Course Overview

Extended French, Grade 11, University Preparation, FEF3U

Policy Document: The Ontario Curriculum, Grades 11 and 12, French As a Second Language-Core,

Extended, and Immersion French, 2000

Course Description

This course focuses on developing French-language skills through the study of Canadian francophone authors. Students will analyse a range of works and produce written assignments in a variety of genres, including the formal essay. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course. (The Ontario Curriculum, Grades 11 and 12, French As a Second Language-Core, Extended, and Immersion French, 2000, p. 26.)

How This Course Supports the Ontario Catholic School Graduate Expectations

As a Catholic faith community, we acknowledge and affirm the uniqueness of each person and the diversity of cultures. The study of French is a step towards becoming an effective communicator in both of Canada’s official languages, improving the students’ understanding of self and society. This study promotes individual growth, responsible citizenship and respect for the Catholic teachings of peace, justice, solidarity, and compassion.

Course Notes

When planning and implementing this course, teachers should take into consideration activities and approaches that prepare students and develop necessary skills for post-secondary education. Please note that activities and strategies used throughout the units of this course are designed to enable the student to meet the Ministry standards and expectations for FEF 3U. Care has been taken to cluster the expectations to create meaningful and relevant activities. The mastery of these expectations will be demonstrated by students’ successful completion of the culminating tasks.

Units: Title and Time

Unit 1	L’information…une ouverture sur le monde	22 hours
* Unit 2	Contes et légendes	22 hours
* Unit 3	Le cinéma, quelle aventure!	22 hours
Unit 4	Le Canada en essor	22 hours
Unit 5	Un temps…deux mouvements	22 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: L’information…une ouverture sur le monde

Time: 22 hours

Unit Description

This unit raises students’ awareness of the various means of finding information and its impact on their lives. Through the various activities in the three strands, the student learns to assess and analyse information with discrimination and in light of gospel values, pointing out ways it affects the quality of life. Three major themes are developed: Les sources d’information, Des points de vue différents and Choix et décisions. Students review previously taught language structures, and learn the formation and use of the futur simple and the futur antérieur, after conjunctions of time. The culminating task, Deux reportages, is the oral and written production of two news reports on one chosen topic: one, oral, to be presented in a neutral, objective manner; the second, in written form, to reflect a specific point of view. In both assignments, students must point out the influence that each article has had on his/her opinion regarding the subject and must present information and ideas honestly and with sensitivity to others.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.01, .03; REV.01, .04; WRV.03, .04; OC1.03; OC2.03; OC3.01, .03; RE2.01, .03; OCSGE 2a, 2c, 2d, 2e	Application, Communication	Thème 1 : C’est quoi l’information?
2	OCV.01, .02, .03; REV.01, .04; WRV.02, .03, .04; OC1.03; OC2.03, .04; OC3.01, .02, .03, .05; RE1.01, .03; RE2.01, .03; WR2.01, .02, .04; OCSGE 2b, 2d	Knowledge/ Understanding, Communication	Où trouver l’information?
3	OCV.02, .03; REV.02, .04; WRV.01, .02, .03, .04; OC1.03; OC2.01, .03; OC3.01, .02, .03, .05; RE1.01; RE2.01, .03; WR2.01, .02, .04; OCSGE 2d, 3c, 3d	Thinking/Inquiry, Communication	Thème 2 : Une nouvelle - plusieurs points de vue
4	OCV.01, .03; REV.01, .04; WRV.03, .04; OC2.03; OC3.01, .02, .03, .05; RE1.01, .03; RE2.01, .03; WR2.01, .02, .03, .04; OCSGE 2d, 3f	Knowledge/ Understanding, Application	J’organise une banque d’information
5	OCV.01, .02, .03; REV.01, .02, .04; WRV.01, .02, .03, .04; OC1.03; OC2.01, .03; OC3.01, .02, .03, .05; RE1.01, .04; RE2.01, .03; WR1.01, .06; WR2.01, .02, .04; OCSGE 2d, 5a, 5b	Thinking/Inquiry, Communication, Application	Thème 3 : Je lis, j’entends… je décide
6	OCV.01, .02, .03; REV.01, .02, .04; WRV.01, .02, .03, .04; OC1.01, .03; OC2.01, .02, .03; OC3. 01, .02, .03, .05; RE1.01, .03, .04; RE2.01, .03; WR1.01, .06; WR2.01, .02, .03, .04; OCSGE 2d, 7e, 7g	Thinking/Inquiry, Communication, Application	Culminating Task : Deux reportages

Unit 2: Contes et légendes

Time: 22 hours

Unit Description

Students read and listen to a number of French-Canadian tales and legends. Through the various activities in the three strands, students learn about cultural and historical aspects of Canadian francophone communities. Two major themes are developed: Raconte-nous and C’est légendaire! Students learn the formation and the use of the participe présent, the use of disjunctive pronouns, and the recognition of the passé simple. In the culminating task, La foire aux contes et légendes, each student reads at least two works from the legends created and exhibited by his/her classmates and writes a letter to the author of one of them, stating his/her opinions and comments. Throughout the unit, Catholic values of respect and sensitivity to others will be stressed. Moreover, an understanding of the way contes and légendes incorporate morals and teachings as well as their impact on the audience, then and now, will be highlighted in the various activities.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.01; REV.03, .04; OC2.03; OC3.01, .02, .03, .04, .05; RE2.01, .03; OCSGE 2a, 2b, 2c, 5a	Knowledge/ Understanding, Thinking/Inquiry, Communication, Application	Thème 1 : Les raconteurs d’hier et d’aujourd’hui
2	OCV.03; REV.01, .03, .04; WRV.01, .03, .04; OC2.03; OC3.01, .02, .03, .04, .05; RE1.02; RE2.01, .03; WR1.06; WR2.04; OCSGE 2a, 2b, 3c	Knowledge/ Understanding, Thinking/Inquiry, Communication, Application	Les contes et leurs caractéristiques
3	OCV.01, .03; REV.01, .03, .04; OC2.02, .03; OC3.01, .02, .04, .05; OCSGE 2c, 2d, 3b, 5a	Knowledge/ Understanding, Thinking/Inquiry, Communication, Application	À ton tour
4	OCV.03; REV.01, .03, .04; WRV.01, .03, .04; OC2.03; OC3.01, .02, .04, .05; RE1.02; RE2.01, .02, .03; OCSGE 2b, 2d, 3b, 5a, 7f	Knowledge/ Understanding, Thinking/Inquiry, Communication, Application	Thème 2 : Découvrons la légende
5	OCV.03; REV.02, .03, .04; WRV.01, .02, .03, .04; OC2.03; OC3.01, .02, .03, .04, .05; RE2.03; WR1.06; WR2.01, .02, .04; OCSGE 2d, 4f, 6c	Knowledge/ Understanding, Thinking/Inquiry, Communication, Application	Créons notre légende
6	OCV.03; REV.01, .02, .04; WRV.01, .02, .03, .04; OC2.03; OC3.01, .02, .03, .04, .05; RE2.03; WR1.04; WR2.01, .02, .04; OCSGE 3b, 5b	Knowledge/ Understanding, Thinking/Inquiry, Communication, Application	Culminating Task : La foire aux contes et légendes

Unit 3: Le cinéma, quelle aventure!

Time: 22 hours

Unit Description

Students discover, through research and viewing, the world of film in Canada and elsewhere. Through the various activities in the three strands, students discover the important figures in the history of cinema, and become familiar with the technical and creative vocabulary of cinematography. Three major themes are developed: Les gens du cinéma, Le film, toute une histoire! and Et si on allait au ciné? Students learn interrogative and relative pronouns, such as lequel. In the culminating task, Selon moi, students analyse and critique a French-Canadian film.

As in other units, students continue to explore Canadian authors and themes, analyse and compare, make choices, and form and articulate their personal point of view.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.01, .02, .03; REV.01, .04; WRV.01, .02, .03, .04; OC2.01, .03; OC3.01, .02, .03, .05; RE2.03; WR1.06; WR2.01, .02, .04	Knowledge/ Understanding, Communication	Thème 1 : Les gens du cinéma Les métiers du cinéma
2	OCV.01, .02, .03; REV.01, .03, .04; WRV.01, .02, .03, .04; OC2.01, .03; OC3.01, .02, .03, .05; RE2.03; WR1.04, .06; WR2.01, .02, .04	Knowledge/ Understanding, Communication, Application	Les ‘stars’
3	OCV.01, .02, .03; REV.01, .03, .04; WRV.03, .04; OC2.01, .03; OC3.01, .02, .03, .05; RE1.03; RE2.01, .03; WR1.01, .06; WR2.01, .02, .04;	Knowledge/ Understanding, Communication, Application	Thème 2 : Le film, toute une histoire Il y a longtemps que je t’aime…
4	OCV.01, .02, .03; REV.01, .03, .04; WRV.01, .02, .03, .04; OC2.01, .03; OC3.01, .02, .03, .05; RE2.01, .03; WR1.03, .06; WR2.01, .02, .04	Application	Ailleurs et ici!
5	OCV.01, .02, .03; REV.01, .03, .04; WRV.01, .02, .03, .04; OC1.03; OC2.01, .03; OC3.01, .02, .03, .04, .05; RE1.04, .05; RE2.01, .03; WR1.06; WR2.01, .02, .04	Thinking/Inquiry, Application	Thème 3 : Et si on allait au ciné Regardons et analysons
6	OCV.01; WRV.01, .02, .03, .04; OC1.01; OC2.01; OC3.01; WR1.02, .05, .06; WR2.01, .02, .03, .04	Thinking/Inquiry, Communication, Application	Culminating Task: Selon moi

Unit 4: Le Canada en essor

Time: 22 hours

Unit Description

Students study various media works, conduct panel discussions, write letters and research volunteerism in their own communities in order to define the strengths of Canada and its role in the world in promoting social responsibility, social justice, and respect for life. Through various activities in the three strands, the students take stock of Canada’s accomplishments and formulate a personal vision of a future Canada, enhancing the development of a just and compassionate society. Three major themes are developed: Le Canada dans le monde, On est bien chez nous! and Mon Canada dans 100 ans…une présentation multimédia. Students learn the formation of the plus-que-parfait and the conditionnel passé of -er, -ir, -re and irregular verbs, as well as the sequence of tenses with si. The subjonctif présent, after expressions of emotion, doubt, wish, order, and permission, is introduced. The culminating task is a multimedia presentation entitled Mon Canada dans 100 ans.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.01, .02, .03; REV.01, .02, .04; WRV.01, .02, .03, .04; OC1.03; OC2.01, .03, .05; OC3.01, .02, .03, .05; RE1.01, .03, .04; RE2.01, .03; WR1.04, .06; WR2.01, .02, .04; OCSGE 2a, 2b, 2c, 2d, 3c	Thinking/Inquiry, Communication	Thème 1 : Au sein de l’Organisation des Nations Unies
2	OCV.01, .02, .03; REV.01, .02, .04; WRV.01, .02, .03, .04; OC1.02; OC2.01, .03, .05; OC3.01, .02, .03, .05; RE1.01, .03, .04; RE2.01, .03; WR1.04, .06; WR2.01, .02, .04; OCSGE 1d, 2a, 2b, 2c, 2d, 3c, 5c	Thinking/Inquiry, Communication	À l’aide des autres
3	OCV.01, 02, 03; REV. 01, 02, 03, 04; WRV.01, 02, 03, 04; OC1.03; OC2.01, OC3.01, 02, 03, 05; RE1.04; RE2.01, 03; WR1.04, 06; WR2.01, 04; OCSGE 2a, 2b, 2c, 2d, 3e	Communication, Application	Thème 2 : Nos richesses et nos forces
4	OCV.01, 02, 03; REV.01, 02, 03, 04; WRV.01, 02, 03, 04; OC1.02; OC2. 02, 03, 04; OC3.01, 02, 03, 05; RE1.03, 06; WR2. 02, 04; OCSGE 1e, 2a, 2b, 2c, 2d, 3e, 5c, 5g	Knowledge/ Understanding, Communication, Application	Donnons un coup de main!
5	OCV.01, 02, 03; REV.01, 02, 03, 04; WRV.01, 02, 03, 04; OC1.01, 02, 03; OC3. 01, 02, 03, 05; RE1.06, 03; WR1.03, 06; WR2.01, 02, 04; OCSGE 2a, 2b, 2c, 2d, 3f, 4f	Thinking/Inquiry, Communication	Culminating Task : Mon Canada dans 100 ans

