Course Overview

Immersion French, Grade 11, University Preparation, FIF3U

Prerequisite: French Immersion, Grade 10, Academic

Curriculum Document: The Ontario Curriculum, Grades 11 and 12, French as a Second Language –

Core, Extended and Immersion, 2000

Course Description/Rationale

This course develops knowledge and language skills through the study of Francophone literature and culture from around the world. Students will study novels, plays, poems, short stories, films, and non-fiction works and produce written assignments in a variety of forms, including critiques and précis. They will also write a formal research essay. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course.

How this Course Supports the Ontario Catholic School Graduate Expectations

Students will be expected to listen, speak, read, write sensitively, and respond in French in light of Gospel values. They will be expected to be responsible citizens who respect the Catholic teachings of peace, justice, and the sacredness of human life.

Course Notes

This Course Profile demonstrates one way to organize the expectations for Immersion French, Grade 11, University Preparation from The Ontario Curriculum, Grades 11 and 12, French as a Second Language – Core, Extended and Immersion, 2000 curriculum policy document. All Overall and Specific Expectations are addressed in these units.

The themes selected are the result of a collaboration of the Catholic and Public School Boards. The following four units are suggestions.

Each unit integrates the expectations of the three strands of Oral Communication, Reading, and Writing. Each unit includes specific reading materials to complement the theme and relevant websites, where applicable. Teachers are encouraged to add other current available resources. There is a culminating activity in each unit that focuses on one of the three strands but contains expectations from each strand. Teachers should allocate some periods to review previously studied language structures and new language structures should be introduced throughout the units.

Units: Titles and Time

* Unit 1	Apprécions la francophonie	30 hours
* Unit 2	Préparons-nous à la recherche	18 hours
Unit 3	Découvrons un roman	35 hours
Unit 4	Appuyons notre opinion	27 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Apprécions la francophonie

Time: 30 hours

Unit Description

Through the study of fables, short stories, poems, songs, and plays, the students will gain an appreciation of Francophone culture around the world. The culminating activity will be a comparative study of genres covered in the unit. Students will apply appropriate strategies to read, understand, interpret, and present information in light of the Gospel values.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	RE1.01, OCV.02, OCV.03, OC1.01, OC3.01, OC3.03, OC3.05, REV.01, RE1.02, RE1.05, RE2.01, WRV.04, WR1.01, WR1.06, WR2.02, CGE 2b, CGE 2c, CGE 2d, CGE 3c, CGE 3d, CGE 3e	Thinking/Inquiry Communication Application Knowledge/ Understanding	Discover Fables
2	REV.02, REV.03, RE1.01, RE1.03, RE2.01, RE2.02, RE2.05, OC3.05, WRV.02, WRV.03, WR1.01, WR2.05, CGE 2b, CGE 2d, CGE 3e, CGE 4b, CGE 7f, CGE 7g	Thinking/Inquiry Knowledge/ Understanding Application Communication	Multicultural poems and songs
3	REV.01, REV.02, RE2.05, OCV.02, OCV.03, OC2.04, OC3.04, OC3.05, WR1.01, WRI.06, CGE 2c, CGE 3c	Thinking/Inquiry Knowledge/ Understanding Communication Application	Short Stories
4	REV.01, REV.03, OC3.04, OC3.05, CGE 4b	Knowledge/ Understanding Thinking/Inquiry	Excerpts from famous plays
5	RE1.03, RE2.03, WRV.03, WR2.01, CGE 5b	Thinking/Inquiry Communication	Comparative Study of Genres

Unit 2: Préparons-nous à la recherche

Time: 18 hours

Unit Description

The students will learn the methodology and the steps required to produce a literary/research essay. The strategies included in this unit are: brainstorming activities, the dissection of an example, the development of a plan and the writing of a 1000-1500 word research essay based on a literary topic. The students will use a variety of resources including the Internet, books from the Library/Resource Centre and various journals. The writing task will be assigned at the end of this unit, however, time will be allocated for research in the following two units.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	OCV.02, OC3.01, OC3.05, REV.02, REV.03, RE2.03, CGE 2a, CGE 5e	Knowledge/ Understanding Thinking/Inquiry	Different types of research
2	REV.02, OCV.02, CGE 2b CGE 4f	Thinking/Inquiry Communication	Available Resources
3	REV.01, REV.02, REV.03, RE1.05, RE2.01, RE2.04, RE2.05, OCV.02, OC3.05, WRV.01, WRV.02, WRV.03, WRV.06, CGE 2a	Thinking/Inquiry Communication Application	Elements of an Essay
4	WR1.04, WR1.05, WR2.02, WR2.04, OC2.03, CGE 1d, CGE 2c, CGE 2d, CGE 2e, CGE 3b	Application Thinking/Inquiry	Writing the Essay

Unit 3: Découvrons un roman

Time: 35 hours

Unit Description

The students will read a literary novel from a Francophone author. Through the analysis of the characters, the plot, and the themes, the students will gain a thorough understanding of the intricacies, cultural background, and era of the novel under study. In the culminating activity, the students will dramatize an alternate ending or a sequel to the novel. The study of the novel will emphasize the view of a Christ-centred person respectful of the diversity and interdependence of the world’s peoples and cultures.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	RE1.05, WRV.03, WR2.01, WR2.02, WR2.03, WR2.06, CGE 2b	Thinking/Inquiry Communication Application Knowledge/Understanding	Get to know the author and the era through a biography
2	OCV.03, OC3.01, REV.03, RE1.04, RE2.01, RE2.02, CGE 2b	Communication Knowledge/Understanding Thinking/Inquiry Application	Discover the novel through reading
3	REV.03, RE1.04, RE2.01, OC3.02, WRV.03, WR2.01, CGE 2b	Thinking/Inquiry Application Communication Knowledge/Understanding	Discover the characters
4	REV.03, WR1.01, WRV.04, CGE 2b	Knowledge/Understanding Thinking/Inquiry Communication/ Application	Study the plot
5	OC2.04, WR1.06, OCV.03, OC2.04, CGE 2b	Thinking/Inquiry Communication	Analyse the themes
6	OCV.03, OC3.01, OC3.02, OC3.05, CGE 2b, CGE 2c	Communication Knowledge/Understanding Application	Create and dramatize an alternate ending or sequel

Unit 4: Appuyons notre opinion

Time: 27 hours

Unit Description

The students will read and view various forms of Francophone non-fiction and respond to them orally and in writing. The students will learn how to lead a group discussion and participate in various debates. The culminating activity will be to debate a supported opinion on a controversial issue the students have researched. Students will apply appropriate strategies to locate, read, and understand information founded on the universal values of peace, justice, and solidarity. They will also demonstrate their critical and ethical understanding through discussion and writing using Christian values.

Unit Overview Chart

Cluster	Expectations	Assessment	Focus
1	OCV.01, OCV.03, OC1.01, OC1.02, OC1.03, CGE 1d, CGE 2a	Knowledge/Understanding Thinking/Inquiry Application	View a documentary and react to issues expressed through a class discussion
2	OCV.03, OC2.02, OC3.03, OC3.05, CGE 2c, CGE 4a, CGE 5e	Communication Application	Learn how to lead a group discussion
3	RE1.05, WRV.01, WRV.02, WRV.03, WR1.02, CGE 2b	Thinking/Inquiry Communication	Read and respond in writing to a non-fiction text
4	RE1.05, RE2.04, WR1.03, WR1.06, WR2.01, WR2.02, WR2.03, WR2.06, CGE 1d, CGE 4g	Thinking/Inquiry Application Communication Knowledge/Understanding	Find, read and write a supported opinion on a current controversial issue
5	OCV.02, OC2.01, OC2.02, OC2.04, CGE 2a, CGE 2c	Knowledge/Understanding Thinking/Inquiry Communication	Present their supported opinion and lead a debate

Teaching/Learning Strategies

The Teaching/Learning Strategies outlined in these units are directly linked to the learning expectations and their corresponding assessment strategies. They have also been developed to maintain the students’ interest and involvement in order to maximize student achievement. Teachers should review Unit Planning Notes and the Teaching/Learning Strategies chart appropriate to the specific unit for optimum delivery of course material. (See Teaching/Learning Strategy table.)

