________ 6.__________________________

2._________________________ 7.__________________________

3._________________________ 8.__________________________

4._________________________ 9.__________________________

5._________________________ 10._________________________

d) Trouve cinq phrases conjuguées au passé composé.

e) Trouve cinq phrases conjuguées à l’imparfait.

f) Nomme trois films annoncés dans le journal.

Activity 9: L’expression vivante des lignes du temps

Time: 225 minutes

Description

In this activity, students create a dramatization portraying reactions to an event/occurrence studied in this unit. Students develop roles individually and write the script of their scene in groups. Focus is placed on the group process work, including the contribution of ideas, the sharing of tasks, time spent on task, and the final product. This activity enables students to respect the rights, responsibilities, and contributions of their peers.

Strand(s) and Expectations

Ontario Catholic School Graduate Expectations

OCGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

OCGE3b - creates, adapts, evaluates new ideas in light of the common good;

OCGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

OCGE5e - respects the rights, responsibilities and contributions of self and others.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations

OCV.04P - make oral presentations on a variety of topics;

OCV.05P - use appropriate language conventions during oral communication activities;

REV.03P - identify and understand language conventions used in their reading materials;

WRV.02P - create short written texts in structured and open-ended situations;

WRV.03P - identify and use appropriate language conventions in their written work.

Specific Expectations

OC2.01P - use simple and complex sentences in conversations, discussions, and dramatizations relating to topics under study;

OC3.03P - use correct pronunciation and intonation, and body language and other non-verbal clues to clarify and enhance a message;

RE2.03P - recognize and use appropriate language structures;

WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);

WR2.02P - revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style.

Planning Notes

· Photocopy Annexe 1-9 – Le développement d’un personnage.

· Supply certain resources such as props or elements of setting to stimulate ideas during the creative process.

· Provide a sound system for students’ use.

· Play a few drama games prior to this activity to increase the level of trust within the group. This will make students feel more comfortable during the presentations (see Resources).

· Prepare rubrics for observation of group work, final product, and written script.

Prior Knowledge Required

· Structures studied in this unit such as: Je pense que c’est important parce que… and Ce qui…

· Content of this unit, including events studied

· Verbs conjugated in the présent

· Verbs conjugated in the passé composé

· Verbs conjugated in the imparfait

Teaching/Learning Strategies

The teacher will:	The students will:
· place students in groups of three to four (groups are formed based on a common aspect of students’ research during the timeline activities and the interview, e.g., the decade, a common event/figure/tragedy)	· form groups
· ask students to determine with their group the aspect of their research they wish to explore in a dramatization (e.g., the world record set by… )	· in groups, determine the aspect of their research they wish to explore in a dramatization
· distribute the handout to students (Annexe 1-9 – Le développement d’un personnage) · explain the handout on role development and introduce new vocabulary · ask students to complete the handout	· individually, create a role by completing the role development handout (see Annexe 1-9 – Le développement d’un personnage)
· give students the following situation: “You are a group of people sitting in a coffee shop, and the news has just been announced (radio, television, Internet, passerby) of the event researched” · ask students to react in role, describing their feelings, the importance of the event, and a comparison to something that has previously happened in their lives	· explore various reactions, and possible interactions with the other characters in the role play · make decisions concerning their final reactions · prepare final presentation, making decisions concerning costume, props, etc.
· ask students to provide the script of their dramatization	· write the script of their dramatization, revising, editing, and proofreading their work
· ask groups to present their final product to the group · evaluate the dramatizations and the scripts	· portray their dramatizations to the class (and other classes if the opportunity arises) · evaluate their peers

Assessment/Evaluation Techniques

It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories.

F = Formative

S = Summative

Type	Category	Methods and Strategies	Tools	User
S	Communication Thinking/Inquiry	Observation of group process work	Marking scheme	Peer
S	Communication Knowledge/Understanding Thinking/Inquiry Application	Written script	Teacher-created evaluation	Teacher
S	Knowledge/Understanding Communication Application	Observation of group process work and final product	Teacher-created evaluation	Teacher

Accommodations

· Reduction of requirements, e.g., students only write one section of their spoken text in their script.

· Allow more time for preparation of dramatization.

· Allow students to present to teacher individually.

Resources

French-English dictionaries

Warren, Bernie. Drama Games. North York, Canada: Captus Press, 1996.

Written timelines

Appendices

Annexe 1-9 – Développement d’un personnage

Annexe 1-9

Développement d’un personnage

Nom :

Date :

Crée un personnage en répondant aux questions suivantes.

1. Quel est le nom de ton personnage?

2. Quel est l’âge de ton personnage?

3. Quelle est la ville originaire de ton personnage?

4. Quelle est la plus grande qualité de ton personnage?

5. Quel est le pire défaut de ton personnage?

6. Quel est le moyen de transport que ton personnage a pris pour se rendre à l’entrevue?

7. Quel est l’événement le plus marquant de la vie de ton personnage?

8. Quelle est l’attitude principale de ton personnage?

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