Course Profile Core French, Grade 10, Applied, Public

Unit 2: La communication, ça clique!

Time: 35 hours

Strand(s) and Expectations

Strand(s): Oral Communication, Reading, Writing

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

Specific Expectations: OC2.01P, OC2.02P, OC2.03P, OC3.01P, OC3.02P, OC3.03P, RE1.03P, RE2.01P, E2.03P, WR1.01P, WR1.02P, WR1.04P, WR2.01P, WR2.02P, WR2.03P.

Unit Description

This unit outlines a collaborative communication project. Working in teams, students create and send messages to another group of students either in the same school, the same board or elsewhere in the province. The format for sending these messages can be e-mail, fax, courier, or regular mail. Students apply their written language skills as they compose and respond to messages. They use their oral language skills in group discussions and in an oral group presentation. The suggested discussion topic is communities. Students collect information and ideas and as a final task students create an ideal community and present it to the class in the form of an oral presentation. The rubric provided in this unit measures the student’s contribution to the entire group process throughout the unit.

Activity Titles (Time + Sequence)

Activity 1	Bienvenue au projet « La communication, ça clique! »	75 minutes
Activity 2	La nétiquette	150 minutes
Activity 3	Bonjour	450 minutes
Activity 4	Une comunauté c'est…	375 minutes
Activity 5	Notre communauté	450 minutes
Activity 6	Si nous projetions une nouvelle communauté	450 minutes
Activity 7	Au revoir	150 minutes

Prior Knowledge Required

· If using e-mail to communicate:

· Accessing school network via login and password

· Connecting to and using the Internet

· Naming/saving/opening/closing files if using word processor or e-mail

· Writing process

· Interrogatives, passé composé

· Note taking

Unit Planning Notes

Communicating through e-mail is the fastest, most efficient way of completing the activities, however, if you are using other methods adjust recommended timelines and intersperse the activities with others, e.g., reading, as you wait for return messages from the partner class.

Teachers may find a class with which to partner in a focussed “pen-pal or “key-pal” format by:

· collaborating with a colleague at their school;

· contacting board co-ordinator/consultant to obtain contact information for schools within their own school district;

· visiting The Ministry of Education contact information and web page addresses for all district school boards at http://www.edu.gov.on.ca/eng/general/list/bordlist.html;

· joining the Education Network of Ontario, (freely accessible to all Ontario teachers), at http://www.enoreo.on.ca. Registration usually takes about 24 hours. Join the discussion in the Core French Online Conference area at http://www.enoreo.on.ca/Conferences/webconfindex1.htm to meet a teacher in Ontario wishing to partner with another class.

Students engage in oral and written classroom activities in preparation for five communication tasks: (if access to computers is restricted, do a minimum of three: #1, #5 and one of the others)

1. introductions

2. defining the word community

3. describing the features of their own community

4. listing features they would include if planning their own community

5. good-byes

Note: Teachers and students are encouraged to expand their technology skills in this unit.

As stated on p. 43 of the document French As a Second Language – Core, Extended, and Immersion French, The Ontario Curriculum, Grades 9 and 10, Ministry of Education and Training, 1999, the role of technology is particularly relevant for FSL program planning.

“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 key-pals from regions or countries where French is spoken. Teachers may also use the Internet to set up class projects with some language learners.”

Pre-planning

Three to four weeks before the start of the unit

1. Make arrangements to partner with another class.

2. Check school/board policies and procedures for using the desired method for sending messages: e-mail, fax, courier, mail.

3. If using e-mail to send messages, teachers can send the messages themselves or consult with school/board technical support staff to set up e-mail accounts for your students. Note: for accountability purposes it is strongly recommended that each student have his/her own account. Check your board’s policy.

Two weeks before the start of the unit

1. Complete Project Schedule Template, Annexe A with teacher of partner class, establishing dates for each exchange of messages.

2. Establish project ground rules with partner class teacher, e.g., approval procedure to follow before sending messages, how to handle off-topic conversations, how to handle inappropriate messages, etc.

3. Establish class teams – four students per team.

4. If students are sending the messages, exchange list of student teams and contact information, i.e., e-mail addresses, fax numbers, regular mail addresses with partner class teacher.

5. Working with partner class, teacher match up teams of students e.g., Team #1 from Northwestern Collegiate corresponds with Team #1 from South River High School.

6. Acquire copies of school Acceptable Use Policy for using computers and the Internet for students to sign.

7. If using courier or regular mail to communicate, create language activities for student use while waiting for messages.

Teaching/Learning Strategies

· Teacher-led group discussions

· Brainstorming to generate ideas and vocabulary

· Vocabulary lists

· Crossword Puzzle

· Mind map

· Group work

· Writing process

· Word processing

· Writing letters or sending e-mail (optional)

· Oral presentation

· Bulletin board display

· Web page creation (optional)

Assessment and Evaluation

Formative

Activity 1: Teacher observation of student participation

Activity 2: Teacher evaluation of netiquette cartoons and oral participation

Activity 3: Teacher observation of student participation

Teacher evaluation of oral presentations of student interviews. Ongoing assessment using short, oral questions about message received.

Teacher evaluation of written messages.

Activity 4: Teacher observation of student participation

Activity 5: Teacher observation of student participation

Teacher evaluation of written messages.

Summative

Activity 6: Teacher and peer evaluation of oral presentation (you may wish to create or use an existing rubric to evaluate the presentation)

Teacher and team evaluation of team displays.

Activity 7: Self and teacher assessment of individual contribution to group process throughout the unit using rubric Annexe I

Resources

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

Euler Dieter, Heidi Gollert, Elver Peruzzo and Claire Piché, Destinations 3. Canada: Copp Clark Pitman Limited, now Pearson Education, 1992. ISBN 0-7730-5134-1, p. 181 – 183.

McConnell, G. Robert and Rosemarie Giroux Collins, Voyages 1, Canada: Éditions Addison-Wesley, now Pearson Education, 1994. ISBN 0-201-57486-1, p. 142,143.

McConnell, G. Robert and Rosemarie Giroux Collins, Voyages 1, Cahier d’activités, Éditions Addison-Wesley, now Pearson Education, 1994. ISBN 0-201-57497-7, p. 109-114.

McConnell, G. Robert, Rosemarie Giroux Collins and Alain M. Favrod, Passages 3, Canada: Éditions Addison-Wesley, now Pearson Education, 1992. ISBN 0-201-57377-6, p. 152 – 156.

Euler, Dieter, Heidi Gollert, Peruzzo, Elver, and Claire Piché. Destinations 4, Canada: Copp Clark Pitman Limited, now Pearson Education, 1993. ISBN 0-7730-5201-1, p. 205, 206, 207.

Piché, Claire, Elver Peruzzo, Dieter Euler, and Heidi Gollert, Destinations 4, Cahier d’activités, Canada: Copp Clark Pitman Limited, now Pearson Education, 1993. ISBN 0-7730-5202-X, p. 40, 41, 45, 72.

Web Sites

Education Network of Ontario/Réseau Éducatif de l’Ontario, http://www.enoreo.on.ca (optional)

Ministry of Education, District School Boards and School Authorities
http://www.edu.gov.on.ca/eng/general/list/bordlist.html

Activity 1: Bienvenue au projet « La communication, ça clique »

Time: 75 minutes

Description

Students participate in a collaborative communications project, La Communication, Ça Clique! They review the writing process for preparing messages as well as rules for working in co-operative groups. If they use e-mail to send their messages, they discuss and sign a school Acceptable Use Policy. Students visit the Resource Centre, computer lab, class area or office area where they access the Internet or fax machine or courier/mail area as required. Students learn and use the new language structure, personal object pronouns (me, te, nous, vous).

Strand(s) and Expectations

Strand(s): Oral Communication

Overall Expectations

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

Specific Expectations

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

Planning Notes

· If you have not used co-operative learning activities, prepare some for students to use in order to learn French vocabulary useful for working in groups

· Prepare project schedule from Annexe A - Planning Schedule Template (for teacher use in planning).

· Prepare Annexe C – Taper en français.

· Prepare Annexe H – Student Checklist.

· Prepare list of teams in the partner class and contact information, i.e., e-mail addresses, fax numbers, regular mail addresses as required for each team.

· Prepare lessons and consolidation activities for object pronouns (me, te, se, nous, vous)

· If using e-mail to communicate:

· Prepare list of basic expressions to use in discussing school computer routines. Enlist the aid of a colleague e.g., computer teacher, librarian, technician, support staff to assist with explanation of computer/network access, routines, rules and schedule, if necessary.

· Acquire copies of school Acceptable Use Policy for students to sign.

Prior Knowledge Required

· Writing process

· Accessing school network via login and password

· Connecting to the Internet

New Language Structures

· Nouns and pronouns: personal object pronouns (me, te, nous, vous)

Teaching/Learning Strategies

Note: If teachers are concerned about compliance with the school/board’s acceptable use policy, all teams could send messages to the partner teacher instead of sending messages to the individual student teams. Another way of ensuring compliance is to have participating teachers send and receive the messages then distribute them to the students.

1. Review strategies for working in groups. You may wish to use some co-operative learning structures and have students practise them in French.

2. If you are using e-mail, verify students’ familiarity with routines and rules for using school computers. Ask students general questions, e.g., Qui a utilisé les ordinateurs au centre de ressources? Explain and discuss school routines for use of computers, e.g., is there a sign-up list, where is it, where are computers available, who is the teacher in charge, etc. If using another means of communication, explain and discuss procedures to follow in accessing fax machine, mail, or courier area.

3. Teach vocabulary and expressions as needed to allow students to discuss routines in French.

4. Describe project and hand out Liste de Contrôle, Annexe H.

5. Students work in groups of four and remain in these groups for the whole project. Teacher introduces the pronouns me, te, se, nous, vous while establishing rules for group work with the students. e.g., Quand je travaille en groupe :

· je t’écoute, je vous écoute;

· je t’aide, je vous aide;

· je te respecte, je vous respecte;

· je te critique gentillement, je vous critique gentillement;

· je te parle poliment, je vous parle poliment;

· je t’encourage, je vous encourage;

· je te regarde quand tu parles;

· je te donne des conseils;

· nous travaillons bien ensemble :

- nous nous aidons;

- nous nous écoutons;

- nous nous respectons.

6. Use consolidation exercises to have students practise all object pronouns.

7. Ask questions to see what students already know about about their partner class and where they are from, e.g., Qui a visité…, Qui connaît… etc.

8. Give students the names and contact information of the partner class team with which they are matched.

9. If students are using e-mail complete Teaching Learning Strategies 7 to 9. Students log on to school network and access e-mail. Even if students are not using e-mail they can key messages into an e-mail format, print them, then send them by other means. In this way they can learn and use email terminology in French. Teach students address line, subject line and copy to (cc) functions. When students send an e-mail message they will copy (cc) it to all the members of their partner class team.

10. Students send test messages to their key-pal partners, typing the address of one team member in the “To” line and copying it to the rest of the team typing their addresses in the “cc” line. Note: separate addresses with a comma. Refer to Annexe C for assistance with typing accents.

Assessment/Evaluation Techniques

· Teacher observation of student participation

Accommodations

· Peer helper

· Teacher conference with individual students as necessary

Resources

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

McConnell, G. Robert, Rosemarie Giroux Collins and Alain M. Favrod, Passages 3, Canada: Éditions Addison-Wesley, now Pearson Education, 1992. ISBN 0-201-57377-6, p. 152 – 156.

Peruzzo, Elver, Claire Piché, and Heidi Gollert, Destinations 4, Canada: Copp Clark Pitman Limited, now Pearson Education, 1993. ISBN 0-7730-5201-1, p. 33, 198.

Piché, Claire, Elver Peruzzo, Dieter Euler, and Heidi Gollert, Destinations 4, Cahier d’activités, Canada: Copp Clark Pitman Limited

School Acceptable Use Policy (if using e-mail to communicate)

Activity 2: La nétiquette

Time: 150 minutes

Description

Students learn French vocabulary specific to computer and Internet use. They read about and discuss netiquette, the informal code of behaviour commonly accepted by Internet users. They create cartoons illustrating the rules of netiquette. Cartoons are placed around the room without their captions. Students identify the caption for each cartoon. Students learn and use the new language structure: verbs: affirmative and negative infinitives following impersonal expressions.

Strand(s) and Expectations

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.01P - read and demonstrate an understanding of a variety of texts and simple authentic materials;

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

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 (see language structures for Core French, Grade 10, page 24;

OC3.02P - use newly acquired vocabulary in conversation;

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 (see language structures for Core French, Grade 10, page 24;

WR2.01P - recognize and use appropriate language structures (see language structures for Core French, Grade 10, page 24;

WR2.03P - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Prepare the following appendices

Annexe B – Vocabulaire (one per student)

Annexe D – Mots croisés (one per student)

Annexe E – La nétiquette (one per student)

Annexe F – La nétiquette, Composez les phrases (one per student)

· Gather art supplies for cartoons.

Prior Knowledge Required

· Question words

· affirmative and negative infinitives following impersonal expressions (e.g., Il est important de respecter les règlements de l'école pour l'usage des ordinateurs. Il est préférable de ne pas insulter les autres).

New Language Structures

· None

Teaching/Learning Strategies

For teachers unfamiliar with Internet terminology, refer to Annexe B. Students may understand the concepts but will need assistance with the new vocabulary. Do not hesitate to enlist students to help with the discussions.

1. Read vocabulary list, Annexe B – Vocabulaire with students, discussing terms and asking personalized questions to check comprehension, e.g., Qui fait le courrier électronique?
À qui écris-tu?

2. Students complete Annexe D – Mots croisés.

3. Discuss with students how rules are decided in different settings to set the stage for introducing netiquette. Ask questions such as: Qui décide les règles à l’école? Chez toi? Qui décide les règles sur Internet?

4. Read and discuss Annexe E - La nétiquette with students, asking questions to check comprehension.

5. Teach/review as necessary the language structure affirmative and negative infinitives following impersonal expressions. Using Annexe F – La nétiquette, Composez les phrases as guide, students reword the rules of netiquette, e.g., Il n’est pas bon d’écrire en majuscules uniquement.

6. Students each choose one rule of netiquette to illustrate in cartoon format with the caption using the language structure impersonal expression plus infinitif. Captions should not be attached to the cartoon.

7. Display cartoons in the classroom. Display captions in a different area. Students orally match the captions with the cartoons.

Assessment/Evaluation Techniques

· Teacher evaluation of netiquette cartoons

· Teacher evaluation of oral participation

Accommodations

· Peer helper

· Teacher conference with individual students as necessary

Activity 3: Bonjour

Time: 450 minutes

Description

This is the first of five communication tasks. Students prepare “Bonjour” messages introducing themselves to their pen-pal/key-pal partners. In introducing themselves students learn and use the conditional tense as well as prepositions with geographical place names. Students send their introductory messages to their partner team. They read their partner team’s messages, prepare and send replies. In order for students to be able to share messages received from their partners with the other groups in the class, it is suggested that they print/copy the messages they have sent and received to include in a team display. The display can be in the form of a binder, scrapbook, bulletin board, display etc. As an extension certain teams may choose to prepare a web page to display their messages.

Strand(s) and Expectations

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.01P - read and demonstrate an understanding of a variety of texts and simple authentic materials;

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

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

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 (see language structures for Core French, Grade 10, page 24;

OC3.02P - use newly acquired vocabulary in conversation;

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

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 (see language structures for Core French, Grade 10, page 24;

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);

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

WR2.01P - recognize and use appropriate language structures (see language structures for Core French, Grade 10, page 24;

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

WR2.03P - incorporate newly acquired vocabulary into their written work.

Planning Notes

· Establish schedule for team conferences.

· Prepare lessons on the formation and use of imperfect plus conditional tense.

· Prepare lessons on prepositions used with names of cities, provinces, countries and continents.

· If using e-mail, confirm computer bookings. Students only need access to one or two computers on a rotating basis to send and receive messages.

Prior Knowledge Required

· Interrogatives

· Writing process

· Note-taking

New Language Structures

· imparfait and conditionnel présent of -er, -ir, and -re verbs and irregular verbs

· prepositions with geographical names (e.g., en France, au Canada, à Winnipeg)

Teaching/Learning Strategies

1. Students work in teams of four with each student taking a different role. Students change roles for each of the five communication tasks e.g., “Bonjour”, “Une communauté, c’est…” etc.

2. Responsibilities of all students:

· Prepare an individual paragraph/comment/question on the communication topic. Responses will be discussed, edited, and compiled by the group and sent to partners as a team message. At least once during each communication task all teams in the class will conference with the teacher.

· Perform the assigned role for each communication task.

· Contribute to the preparation of the team display if this is the choice of the students.

3. Assigned roles for each communication task:

· Team leaders ensure that all messages have gone through the approval process established by the teacher before being sent. The team leader seeks assistance if any technical difficulties arise, schedules a conference time with the teacher for the team and coordinates work on the team display.

· Editors gather all of the individual written comments from their team, lead the team through discussion of each and co-ordinate the compilation of ideas into one message. The editor does not write the message. Editors seek assistance from the teacher for any language issues that arise.

· Writers prepare and send the final copy of the team message. Writers make copies/print all messages sent to add to the team display.

· Note-takers create a chart (using the following headings: date, sujet and question/commentaire) to keep track of the messages received and read. Note-takers use the comment section to record comments or questions the group wishes to make in responding to the messages. Note-takers make a copy the messages received to add to the team display.

4. If using e-mail or a word processor, discuss keyboard shortcuts for French characters, Annexe C – Taper en français

5. Students brainstorm list of questions to use in interviewing each other.

6. Teacher introduces questions that must be added to the list above in order to teach the formation of the conditional tense and the use of prepositions with geographic place names:

· Qu’est-ce que tu ferais si tu gagnais la lotérie?

· Où est-ce que tu aimerais aller si tu avais beaucoup d’argent?

· Avec quelle vedette est-ce que tu voudrais passer une soirée?

· Qu’est-ce que tu aimerais faire après l’école secondaire?

· Où habites-tu? Où aimerais-tu habiter?

· Quels pays as-tu visités? Est-ce que tu es jamais allé en/à la/au _____?

7. Students interview the members of their team, make notes and prepare an oral presentation on one person. Each student interviews a different team member so that everyone is represented.

8. Students orally present information about one of their team members to the class.

9. Working in their teams, students use the writing process to prepare a Bonjour message introducing the members of their team to their partner team in another class/school.

· Each student prepares a paragraph about the student they interviewed.

· The editor leads the team through discussion of individual paragraphs and compilation of team message, e.g., Les membres de notre équipe s’appellent John, Nicole, Louise et Mark. Si nous gagnions la lotérie, Louise acheterait…

· The writer prepares the team message in final copy, sends it to their pen-pal/key-pal partner team and makes a copy for the team display.

· Note: if e-mailing the message, type the e-mail address of one of the key-pal team members in the “To” line and the addresses of the other team members in the “cc” line.

10. Students read and discuss introductions received from their partners. Note-takers take notes using chart they created.

11. Teams use the writing process to prepare a response to the Bonjour message they have read.

· Each student prepares an individual comment/question.

· The editor leads the team through discussion of individual replies and compilation of the team reply.

· The writer prepares the team message in final copy, sends it to their partner team and makes a copy for the team display.

12. Teams start work on their display if this is the students’choice.

13. If time allows, further communication with partner teams is encouraged.

Assessment/Evaluation Techniques

· Teacher observation of student participation

· Teacher evaluation of written messages

· Teacher evaluation of oral presentations of student interviews

· Ongoing teacher assessment of team displays if completed

Accommodations

· Guided questions for student interviews

· Teacher prepared outline for messages

· Teacher interviews with individual students as needed

Resources

Gollert, Heidi, Elver Peruzzo and Claire Piché, Destinations 3. Canada: Copp Clark Pitman Limited, now Pearson Education, 1992. ISBN 0-7730-5134-1, p. 181 – 183.

McConnell, G. Robert, and Rosemarie Giroux Collins, Voyages 1, Canada: Éditions Addison-Wesley, now Pearson Education, 1994. ISBN 0-201-57486-1, p. 29, 62, 63,66

McConnell, G. Robert, and Rosemarie Giroux Collins, Voyages 1, Cahier d’activités, Éditions Addison-Wesley, now Pearson Education, 1994. ISBN 0-201-57497-7, p. 51 – 56.

Activity 4: Une communauté, c’est…

Time: 375 minutes

Description

This is the second of five communication tasks. Students discuss the meaning of the word community. Teams send their definition to their pen-pal/key-pal partner teams. Students read the definition received from their partner, take notes, prepare and send team replies. Students add their community definitions to their team display. In their groups students begin to collect ideas on what makes an ideal community in preparation for their oral presentation.