Assessment & Evaluation of Student Achievement

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Instructional strategies include the following:

· Brainstorming

· Buddy system

· Cloze

· Collaborative/cooperative learning

· Community involvement

· Computer assisted learning

· Conferencing

· Debating

· Demonstration

· Direct teaching

· Directed reading-thinking activity

· Discussion

· Expository text frames

· Expressing another point of view

· Guided reading

· Guided writing

· Homework

· Improvisation

· Independent reading/study

· Memorizing

· Mnemonic devices

· Note making

· Open-ended questions

· Oral explanation

· Peer practice

· Read aloud

· Reading response

· Research

· Review

· Role playing

· Semantic feature analysis

· Technology

· Writing process

Assessment Tools:

· Anecdotal record

· Checklist

· Rating scale

· Rubric

· Marking scheme

Assessment Strategies:

· Classroom presentation

· Conference

· Essay

· Interview

· Observation

· Performance task

· Portfolio

· Questions and answers

· Quizzes, tests, examinations

· Select response

· Self assessment

Reporting Student Achievement

A final grade is recorded for the Grade 11 French Immersion course and a credit is granted if the student’s grade is 50 % or higher.

The final grade is determined as follows:

· 70 % of the grade is based on assessment and evaluations throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement.

· 30 % of the grade is based on a final evaluation in the form of an examination, performance, essay and/or other method of evaluation suitable to the course content and administered towards the end of the course.

Accommodations

Teachers should refer to exceptional students’ IEPs. The following chart lists some accommodations according to the strands.

Oral Communication

Reading

Writing

Assessment

· provide organizational strategies to assist in the preparation of planned oral presentations (e.g., speeches)

· provide extra time for processing

· provide many opportunities to develop oral language skills

· involve student in school, area and/or provincial events (e.g., Concours Oratoire)

· allow student to tape lessons for more intensive review at a later time

· support oral instruction with print or visual aids whenever possible

· provide a written summary for videos and films for hard of hearing students

· match reading materials to the student's reading level

· encourage oral discussion prior to and after reading to increase the student's level of comprehension

· provide opportunities for alternate modes for information sharing (e.g., videos, plays, graphics, tapes) and to support reading comprehension

· provide appropriate technology for screen readers

· allow additional time for completion of reading activities

· provide enlarged, taped books or Braille

· encourage the student to ask for clarification

· provide models of the writing process

· have the student use a computer for word processing, proofreading, editing

· provide frequent opportunities for feedback on the student’s draft writing

· allow additional time for submission of writing and/or assist the student with ‘chunking’ the writing assignment for draft submission

· teach visual strategies for note making (e.g., diagram/picture to represent content)

· provide opportunities to write for a variety of purposes: class play, school newspaper, pamphlets, advertising, scripts

· provide reinforcement exercises for extra practice

· adapt the assessment format (e.g., oral, practical demonstration, interview, construction, tape-recorded test)

· read or clarify questions and encourage student to rephrase questions, in his/her own words

· highlight key words or phrases for emphasis

· make use of oral tests or provide the student with a reader or a scribe

Resources

Note Concerning Permissions

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.

Teachers are encouraged to use the resources that are available in their own school. They may choose Francophone fables, songs, poems, plays, novels, documentaries and short stories at their own discretion.

Beaumont, Yvonne and Blais, Réjean. Propos. Montreal: Guérin, 1986. ISBN 0 7601 1391 4

Bescherelle: L’art de conjuguer. Montreal: Éditions Hurtibise, 1998. ISBN 2-89428-259-1

Beelen Woody, Diane. Pratique de l’écriture, Niveau intermédiaire 2. Toronto: Addison Wesley, 1996. ISBN 0 201 83601 7

Boyles, Sadie M., Langridge, Gertrude A. et al. Chacun son goût. Don Mills: Academic Press Canada, 1969. ISBN 0 7747 1080 2

Brearley, Katherine T. et McBride, Rose-Blanche. Nouvelles du Québec. Scarborough: Prentice Hall Canada inc., 1988. ISBN 0 13 625450 0

Carter, Bonnie et Bolger, Georgette. Getting Assessment Right: French As a Second Language, Grades 9 and 10. Barrie: Data Based Directions, 2000. ISBN 1-894369-15-7

Collet, Paulette et Milani, Frank. Objectifs, langue et littérature: une approche thématique. Toronto: Copp Clark Pitman, 1988. ISBN 0 7730 4708 5

Connolly, Anne-Marie. Messages et Discours. Montreal: Guérin, 1992. ISBN 2 7601 2416 9

Delson-Karan, Myrna. “Les symboles dans la Petite Poule d’eau de Gabrielle Roy”. The Canadian Modern Language Review, V. 43 (January 1987): 357-363