Unit 5: Un temps…deux mouvements

Time: 22 hours

Unit Description

This unit leads to the final culminating task of the course. Students learn to compare in depth two or more works of fiction (novels and/or short stories) by Canadian francophone authors, dealing with the same theme. Student activities evolve from teacher-directed study to group work and ultimately to an individual performance which demonstrates mastery in reading, writing, and oral communication. Students revisit language structures learned throughout the course, with a specific emphasis on the subjonctif présent. As a final culminating task, students read a selection of their choice and write a thoughtful, in-depth comparison (500-1000 words) with one of the reading selections they studied earlier in this unit. Finally, they present, orally, a clear summary of their points of comparison, the observations they made and justify them with examples from their readings.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.02, .03; REV.01, .02, .03, .04; WRV.02, .03, .04; OC2.01, .03; OC3.01, .02, .03, .05; RE1.01, .02, .04, .05; RE2.01, .02, .03; WR2.01, .02, .04; OCSGE 5b, 5c	Thinking/Inquiry, Communication	Travaillons avec notre prof
2	OCV.02, .03; REV.01, .02, .03, .04; WRV.02, .03, .04; OC1.01, .02; OC2.01, .03; OC3.01, .02, .03, .05; RE1.01, .02, .04, .05; RE2.01, .02, .03; WR1.06; WR2.01, .02, .04; OCSGE 5a, 5d, 5e, 5f, 5g	Thinking/Inquiry, Communication	Travaillons ensemble
3	OCV.02, .03; REV.01, .02, .03, .04; WRV.01, .02, .03, .04; OC1.01, .02; OC2.01, .03; OC3.01, .02, .03, .05; RE1.01, .02, .04, .05; RE2.01, .02, .03; WR1.05, .06; WR2.01, .02, .03, .04; OCSGE 5f, 5g	Knowledge/ Understanding, Thinking/Inquiry, Communication, Application	Je travaille seul(e)

Teaching/Learning Strategies and Accommodations

The use of the writing folder for the purpose of summative assessment by the teacher is encouraged. Some teachers may choose to include regular journal entries as a means of reinforcement of sentence and language structures.

Teaching/Learning Strategies

Instructional strategies include the following:

Teacher:

· Cooperative learning activities

· Formal and informal presentation of notions and concepts

· Brainstorming

Students:

· Answering questionnaires

· Applying the writing process

· Developing and discussing a thesis

· Expressing opinions

· Following instructions

· Giving oral presentations on specific topics

· Interviews

· Extracting information from verbal cues and various media

· Reading authentic texts

· Researching from a variety of sources

· Preparing presentation materials

· Communicating with experts in a field/topic

· Working individually and in groups

· Reading and writing in a variety of genres

· Role playing

· Panel discussion

Accommodations

Accommodation strategies include the following:

· Allowing more time;

· Highlighting or summarize major points;

· Allowing point-form notes instead of sentences and paragraphs;

· Substituting presentation in visual or oral format instead of written;

· Assigning peer helpers;

· Allowing student to present to teacher only;

· Providing a pre-test;

· Giving students more leeway for lateral thinking, wherever possible;

· Adjusting expectations for exceptional students according to students’ IEPs;

· Providing special materials and resources, e.g., Exemplars, modeling, taped texts, etc.;

· Planning a different/supplementary activity so as to meet the individual needs of a student for enrichment or otherwise.

Assessment & Evaluation of Student Achievement

Diagnostic, formative, and summative assessment strategies provide students with opportunities to demonstrate the full range of their learning in the three strands. Methods, strategies, and tools allow teachers and students to collect information on the students’ level of achievement of expectations in the four categories. The following is a suggested outline of methods, strategies, and tools used in the assessment, evaluation, and reporting process. It is understood that practices will vary from classroom to classroom. It is important to maintain a balance and a variety of teaching and learning strategies that are appropriate to the subject in general and to the content of each unit. Learning skills, effort, punctuality, and recorded absences are reported separately and are not considered in the determination of the percentage grade.

Assessment Strategies

Performance assessment strategies

· Tests and quizzes

· Composition and essay

· Research project

· Conferencing

· Writing folder

· Brainstorming activities

· Creation and presentation of product

· Summary of reading

· Comments and opinions on read and/or discussed issues

· Letter writing

assessment tools

· Anecdotal comments

· Correction codes

· Informal/formal observation

· Rubric

· Marking scheme

· Rating scale

· Checklist

· Tracking sheets

On-going Assessment and Evaluation 70%

Knowledge and Understanding

· Tests

· Quizzes

· Presentations

· Discussions

· Reading Comprehension

Thinking/Inquiry

· Presentations

· Projects

· Assignments

· Expressing opinions

· Comments

Communication

· Presentations

· Projects

· Assignments

· Summaries

Application

· Presentations

· Projects

· Assignments

Final Evaluation 30%

Formal Examination and Culminating Task

Suggestions for the development of the final assessment:

· Oral presentations; debates and discussions, etc.

· Formal essay writing

· Expressing opinions/ comments on events, social issues etc.

· Reading comprehension and analysis

Resources

Units in this profile make reference to the use of specific texts, magazines, films, and videos. Before reproducing materials for student use from books and magazines, teachers need to ensure that their board has a Cancopy licence and that resources they wish to use are covered by this licence. Before screening videos for their students, teachers need to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor (e.g., Audio Cine Films Inc.). Teachers are also reminded that much of the material on the Internet is protected by copyright. That copyright is usually owned by the person or organization that created the work. Reproduction of any work or a substantial part of any work on the Internet is not allowed without the permission of the owner.

The following resources are suggested to support teaching and learning in all units. Resources which apply to specific units are noted:

Baron, Jean. La boîte à outils: Manuel de travaux pratiques et de laboratoire. Toronto: Pearson Education, 1990.

Brouillet, Claire and Andrée Vary. Contes et légendes du Québec. Lincolnwood: National Textbook Company, 1998. (Unit 2)

Collet, Paulette and Frank Milani. Objectifs. Toronto: Pearson Education, 1988. (Unit 5)

Connolly, Anne-Marie. Messages et discours. Montréal: Guérin, 1992. (Unit 2)

David, Michel. Paroles vivantes. Montréal: Guérin, 1992. (Unit 3)

Jean, Gladys. Avec Brio: Guide pratique de communication. Toronto: Pearson Education, 1996.

Kenney, Morgan, ed. Découvertes: Anthologie. Toronto: D.C. Heath, 1983.

Kenney, Morgan, ed. Rencontres: Anthologie. Toronto: D.C. Heath, 1983.

Love, Jane et al. À toute vitesse. Toronto: Pearson Education, 1982.

Peruzzo, Elver et al. Destination 4. Toronto: Pearson Education, 1993.

Pouliot, Muriel. Textes et contextes 5: Points de vue. Laval: Mondia, 1986. (Units 3 & 5)

Rousselle, James, ed. Lire et écrire autrement. Anjou: CEC, 1999.

St.-Ours, Normand. L’essentiel grammatical. Montréal: Guérin, 1993.

L'Express de Toronto. Toronto. (Units 1 and 4)

L'Actualité. Montréal. (Units 1 and 4)

Websites

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

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

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

Source for francophone media sites - http://www.nyu.edu/pages/wessfrench/news.htm#META

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

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

L'Express de Toronto - Excellent aperçu des services, des organisations et des activités francophones couverts par L'Express dans la grande région torontoise et au-delà - http://www.1 express.com/liens.html

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

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

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

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

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

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

Université de Calgary – www.ucalgary.ca/repsit

OSS Considerations

According to OSS policies, students are mandated to complete 40 hours of community service. Students should be encouraged to do at least part of these hours in a French-speaking environment. Moreover, students participating in a cooperative program should be encouraged to seek bilingual placements

Coded Expectations, Extended French, Grade 11, University, FEF3U

Oral Communication

Overall Expectations

OCV.01 · respond in a variety of ways to a wide range of spoken texts and media works;

OCV.02 · discuss and debate topics based on class discussions, individual research, and personal interests;

OCV.03 · use correct grammar and appropriate language conventions during oral communication activities.

Specific Expectations

Listening

OC1.01 – follow a series of complicated live or recorded instructions (e.g., how to prepare a complete meal);

OC1.02 – take point-form notes during a classmate’s or a guest’s presentation, and refer to these notes in participating in a question-and-answer discussion about the presentation;

OC1.03 – summarize and answer questions in response to media works (e.g., videos, radio broadcasts) and explain their points of view.

Speaking

OC2.01 – express their ideas and opinions about a media work or a written text (e.g., a film, a magazine article) and give reasons for their preferences or point of view;

OC2.02 – give a presentation based on research and respond appropriately to questions from the audience;

OC2.03 – express themselves clearly and coherently in impromptu discussions on topics under study;

OC2.04 – prepare and conduct a survey on a topic under study, compile results, and present their findings in a report;

OC2.05 – participate in a panel discussion by contributing ideas, supporting interpretations and viewpoints, and elaborating on and questioning the ideas of others.

Application of Language Conventions

OC3.01 – recognize and use appropriate language structures (see language structures for Extended French, Grade 11, p. 34);

OC3.02 – use newly acquired vocabulary in conversations, discussions, and presentations;

OC3.03 – identify and correct anglicisms and errors in their speech;

OC3.04 – incorporate colloquialisms and idiomatic expressions into their speech;

OC3.05 – select vocabulary and language structures to enhance the clarity and precision of their speech.

Reading

Overall Expectations

REV.01 · demonstrate an understanding of texts from a variety of genres studied in class and as independent reading assignments;

REV.02 · interpret a range of texts and apply the knowledge acquired in other contexts;

REV.03 · extend their understanding of the culture of French-speaking people in Canada through the reading of a variety of texts;

REV.04 · identify and understand language conventions used in their reading materials.

Specific Expectations

Comprehension and Response to Text

RE1.01 – summarize, orally or in writing, selections from a variety of genres (e.g., short stories, novels, articles, poems);

RE1.02 – read an assigned work of fiction, summarize the plot, and explain and justify a character’s motivation;

RE1.03 – extract specific information from statistical data (e.g., charts, graphs) and present it in an organized way;

RE1.04 – draw a conclusion or form an opinion about an issue after reading several points of view;

RE1.05 – compare two works by the same author or works by different authors dealing with the same theme;

RE1.06 – interpret a text by presenting it in another format (e.g., changing a narrative into a play).

Application of Language Conventions

RE2.01 – recognize and use appropriate language structures (see language structures for Extended French, Grade 11, p. 34);

RE2.02 – compare and contrast the form and style of two different genres;

RE2.03 – use French-English and French dictionaries to determine the meaning of unfamiliar vocabulary.

Writing

Overall Expectations

WRV.01 · express ideas and opinions in a variety of written forms, demonstrating the ability to extract and interpret information from a range of sources;

WRV.02 · adjust the language used in their writing to suit the purpose and the audience;

WRV.03 · organize their writing so that ideas and information are clearly, logically, and coherently presented;

WRV.04 · use correct grammar and appropriate language conventions in their written work.

Communication of Information and Ideas

WR1.01 – write a magazine article to persuade the audience to accept a certain point of view;

WR1.02 – write a critique of a film or a literary work to present and defend an opinion;

WR1.03 – develop a narrative or a description from a picture or series of pictures;

WR1.04 – write letters in an appropriate style for a variety of purposes (e.g., responding to an advertisement, expressing support for a political movement);

WR1.05 – write an essay (500–1000 words), presenting facts and arguments to support their point of view;

WR1.06 – revise their writing, focusing on organization and presentation of ideas.

Application of Language Conventions

WR2.01 – recognize and use appropriate language structures (see language structures for Extended French, Grade 11, p. 34);

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

WR2.03 – quote sources with appropriate footnotes and compile a bibliography for a written assignment;

WR2.04 – use French-English and French dictionaries to verify spelling, confirm the meaning of newly acquired words and phrases, and expand their vocabulary.

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.

Unit 2 | Unit 3 | Course Profiles Main Menu

Acknowledgments

Policy Document: The Ontario Curriculum, Grades 11 and 12, French As a Second Language-Core,

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Title and Time

Unit Overviews

Unit 1: L’information…une ouverture sur le monde

Unit Overview Chart

Unit 2: Contes et légendes

Unit Overview Chart

Unit 3: Le cinéma, quelle aventure!

Unit Overview Chart

Unit 4: Le Canada en essor

Unit Overview Chart

Unit 5: Un temps…deux mouvements

Unit Overview Chart

Teaching/Learning Strategies and Accommodations

Assessment & Evaluation of Student Achievement

Resources

Websites

OSS Considerations

Oral Communication

Overall Expectations

Specific Expectations

Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations