Course
Profile Extended
French, Grade 11, University Preparation, Catholic and Public
Unit 3: Le cinéma, quelle aventure!
Time: 22 hours
Activity 1 | Activity 2
| Activity 3 | Activity 4
| Activity 5 | Activity 6
Students
discover through research and viewing the world of film in Canada and elsewhere.
Through the various activities in the three strands, students discover some of
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, and form and
articulate their personal point of view.
|
Activity |
Time |
Expectations |
Assessment |
Tasks |
|
1 Thème
1 : |
180 min |
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/ |
Research
a chosen métier, present it orally to the class and answer questions |
|
2 Les
‘stars’ |
120 min |
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/ |
Write a
fan letter to a favourite ‘star’ and read it to the class |
|
3 Thème
2 : |
240 min |
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,
Communication, Application |
Write a
persuasive magazine article about a movie genre |
|
4 Ailleurs
et ici! |
300 min |
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 |
Write a
descriptive paragraph and read it to the class |
|
5 Thème
3 : |
240 min |
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 |
Write a
teacher-directed critique of a film viewed by the class |
|
6
Culminating Task: |
240 min |
OCV.01;
WRV.01, .02, .03, .04; OC1.01; OC2.01; OC3.01; WR1.02, .05, .06; WR2.01,
.02, .03, .04 |
Thinking/ |
View a
movie and independently write a critique |
Time: 180 minutes
Students
are given a list of occupations associated with filmmaking. Students choose and
research one of these occupations. Students then make a presentation in which
they describe the occupation to their classmates. This activity provides
students with the vocabulary and information necessary to appreciate and
critique a film in subsequent activities (Annexe 3.1)
Strand(s): Oral
Communication, Reading, Writing
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;
REV.01 -
demonstrate an understanding of texts from a variety of genres studied in class
and as independent reading assignments;
REV.04 -
identify and understand language conventions used in their reading materials;
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.
Specific
Expectations
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;
OC2.03 -
express themselves clearly and coherently in impromptu discussions on topics
under study;
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;
OC3.05 -
select vocabulary and language structures to enhance the clarity and precision
of their speech;
RE2.03 -
use French-English and French dictionaries to determine the meaning of
unfamiliar vocabulary;
WR1.06 -
revise their writing, focusing on organization and presentation of ideas.
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;
WR2.04 -
use French-English and French dictionaries to verify spelling, confirm the
meaning of newly acquired words and phrases, and expand their vocabulary.
·
Grade
10 Extended French expectations
·
a
list of technical vocabulary, Annexe 3.1, is provided; teachers may choose to
add to the list
(see Resources)
·
a
list of occupations, Annexe 3.2, is provided; teachers may choose to add to the
list
·
teacher
recaps the steps of the research procedure
·
depending
on class size, students may work in pairs
·
access
to the Internet required (See Overview Resources)
·
cross
curricular connections include Communication Technology, Drama, Media, and
Career Planning
|
The teacher: |
Students: |
|
·
directs a brainstorm to compile a list of occupations related to film ·
distributes and discusses Annexe 3.2 ·
ensures that all occupations are assigned to be researched ·
distributes checklist Annexe 3.3 ·
monitors, corrects, and advises students during writing process
providing feedback ·
if possible, following the student presentations, invites a guest
speaker, with experience in one or more of the occupations to add immediacy
to the topic |
·
take notes and contributes to the discussion ·
choose an occupation that interests them ·
use various resources (e.g., books, Internet, etc.) to research all
aspects of one particular occupation ·
organize the research in order to present it to the class (e.g., A Day
in the Life of… which illustrates the pros and cons and other/unique
interesting aspects) ·
present information ·
listen and contribute to guest speaker discussion |
|
Purpose |
User |
Tool |
Strategy/Activity |
Assessment |
|
Formative |
Teacher/ |
Observation
and feedback |
Brainstorming Oral
questions and discussion |
Thinking/Inquiry,
Communication |
|
Formative |
Teacher |
Observation
and feedback |
Research |
Knowledge/Understanding,
Thinking/Inquiry, |
|
Diagnostic |
Teacher |
Checklist
|
Presentation |
Communication,
Application |
·
pair
with a more capable student
·
presentation
to teacher only
·
one-on-one
teaching/monitoring/conferencing
·
provision
of supplementary resources
Unilingual
French dictionaries
Bilingual
French/English dictionaries
Bescherelle
David, Michel. Paroles Vivantes.
Montréal: Guérin, 1992.
Pécheur,
Jacques. Le cinéma.
Platt,
Richard. Les yeux du cinéma.
Websites
-
http://www.mediacareers.com/careers_in_film/html/index.html
-
http://www.looksmart.com/eus1/eus65300/eus65303/eus265190/eus156586/eus259255/r?l&
-
http://www.entertainmentcareers.net/
Annexes
3.1, 3.2, 3.3
Time: 120 minutes
Students
continue to explore the theme of filmmaking through the study of a movie star.
Students research a star of their choice and write a fan letter to him/her. The
use of interrogative and relative pronouns is introduced. This activity
provides students with vocabulary and additional information to further
appreciate and critique a film in subsequent activities.
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;
REV.01 -
demonstrate an understanding of texts from a variety of genres studied in class
and as independent reading assignments;
REV.03 -
extend their understanding of the culture of French-speaking people in
REV.04 -
identify and understand language conventions used in their reading materials;
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.
Specific
Expectations
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;
OC2.03 -
express themselves clearly and coherently in impromptu discussions on topics
under study;
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;
OC3.05 - select vocabulary and language
structures to enhance the clarity and precision of their speech;
RE2.03 -
use French-English and French dictionaries to determine the meaning of
unfamiliar vocabulary;
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);
WR1.06 -
revise their writing, focusing on organization and presentation of ideas.
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;
WR2.04 -
use French-English and French dictionaries to verify spelling, confirm the
meaning of newly acquired words and phrases, and expand their vocabulary.
·
Grade
10 Extended French Expectations
·
use
of interrogative words and expressions
·
letter-writing
skills
·
function
of pronouns
·
teachers
may choose to provide a list of francophone film stars to the students (Annexe
3.4)
·
access
to the Internet and to popular magazines –
http://people.aol.com/people/index.html
·
7 Jours, Le lundi and Star Inc. magazines
·
teachers
may wish to have students rewrite the letter in the vous form to
practise the vous de politesse
|
The teacher: |
Students: |
|
·
reviews letter format using example from Annexe 3.6 ·
reviews interrogative words ·
introduces relative and interrogative pronouns ·
gives diagnostic quiz on pronouns ·
presents criteria for student fan letters ·
monitors, corrects, and advises students during writing process
providing feedback |
·
write point form notes to record key information ·
answer oral questions ·
complete fill-in-the-blank exercises like Annexe 3.5 ·
write quiz ·
provide peer assessment ·
research a Francophone film star ·
write a fan letter to a favourite movie star |
|
Purpose |
User |
Tool |
Strategy/Activity |
Assessment |
|
Formative |
Student |
Exercise
|
Learning
correct use of pronouns |
Knowledge/
Understanding |
|
Diagnostic |
Teacher |
Quiz |
Learning
correct use of pronouns |
Knowledge/
Understanding |
|
Formative |
Teacher |
Fan
letter |
Letter-writing
with ongoing feedback from teacher |
Thinking/Inquiry,
Communication, Application |
·
use
strategic pairing
·
one-on-one
teaching/monitoring/conferencing
·
provision
of resources
·
vary
time allotment
·
test
rewrite following feedback
·
highlight
or summarize major points of research of a star
·
provide
special materials and resources, e.g., exemplars, modeling, tapes, texts
Unilingual
French dictionaries
Bilingual
French/English dictionaries
Bescherelle
French-language
print resources
La
Presse, 7 Jours, Lundi, Châtelaine
Annexes
3.4, 3.5, 3.6
Time: 240 minutes
The
students are exposed to different historical film genres. They consider the
preferences of their parents and peers and then develop their own personal
preference. Students revisit interrogative pronouns in stating their
preference. Students write and are assessed on a persuasive article on a
preferred genre, in preparation for the culminating task.
Strand(s): Oral
Communication, Reading, Writing
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;
REV.01 -
demonstrate an understanding of texts from a variety of genres studied in class
and as independent reading assignments;
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;
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.
Specific
Expectations
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;
OC2.03 -
express themselves clearly and coherently in impromptu discussions on topics
under study;
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;
OC3.05 -
select vocabulary and language structures to enhance the clarity and precision
of their speech;
RE1.03 -
extract specific information from statistical data (e.g., charts, graphs) and
present it in an organized way;
RE2.01 -
recognize and use appropriate language structures (see language structures for
Extended French, Grade 11, p. 34);
RE2.03 -
use French-English and French dictionaries to determine the meaning of
unfamiliar vocabulary;
WR1.01 -
write a magazine article to persuade the audience to accept a certain point of
view;
WR1.06 -
revise their writing, focusing on organization and presentation of ideas;
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;
WR2.04 -
use French-English and French dictionaries to verify spelling, confirm the
meaning of newly acquired words and phrases, and expand their vocabulary.
·
Grade
10 Extended French Expectations
·
use
of relative pronouns
·
book
TV/VCR
·
recap
paragraph writing
·
recap
use of relative pronouns
·
to
compile a representative selection of genres quickly and easily based on Annexe
3.7, the teacher could ask student volunteers to bring videos from home cued-up
to favourite scenes; provide guidelines in order to avoid inappropriate choices
·
consult
Annexe 3.1 for vocabulary
·
cross
curricular link to Media Studies course
|
The teacher: |
Students: |
|
·
introduces film genres, using Annexe 3.7 ·
initiates survey of preferences ·
provides sample list of films ·
teaches vocabulary of camera shots ·
shows film excerpts and discusses ·
reviews the organization of a persuasive article ·
monitors, corrects and advises students throughout the writing process
providing feedback |
·
write point form notes to record key information ·
conduct survey of genre preferences ·
classify survey results ·
compare sample to own list ·
write point form notes to record key information ·
write persuasive article to explain the merits of his/her preference |
|
Purpose |
User |
Tool |
Strategy/Activity |
Assessment |
|
Formative |
Teacher/ |
Observation |
Oral
questioning |
Knowledge/Understanding,
Communication |
|
Formative |
Teacher |
Observation |
Viewing
films and discussion |
Knowledge/Understanding,
Communication |
|
Summative |
Teacher |
Rubric |
Writing
a persuasive article |
Thinking/Inquiry,
Application |
·
one-on-one
teaching/monitoring/conferencing
·
vary
time allotment for writing assignment
Unilingual
French dictionaries
Bilingual
French/English dictionaries
Bescherelle
Websites
–
http://members.aol.com/reaperren/100films.html
Videos
“Crac”, “Le
fleuve aux grandes eaux” by Frédéric Back
“Le
chandail” by Roch Carrier
Books
David,
Michel. Paroles vivantes. Montréal: Guérin, 1992. (Unité 22)
“Pour
rédiger une opinion” in Jean, Gladys. Avec Brio: Guide pratique de
communication. Toronto: Pearson Education, 1996.
Pécheur,
Jacques. Le cinéma. Paris: Hachette, 1992.
Platt,
Richard. Les yeux du cinema. Paris: Gallimard, 1992.
Annexe
3.7
Time: 300 minutes
Students
view and compare, using a Venn diagram, two cinematic versions of the same
story one of which is to be an original francophone film. Students write a
descriptive paragraph of a scene from each movie. This activity enhances
students’ ability to make comparisons and integrates technical vocabulary
(Annexe 3.1).
Strand(s): Oral
Communication, Reading, Writing
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;
REV.01 -
demonstrate an understanding of texts from a variety of genres studied in class
and as independent reading assignments;
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;
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.
Specific
Expectations
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;
OC2.03 -
express themselves clearly and coherently in impromptu discussions on topics
under study;
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;
OC3.05 -
select vocabulary and language structures to enhance the clarity and precision
of their speech;
RE2.01 -
recognize and use appropriate language structures (see language structures for
Extended French, Grade 11, p. 34);
RE2.03 -
use French-English and French dictionaries to determine the meaning of unfamiliar
vocabulary;
WR1.03 -
develop a narrative or a description from a picture or series of pictures;
WR1.06 -
revise their writing, focusing on organization and presentation of ideas.
·
Grade
10 Extended French Expectations
·
writing
skills
·
technical
film vocabulary
·
narrative
writing
·
teacher
books a television and a VCR
·
teacher
previews films and may choose to show excerpts only from one of the films.
·
put
a model of a Venn Diagram on the board (A Venn Diagram consists of two
intersecting circles; students would list elements unique to the first film in
the left-hand circle; elements unique to the second film would be listed in the
right hand circle; elements common to both films would be listed in the
intersecting part of both circles.)
·
teacher
previews videos and prepares a comprehension questionnaire
·
teacher
should check availability of dubbed versions of English language versions
(on-line, public libraries, Sears Wishbook catalogue)
Note: If you have purchased public performance
rights for this movie in French, you can show it to the class either in its
entirety or in segments. If not, encourage students to view the original
version on their own.
|
The teacher: |
Students: |
|
·
explains Venn diagram (comparison chart) ·
shows the videos in whole or in part to the students ·
provides students with comprehension questions ·
leads discussion and records Venn diagram results on the board ·
assigns descriptive paragraph, monitors, corrects and advises students
throughout the writing process providing feedback |
·
view videos and takes notes to complete comprehension questions and
Venn diagrams ·
listen, discuss and add classmates’ input to their own Venn diagram ·
write a descriptive paragraph of the equivalent scenes from the two
movies and read it to the class ·
exchange descriptive paragraphs and complete peer proofreading |
|
Purpose |
User |
Tool |
Strategy/Activity |
Assessment |
|
Formative |
Student |
Observation |
Completing
and discussing Venn diagram |
Thinking/Inquiry,
|
|
Formative |
Student |
Rough
drafts Checklist for Proofreading |
Peer
Proofreading |
Thinking/Inquiry,
|
·
one-on-one
teaching/monitoring/conferencing
·
vary
time allotment for writing assignment
Unilingual French dictionaries
Bilingual French/English dictionaries
Bescherelle
Websites
-
http://www.film.com/search/index.html (search for movie remakes, click
“remakes” to find results)
Time: 240 minutes
Students
use a checklist to learn the criteria used in writing a critique and
apply it to one of the films viewed in the previous activity. The purpose of
this activity is to prepare the students to write a formal critique of a
French-Canadian film in the culminating task.
Strand(s): Oral
Communication, Reading, Writing
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;
REV.01 -
demonstrate an understanding of texts from a variety of genres studied in class
and as independent reading assignments;
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;
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.
Specific
Expectations
OC1.03 -
summarize and answer questions in response to media works (e.g., videos, radio
broadcasts) and explain their points of view;
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;
OC2.03 -
express themselves clearly and coherently in impromptu discussions on topics
under study;
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;
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;
RE2.01 -
recognize and use appropriate language structures (see language structures for
Extended French, Grade 11, p. 34);
RE2.03 -
use French-English and French dictionaries to determine the meaning of
unfamiliar vocabulary;
WR1.06 -
revise their writing, focusing on organization and presentation of ideas;
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;
WR2.04 -
use French-English and French dictionaries to verify spelling, confirm the
meaning of newly acquired words and phrases, and expand their vocabulary.
·
Grade
10 Extended French Expectations
·
technical
vocabulary of cinematography
·
persuasive
writing vocabulary and sentence structure
·
checklist
of critique criteria in Annexe 3.8
·
if
only excerpts of the film from Activity 4 were viewed, the students will now
need to view one of the films in its entirety
·
book
a television and a VCR
·
the
teacher may wish to collect student checklists to monitor student progress more
closely than class discussion will allow
|
The teacher: |
Students: |
|
·
introduces students to the criteria used in critiquing (reviewing) a
film (Annexe 3.8) ·
leads the class in completion of the checklist with reference to one
of the films previously viewed |
·
contribute to discussion ·
complete the checklist according to their own point of view |
|
Purpose |
User |
Tool |
Strategy/Activity |
Focus
of Assessment |
|
Formative |
Student |
Completed
checklist (Annexe 3.8) |
Oral
questions and discussion Observation |
Knowledge/Understanding,
|
·
allow
students to view video in another place (e.g., home, seminar room, etc.)
Unilingual
French dictionaries
Bilingual
French/English dictionaries
Bescherelle
Films from previous activity
Trépanier,
André. “Une critique de cinema”, Les médias dans la salle de classe: Activités
d'intégration. Toronto:
CLF/OSSTF/FEESO.
Annexe
3.8
Time: 240 minutes
Students
watch an appropriate French-Canadian film. They then write a critique based
on specific knowledge and vocabulary acquired throughout the unit, with an
emphasis on the checklist (Annexe 3.8) from Activity 5.
Strand(s): Oral Communication,
Reading, Writing
Overall
Expectations
OCV.01 -
respond in a variety of ways to a wide range of spoken texts and media works;
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.
Specific
Expectations
OC1.01 -
follow a series of complicated live or recorded instructions (e.g., how to
prepare a complete meal);
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;
OC3.01 -
recognize and use appropriate language structures (see language structures for
Extended French, Grade 11, p. 34);
WR1.02 -
write a critique of a film or a literary work to present and defend an opinion;
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;
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.
·
Grade
10 Extended French Expectations
·
knowledge
and skills acquired throughout the unit
·
book
a television and a VCR
·
review
the checklist of critique criteria in Annexe 3.8
·
present
the Grille d’évaluation pour critique de cinéma for the culminating task
(Annexe 3.10)
·
select
and preview an appropriate French-Canadian film. Depending on time constraints,
the teacher may show a feature-length or a short film
|
The teacher: |
Students: |
|
·
reviews critique checklist (Annexe 3.8) ·
presents the movie ·
introduces the structure of a formal critique (Annexe 3.9) ·
presents evaluation rubric for the critique (Annexe 3.10) ·
monitors, corrects, and advises throughout the writing process
providing feedback, making specific reference to the checklist and the rubric ·
evaluates critiques using the rubric |
·
view and take notes based on the checklist ·
ask questions for clarification ·
write a first draft of critique ·
exchange their critiques with other students for proofreading ·
write and submit final draft of critique to the teacher |
|
Purpose |
User |
Tool |
Strategy/Activity |
Assessment |
|
formative |
Student |
Checklist |
Peer
proofreading |
Thinking/Inquiry,
Communication, |
|
Summative |
Teacher |
Rubric |
Writing
formal critique (final copy) |
Thinking/Inquiry,
Communication, |
allow for
several drafts with teacher proofreading and provide ongoing feedback
Unilingual
French dictionaries
Bilingual
French/English dictionaries
Bescherelle
–
http://www.acf-film.com for list of Quebec films under heading “Nos films”
Books
Jean,
Gladys. “Pour rédiger une opinion” dans Avec Brio: Guide pratique de
communication. Toronto: Pearson Education, 1996
Annexes
3.8, 3.9
Les plans
·
le
plan général donne une vue d’ensemble d’une scène
·
le
plan moyen montre une partie du décor et plusieurs personnages en pied
·
le
plan mi-moyen encadre les personnages à la hauteur des genoux
·
le
plan américain cadre les personnages à la hauteur de la ceinture
·
le
gros plan cadre le visage depuis les épaules
·
le
très gros plan cadre seulement une partie du visage
Les angles
·
en
plongée: la caméra enregistre le sujet du haut vers le bas
·
en
contre-plongée: la caméra enregistre le sujet du bas vers le haut
·
horizontal:
la caméra enregistre le sujet à hauteur d’homme
Les mouvements de caméra
·
panoramique
horizontal: la caméra pivote de droite à gauche (ou vice-versa) sur un angle de
180°.
·
panoramique
vertical: la caméra filme de haut en bas ou de bas en haut (plongée ou
contre-plongée)
·
travelling:
la caméra est posée sur un chariot qui se déplace pour donner des prises de vue
en mouvement avant, arrière ou latéral
·
zoom
avant et zoom arrière: on obtient des effets de rapprochement ou d’éloignement
avec une distance focale variable
Adaptée
de «Sons et images» dans David, Michel. Paroles vivantes. Montréal:
Guérin,
1992. Pour les explications detaillées, voir les Ressources, Activité 1.
|
l’accessoiriste |
le
maquilleur/la maquilleuse |
|
l’agent(e) |
le/la
marionnettiste |
|
l’acteur/l’actrice
de doublage |
le
metteur en scène |
|
l’animateur/l’animatrice |
le
monteur |
|
l’architecte
du plateau |
le/la
perchiste |
|
l’attaché(e)
de presse (promotion du film) |
le/la
photographe du plateau |
|
le
bruiteur |
le
producteur/la productrice |
|
le
cascadeur/la cascadeuse |
le
réalisateur/la réalisatrice |
|
le
chef opérateur du son |
le/la
responsable du casting (distribution) |
|
le
directeur/la directrice de la photographie |
le/la
scénariste |
|
le
décorateur/la décoratrice |
le/la
scripte |
|
l’éclairagiste |
|
·
responsabilités
·
habiletés
·
formation
·
conditions
de travail
·
salaire
·
points
forts, inconvénients
|
1. Maria Orsini |
11. Christophe Lambert |
|
2. Roy Dupuis |
12. Patrice Leconte |
|
3. Mitsou |
13. Isabelle Adjani |
|
4. Lothaire Blutheau |
14. Juliette Binoche |
|
5. Gérard Dépardieu |
15. Olivier Martinez |
|
6. Sophie Marceau |
16. Thierry L’hermitte |
|
7. Daniel Auteuil |
17. Catherine Deneuve |
|
8. François Cluzet |
18. Josiane Balasko |
|
9. Victoria Abril |
19. Isabelle Huppert |
|
10. Jean-Hughes Anglade |
20. Patrick Timsit |
Cher/Chère
Je
commence par me présenter. Je m’appelle Josée et je suis une élève à l’École
Secondaire Cartier. J’étudie les arts dramatiques et j’aimerais devenir
actrice. Puisque tu es mon actrice favorite, j’aimerais avoir ton avis
concernant les questions suivantes.
Premièrement,
je ne peux pas décider si je veux aller à l’université ou au collège. _________
est-ce que tu suggères? Il y a tant de décisions à prendre! Deuxièmement,
j’aime beaucoup les rôles d’action et de mystère mais je sais que les rôles
dans les comédies font aussi beaucoup de plaisir. ______________ est-ce que tu
préfères?
____________te
prépares-tu pour jouer un rôle? Ma méthode favorite est d’écouter de la musique
classique et de me concentrer afin de “devenir” la personne que je joue.
___________ fonctionne pour toi? ______________ vas-tu pour te préparer?
Finalement,
__________ as-tu parlé pour t’aider à prendre tes décisions? Je n’ai personne,
car mes amis et mes parents m’encouragent à devenir comptable car je suis bonne
en mathématiques. Ils croient que devenir actrice est une perte de temps.
__________ penses-tu? Crois-tu que tu as pris la bonne décision? __________
carrière aurais-tu choisie si tu n’étais pas devenue actrice?
Amitiés…
Cher/Chère
Je
commence par me présenter. Je m’appelle Josée et je suis une élève à l’École
Secondaire Cartier. J’étudie les arts dramatiques et j’aimerais devenir
actrice. Puisque tu es mon actrice favorite, j’aimerais avoir ton avis
concernant les questions suivantes.
Premièrement,
je ne peux pas décider si je veux aller à l’université ou au collège. Lequel
est-ce que tu suggères? Il y a tant de décisions à prendre! Deuxièmement,
j’aime beaucoup les rôles d’action et de mystère mais je sais que les rôles
dans les comédies font aussi beaucoup de plaisir. Lesquels est-ce que tu
préfères?
Comment te prépares-tu pour jouer un rôle?
Ma méthode favorite est d’écouter de la musique classique et de me concentrer
afin de “devenir” la personne que je joue. Laquelle fonctionne pour toi?
Où vas-tu pour te préparer?
Finalement,
à qui as-tu parlé pour t’aider à prendre tes décisions? Je n’ai
personne, car mes amis et mes parents m’encouragent à devenir comptable car je
suis bonne en mathématiques. Ils croient que devenir actrice est une perte de
temps. Qu’en penses-tu? Crois-tu que tu as pris la bonne décision? Quelle
carrière aurais-tu choisie si tu n’étais pas devenue actrice?
Amitiés…
Cher/Chère
Finalement!
Quelle chance! Je peux finalement te poser toutes les questions possibles! J’ai
commencé à m’intéresser à toi après avoir visionné ton film “Un moment
dangereux”. Tu es ma vedette favorite. J’ai cherché longtemps avant de trouver
ton addresse dans une revue. J’apprécierais beaucoup les réponses aux questions
suivantes. Mes ami(e)s seront tellement jaloux(ses) lorsqu’ils/elles
apprendront que tu as répondu à ma lettre. Eh bien, je commence…
Quand
as-tu décidé de devenir un “star”? Est-ce que la décision était facile?
Pourquoi as-tu décidé de jouer des rôles dans des films d’action? Tu as joué le
rôle de Ken dans le film “Un moment dangereux” et celui de Bart dans ton
dernier film. Lequel était le plus difficile? Quels sports aimes-tu? Moi, je
fais de la natation et j’aime beaucoup jouer au basketball. Est-ce que tu es
allé à l’université ou au collège? J’aimerais voyager un peu avant d’aller à
l’université. Quel est ton mets favori? Moi, j’aime beaucoup lasagne et le
jambon. Lequel est-ce que tu préfères? Où vas-tu quand tu sors avec tes amis?
Moi, j’aime beaucoup aller au cinéma. Je suis fou/folle des films. Quel est ton
film favori? Ma saison favorite est l’été parce que je peux aller à la plage
avec mes amis. Quelle saison préfères-tu? Pourquoi? Eh bien, je pense que je
t’ai posé assez de questions. Au plaisir d’avoir de tes nouvelles…
|
la
comédiele |
film
de guerre |
|
la
comédie musicale |
film
d’horreur |
|
le
documentaire |
le
film de kung-fu |
|
le
film animé |
le
film historique |
|
le
film à suspense |
le
mélodrame |
|
le
film d’amour |
le
film muet |
|
le
film d’aventure |
le
film policier |
|
le
film d’espionnage |
la
science-fiction |
|
le
film de gangsters (le film noir) |
le
western |
|
Texte |
Acteurs/Actrices
|
Mise
en Scène |
|
·
sujet intéressant? |
·
jeu efficace? |
·
efficace? |
|
·
idées originales? |
·
interactions fortes? |
·
compréhensible? |
|
·
personnages identifiés? |
·
personnages bien incarnés? |
·
originale? |
|
Costumes |
Maquillage |
Bande
Son |
Mixage |
|
·
simples? |
·
pertinent? |
·
efficace? |
·
audible? |
|
·
pertinents? |
·
original? |
·
nécessaire? |
·
synchronisé? |
|
·
beaux? |
·
subtil? |
|
|
|
|
·
efficace? |
|
|
|
Montage |
Photographie |
Animation |
|||
|
·
enchaînement logique? |
·
dynamique? |
·
dynamique? |
|
|||
|
·
rythme captivant? |
·
originale? |
·
originale? |
|
|||
|
·
compréhensible? |
·
efficace? |
·
bien dessinée? |
|
|||
Adaptée
de « La critique ou le commentaire » dans Trépanier, André. Les médias dans
la salle de classe: Activités d’intégration. Toronto: CLF/OSSTF/FEESO.
L’amorce (une phrase ou deux)
présentez
le film en question
Le
déclencheur (une
phrase ou deux)
présentez
votre point de vue en évoquant un moment frappant du film, une anecdote, etc.
L’argumentation (plusieurs paragraphes)
·
présentez
les arguments sur lesquels s’appuient votre opinion
·
présentez
les exemples bien précis du film qui tentent à prouver que vous avez raison
(voir les critères dans la liste de contrôle, Annexe 3.8)
La
clôture (un
paragraphe)
·
résumez
brièvement votre opinion (deux ou trois phrases)
·
concluez
par une idée frappante: une question, une pensée philosophique, une
plaisanterie, etc.
Adaptée
de « Pour rédiger une opinion » dans Jean, Gladys. Avec Brio: Guide pratique
de communication. Toronto: Pearson Education 1996.
|
Catégorie |
Niveau 1 |
Niveau 2 |
Niveau 3 |
Niveau 4 |
|
Connaissances
: |
-
démontre une maîtrise limitée de la terminologie |
-
démontre une assez bonne maîtrise de la terminologie |
-
démontre une bonne maîtrise de la terminologie |
-
démontre une très bonne maîtrise de la terminologie |
|
Les
pronoms relatifs |
-
démontre une maîtrise limitée des pronoms |
-
démontre une assez bonne maîtrise des pronoms |
-
démontre une bonne maîtrise des pronoms |
-
démontre une très bonne maîtrise des pronoms |
|
Pensée
critique : Suite
logique des idées à travers l’amorce, le déclencheur, l’argumentation et la
clôture. |
-
manque, plus ou moins, de cohérence dans la suite des idées |
- suite
logique des idées assez cohérente |
- une
coherence assez serrée |
- très
cohérent, perspicace |
|
Application
: Intégation des
éléments de la cinématographie (ex., bande son, montage, etc.) dans la
discussion. |
-
certains éléments manquaient - n’a
pas suivi les directives |
- la
majorité des éléments s’y retrouvaient -
respect de quelques directives |
- bonne
application des éléments -
respect de la plupart des directives |
- très
bonne intégration des elements dans l’argumentation -
respect de toutes les directives |
|
Communication
: Clarté des
idées. Richesse
du vocabulaire et usage des expressions. Conventions
langagières. |
-
communciation des idées pas claires -
vocabulaire parfois erroné -
conventions parfois erronées |
-
communication des idées assez claires -
vocabulaire assez juste -
conventions erronées par moments |
- idées
communiquées clairement -
vocabulaire approprié -
conventions plus ou moins maîtrisées |
- idées
claires et précises -
vocabulaire très précis -
conventions appropriées |
Note: A student whose achievement is below
level 1 (50%) has not met the expectations for this assignment or activity.
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