David, Michel. Parole Vivantes. Montreal: Guérin, 1992. ISBN 2-7601-2451-7

DeRoussy de Sales, R. Histoires célèbres. Lincolnwood, Illinois: National Textbook Company, 1993. ISBN 0-8442-1204-3

Ed. Manson, J.E. Contes Choisis de Guy de Maupassant. Toronto: Irwin Publishing, 1967.
ISBN 07720 0444 7

Harvey, Carol. “Le Mur de Jean-Paul Sartre Techniques et philosophie de la caractérisation.” The Canadian Modern Language Review, V. 43 (October 1986): 79-86

Je me souviens, Coffret commémoratif de la chanson québécoise, MUSICOR, GSIMUSIQUE

La Fontaine, Jean de. Fables Choisies Tome 1. Paris: Librairie Larousse, 1971. ISBN2-03-870076-1

La Fontaine, Jean de. Fables Choisies Tome 2. Paris: Librairie Larousse, 1971. ISBN 2-03-034506-7

Lagarde et Michard. Collection Littéraire du XVIe au XXe siècle. Paris: Les Éditions Bordas

Mollica, Anthony, La Rochelle, Bernadette et al. Reflets d’un pays, poèmes et chansons: Guide pédagogique. Toronto: Ed. Soleil Publishing inc., 1991. ISBN 0 921831 07 2

Mollica, Anthony et La Rochelle, Bernadette. Reflets d’un pays, poèmes et chansons. Toronto: Ed. Soleil Publishing inc., 1990. ISBN 0 921831 03 X

Maupassant, Guy de. Contes et nouvelles. Paris: Albin Michel, 1957.

Renaud, Laurier. Protocole de la présentation et de la rédaction des travaux écrits. Montreal: Guérin, 1988. ISBN 2 7601 2263 8

Robertson, Hugh. The Research Essay. 4th ed. Toronto: Piperhill Publications, 1999.
ISBN 0-9693068-6-5

Roy, Gabrielle. Rue Deschambault. Montreal: Beauchemin, 1967.

Thériault, Yves. Aaron. Montreal: Collection “Québec 10/10”. Les Quinze, 1981. ISBN 2 89026 282 0

Thompson, Peter S. Littérature du monde francophone: une anthologie. Lincolnwood, Illinois: National Textbook Company in Canada, 1998. ISBN 0 8442 1588 0

Von der Porten, Edward. Write in Style. Logan: The Perfect Form Company, 1981.

Walker, David and Walker, Muriel. Pratique de la lecture: Niveau Intermédiaire 2. Toronto: Addison Wesley. 1996. ISBN 0 201 836 2 3

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-Press

- http://www.wash.afp.com/francais/liens

List of Francophone media links

French Language News and Magazines site from MIT

- http://www.wash.afp.com/francais/liens/

Guide de Rédaction des Travaux Universitaires

- http://www.uottawa.ca/academic/socsci/guide-fr.html

- http://www.ctf-fce.ca/

L’Actualité Politique, Sociale et Culturelle de nombreux pays francophones

- http://clicnet.swarthmore.edu/presse.ecrite.html

Journal de Montréal

- http://www.journaldemontreal.com/

Journal de Québec

- http://www.jounaldequebec.com/

La Presse

- http://lapresse.infinit.net/

Le Devoir

- http://www.ledevoir.com/

Radio Canada Francomania

- http://radio-canada.ca/francomania

Guy de Maupassant

- http://www.bartleby.com/195/1020.html

Jean-Paul Sartre

- http://members.aol.com/DonJohnR/Philosophy/Sartre.html

OSS Considerations

Ontario Ministry of Education and Training. The Ontario Curriculum, Grades 11 and 12, French as a Second Language-Core, Extended, and Immersion French, 2000.

The Ontario Ministry of Education and Training. The Ontario Curriculum Grades 9 to 12, Program Planning and Assessment 2000.

Coded Expectations, French Immersion, Grade 11, University, FIF3U

Oral Communication

Overall Expectations

OCV.01 · demonstrate an understanding of various forms of media works (e.g., films, television documentaries);

OCV.02 · express ideas and opinions relating to a variety of 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 – identify and demonstrate an understanding of a range of accents as well as some dialects from the francophone world (e.g., accents and expressions from different regions of France and Canada);

OC1.02 – react to issues expressed in media reports, films, oral presentations (e.g., by analysing and agreeing or disagreeing with the point of view put forward);

OC1.03 – identify and interpret the emotion and intention of a speaker (e.g., by interpreting tone of voice, facial expressions, gestures, and nuances of language).

Speaking

OC2.01 – defend or refute a point of view as a follow-up to a classroom experience (e.g., participate in a panel discussion after viewing a film or a play or reading a poem);

OC2.02 – lead a group discussion on a particular topic by encouraging individual participation, asking questions to stimulate an exchange of views, clarifying and summarizing ideas and comments put forward, and moderating the discussion;

OC2.03 – present an independently researched paper (15–20 minutes in length) based on a literary topic (e.g., the relationship between authors’ works and the period in which they wrote), and respond to questions from the audience;

OC2.04 – debate formally and informally issues arising from their reading of literary and other works.

Application of Language Conventions

OC3.01 – recognize and use appropriate language structures (see language structures for French Immersion, Grade 11, p. 43);

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 · read a variety of literary and other works to gain an appreciation of francophone culture around the world;

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

REV.03 · identify and understand language conventions used in their reading materials.

Specific Expectations

Comprehension and Response to Text

E1.01 – interpret the message contained in poems, songs, or fables written by a variety of authors (e.g., Rénaud Séchan, Gilles Vigneault, La Fontaine);

RE1.02 – identify and describe a recurring theme (e.g., childhood experiences) in the works of a particular author (e.g., Gabrielle Roy);

RE1.03 – compare cultural similarities and differences found in two to three French- speaking communities described in reading material;

RE1.04 – discuss a literary work, identifying the author’s literary style and describing the characters’ development;

RE1.05 – identify and describe the author’s purpose in a literary or non-fiction work and explain how the work reflects contemporary issues or concerns.

Application of Language Conventions

RE2.01 – recognize and use appropriate language structures (see language structures for French Immersion, Grade 11, p. 43);

RE2.02 – recognize the vocabulary variations typical of different geographical areas where French is spoken (e.g., magasiner – Québec, faire des courses – France; charrue – Québec, chasse-neige – France);

RE2.03 – compare and contrast the form and style of various genres (e.g., poems, essays, plays, short stories, novels);

RE2.04 – expand their working vocabulary with words from a variety of subjects (e.g., history, science, technology);

RE2.05 – use regional dictionaries (e.g., a dictionary of Canadian French) to become familiar with language diversities from region to region.

Writing

Overall Expectations

WRV.01 · create written texts based on class discussions, individual research, or topics of personal interest;

WRV.02 · write clearly, logically, coherently, and persuasively on a broad range of topics in a variety of forms;

WRV.03 · select the appropriate form and style to communicate ideas, information, and opinions;

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

Specific Expectations

Communication of Information and Ideas

WR1.01 – write in a variety of forms (e.g., a précis of stories or articles, a newspaper article);

WR1.02 – write letters in an appropriate style for a variety of purposes (e.g., applications, résumés, business and personal letters);

WR1.03 – write an essay (a minimum of 500 words) that presents arguments to defend an opinion;

WR1.04 – produce a plan for a research project, including specific questions to be answered, a list of sources to be consulted, and an estimate of the time required for each stage of the project;

WR1.05 – write a well-organized research paper (1000–1500 words) complete with footnotes and bibliography;

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 French Immersion, Grade 11, p. 43);

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

WR2.03 – identify anglicisms used in their written work;

WR2.04 – quote sources using appropriate footnotes and compile a bibliography for a written assignment;

WR2.05 – use regional dictionaries (e.g., a dictionary of Acadian French) to become familiar with language diversities from region to region;

WR2.06 – 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 1 | Unit 2 | Course Profiles Main Menu

Acknowledgments

Prerequisite: French Immersion, Grade 10, Academic

Course Description/Rationale

How this Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Apprécions la francophonie

Unit Overview Chart

Unit 2: Préparons-nous à la recherche

Unit Overview Chart

Unit 3: Découvrons un roman

Unit Overview Chart

Unit 4: Appuyons notre opinion

Unit Overview Chart

Teaching/Learning Strategies

Assessment & Evaluation of Student Achievement

Reporting Student Achievement

Accommodations

Resources

OSS Considerations

Oral Communication

Overall Expectations

Specific Expectations

Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations