Course Profile Immersion French, Grade 11, University Preparation, Catholic and Public

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 Synopsis Chart

Activity		Time	Expectations	Assessment	Task
1	Different types of research	Total: 200 min
1.1	What do the students know?	20 min	OCV.02, OCV.03, OC3.01, OC3.05	Communication Thinking/Inquiry	Brainstorm the different types of research that exist.
1.2	Comparison of a variety of research papers with an emphasis on the thesis and the arguments	120 min	REV.02, REV.03, RE2.03	Knowledge/ Understanding Thinking/Inquiry	Read and compare extracts from a variety of essays and classify them. *Annexe 1
1.3	Examining different styles and their usage in a research paper	60 min	OCV.02, REV.02, RE2.03	Thinking/Inquiry	Discover the different styles in the essays * Annexe 2
2	Available resources	Total: 370 min
2.1	The study of two short stories to discover the literary elements and possible subjects for students’ research	160 min	REV.01, REV.02, REV.03, RE1.05	Knowledge/ Understanding Thinking/Inquiry	Read two short stories to discover how literary elements are used. With the help of the teacher, decide on a thesis.
2.2	How to proceed when doing research	30 min	REV.02, OCV.02	Knowledge/ Understanding	Explore and discuss different tools available for researching a topic in the Library/Resource Centre.
2.3	Note-taking skills	20 min	WRV.01, WRV.02	Knowledge/ Understanding Thinking/Inquiry	Take notes and organize them in usable formats for writing essays.
2.4	Research in the Library/Resource Centre in a specific topic	160 min	RE2.04, RE2.05, REV.03	Knowledge/ Understanding	Research the chosen subject in the Library/Resource Centre. Take notes that will accompany the final draft.
3	Elements of an essay	Total: 60 min
3.1	Protocol of an essay	60 min	OCV.02	Communication	Use standardized protocol in the essay. *Annexe 3
4	Writing the essay	Total: 450 min
4.1	Writing the basic outline of the essay	100 min	WR1.04, WRV.03, WR2.06	Communication Application	Start the writing of the research essay.
4.2	First Draft/Final Product	200 min	RE2.01, WR1.05, WR1.06, WR2.01, WR2.02, WR2.03, WR2.04, WRV.04	Communication Application	Write the first draft and the final product on the chosen topic. *Annexe 3
4.3	Presentation	150 min	OC2.03, OC3.01, OC3.02, OC3.04, OC3.05, OCV.03, OC3.05	Communication Application	Present the essay to the class. *Annexe 4

Activity 1.1: What do the students know?/Découvrir les connaissances de

l’apprenant

Time: 20 minutes

Description

Students will learn to identify different types of research essays, using a brainstorming format. At the end of this activity, the teacher will distribute and explain the final task – to write and present a research/literary essay of 1000 to 1500 words.

Strand(s) & Learning Expectations

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;

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

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

Prior Knowledge & Skills

The knowledge acquired to this point.

Reference: The Ontario Curriculum, Grades 9 and 10, French as a Second Language, pp. 41-42 (writing expectations and language structures)

Planning Notes

The teacher will discover what kinds of research the students have studied. If there are important gaps, the teacher will ensure that students understand the vocabulary used in research/literary essays.

Examples: scientific essays, literary essays, historic essays

Vocabulary: statistics, graphs, thesis, arguments, sources (primary, secondary), work cited, quotations, etc.

Teaching/Learning Strategies

L’enseignant va :

· d’une façon socratique faire ressortir les étapes à suivre quand on fait une dissertation de recherche (e.g., : thèse, arguments, points d’appui…)

· commencer avec une question (e.g., : Qui fait une recherche et pourquoi? Comment fait-on une recherche?)

· faire ressortir et expliquer le vocabulaire, (e.g., : ressources primaires, secondaires, tertiaires, bibliographie, style, citation, etc.)

L’apprenant va :

· Fournir ses connaissances sur la recherche dans une discussion dirigée par l’enseignant

Assessment & Evaluation of Student Achievement

Purpose

Strategy

Tool

Category

- Assess oral communication

- Brainstorming

- Checklist

- Communication;

- Thinking/Inquiry

Accommodations

· Aid in oral communication by providing precise vocabulary

· Peer assistance

Resources

Beelen Woody, Diane. Pratique de l’écriture. Don Mills: Addison-Wesley, 1996. ISBN 0-201-83601-7

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

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

Von der Porten, Edward. Write In Style. Logan: The Perfection Form Company, 1981.

Activity 1.2: Comparison of a variety of research papers with an emphasis on the

thesis and the arguments/Comparer une varieté de recherches

Time: 120 minutes

Description

With the help of the teacher, students will read and compare a variety of different excerpts from literary essays to underscore the structure and thought process involved in writing a literary essay (e.g., thesis, arguments, sources used). Each group will present the thesis, quotations, sources, and arguments found in each example supplied.

Strand(s) & Learning Expectations

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

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

Prior Knowledge & Skills

Students will put into practice the knowledge acquired regarding literary essays that they learned in the brainstorming Activity 1.1.

Planning Notes

The teacher will provide excerpts from a variety of literary essays. The language should be at an appropriate grade level. Emphasis will be placed on how the author states the thesis and supports it in a logical fashion. Annexe 1 can be used for this activity.

Teaching/Learning Strategies

L’enseignant va :

· fournir des exemples de diverses dissertations littéraires (Les symboles dans la Petite Poule d’eau de Gabrielle Roy et Le Mur de Jean-Paul Sartre Techniques et philosophie de la caractérisation)

· expliquer le vocabulaire clé

· diriger la discussion pour faire découvrir aux apprenants les caractéristiques uniques aux dissertations littéraires

L’apprenant va :

· lire des extraits de diverses dissertations littéraires

· participer à une discussion dirigée par l’enseignant

· identifier les caractéristiques d’une dissertation littéraire

· travailler en groupe de deux ou trois et présenter oralement leur exemplaire à la classe

Assessment & Evaluation of Student Achievement

Purpose	Strategy	Tool	Category
- Assess understanding of elements in a research essay	- Group Work	- La logique d’un travail de recherche (Annexe 1) et la grille d’évaluation (Annexe 4)	- Knowledge/Understanding; - Thinking/Inquiry

Accommodations

· Choose a variety of literary essays to accommodate varying comprehension.

· Enlarge or tape-record text.

· Provide extra explanation or notes to students that need them.

Resources

Annexe 1- La logique d’un travail de recherche

La liste d’exemples tirés de chaque groupe

Les thèmes sont aux choix de l’enseignant (comparaison/traitement de thèmes, de personnages, de style, etc.)

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.

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.

Activity 1.3: Examining different styles and their usage in a research paper/

Examiner les styles et leurs usages dans la dissertation littéraire

Time: 60 minutes

Description

The teacher will point out the elements of style that are unique to each type of essay: informative, descriptive, narrative, and argumentative.

Strand(s) & Learning Expectations

OCV.02 - express ideas and opinions relating to a variety of topics based on class discussions, individual research, and personal interests;

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

Prior Knowledge & Skills

Students will put into practice what they have learned in Unit 1 and in Activities 1.1 and 1.2 of this unit.

Planning Notes

The teacher should briefly explain the key aspects of each style and when to use them. Annexe 2 can be used for this activity.

Teaching/Learning Strategies

L’enseignant va :

· Expliquer les styles de l’écrit (e.g., : informatif, descriptif, narratif, argumentatif et quand les utiliser)

L’apprenant va :

· Compléter l’Annexe 2 avec l’aide du professeur

Assessment & Evaluation of Student Achievement

Purpose	Strategy	Tool	Category
Assess the understanding of the form and style of various genres	Fill out Annexe 2 and be sure notes are taken correctly	Annexe 2	Thinking/Inquiry

Accommodations

· Pair exceptional students strategically with someone who can help them

· Ensure that sample essays are at the reading level of each group.

Resources

Beelen Woody, Diane. Pratique de l’écriture. Don Mills: Addison-Wesley, 1996.
ISBN 0-201-83601-7

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

Activity 2.1: The study of two short stories to discover the literary elements and

possible subjects for students’ research/La lecture de deux contes assez courts

Time: 160 minutes

Description

Through the reading of two short stories, students will become familiar with literary elements (e.g., theme, characters, point of view, style). At the same time, they will discover a subject that interests them and one that can be used for their research essay. Students formulate their thesis which will relate to a literary subject in francophone literature.

Strand(s) & Learning 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;

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.

Prior Knowledge & Skills

Students have been exposed to and studied short stories in Grades 9 and 10. They have also reviewed literary elements in Unit 1,« Apprécions la francophonie ». This knowledge will help the students understand literary elements (e.g., themes, style, etc.).

Planning Notes

The teacher will prepare a review of the necessary steps to write a research literary essay. Students will need to review the literary elements. The teacher will choose short stories that are at the students’ grade level.

Teaching/Learning Strategies

L’enseignant va :

· fournir les étapes d’une dissertation

· diriger la discussion sur les caractéristiques d’un conte et sur les sujets/thèmes y compris

· fournir des notes explicatives sur les éléments du conte

L’apprenant va :

· lire deux contes courts

· participer à une discussion dirigée sur les caractéristiques littéraires d’un conte

· identifier les sujets/thèmes qui pourront servir de sujet pour le projet de recherche

Assessment & Evaluation of Student Achievement

Purpose	Strategy	Tool	Category
- Student defines his/her thesis after studying elements of style in short stories	- Teacher reviews student’s thesis and gives suggestions	- Define thesis in an explanatory paragraph	- Knowledge/ Understanding; - Thinking/Inquiry

Accommodations

· Choose a variety of short stories at the comprehension level of exceptional students.

· Enlarge or tape-record text.

· Provide explanations to students who need them.

Resources

De Roussy de Sales, R. Histoires célèbres. Lincolnwood Illinois: National Textbook Company, 1993. ISBN 0-8442-1404-3

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

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

Thompson, Peter S. Littérature moderne du monde francophone : une anthologie. Lincolnwood Illinois: National Textbook Company, 1998.

Walker, David and Walker Muriel. Pratique de la lecture. Don Mills: Addison-Wesley, 1996.
ISBN 0-201-83620-3

Activity 2.2: How to proceed when doing research/Les habiletés de la recherche

Time: 30 minutes

Description

With the help of the library staff and the teacher, the student will discover and use the variety of research materials available. These will include: the Internet, books, encyclopedias, journal articles, and magazines.

Strand(s) & Learning Expectations

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

OCV.02 - express ideas and opinions relating to a variety of topics based on class discussions, individual research, and personal interests.

Prior Knowledge & Skills

Knowledge learned at the secondary level: we are assuming that students have had some experience doing research on the Internet.

Planning Notes

The teacher will invite library staff to explain various research techniques. It is important to point out French search engines and websites appropriate for the students’ essays.

Teaching/Learning Strategies

L’enseignant va :

· expliquer l’importance du plan squelette et son format

· conférer ou discuter avec la bibliothécaire affin de bien organiser la recherche à la bibliothèque/Centre de ressource

· s’assurer que les apprenants savent utiliser l’internet, les livres de recherches, les encyclopédies et les revues

L’apprenant va :

· écouter les renseignements de la bibliothécaire ou de l’enseignant et prendre des notes si c’est nécessaire

· compléter son plan squelette

Assessment & Evaluation of Student Achievement

Purpose	Strategy	Tool	Category
The student will be exposed to resources to aid in his/her research	Teacher will ensure that computers, Library/Resource Centre resources and personnel are available.	Outline of a research paper (see Annexe 3 for due dates)	Knowledge/Understanding

Accommodations

Provide help with research techniques and the use of the Internet to students who may not be familiar with new technology.

Resources

The Internet, books, on-line encyclopedias, magazines and journals

Guy de Maupassant – http://www.bartleby.com/195/1020.html

General information on Guy de Maupassant and his works

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

General information on Jean-Paul Sartre and his works

Activity 2.3: Note-taking skills/La production des notes de recherche

Time: 20 minutes

Description

In order to write an essay the students must organize their material in logical sequence. They will achieve this by learning note-taking skills.

Strand(s) & Learning 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.

Prior Knowledge & Skills

Students will need to be familiar with vocabulary and language structures required to take notes.

Planning Notes

The teacher will explain different note-taking methods (see Resources). These methods are: notepaper method, index card method, and computer method.

Teaching/Learning Strategies

L’enseignant va :

· fournir des notes explicatives sur les différentes façons de garder des notes de recherche lisibles et précises

L’apprenant va :

· prendre des notes selon les techniques apprises

· se préparer avec le matériel nécessaire pour prendre des notes e.g., : cartes indexes, stylos de différentes couleurs…

Assessment & Evaluation of Student Achievement

Purpose	Strategy	Tool	Category
- Arrange notes in logical sequence	- Teacher will ensure that student’s notes are done accurately and arranged logically	- Observation and Feedback	- Knowledge Understanding; - Thinking/Inquiry

Accommodations

· Provide worksheet to aid in note taking.

· Encourage the student to ask for clarification.

· Teach visual strategies for note taking (e.g., use of diagram/picture to represent content).

Resources

Robertson, Hugh. The Research Essay. 4e éd., Toronto, Piperhill Publications, 1999.

ISBN 0-9693068-6-5

Activity 2.4: Research in the Library/Resource Centre on a specific topic/

Recherche à la Bibliothèque/Centre de ressources sur le sujet choisi

Time: 160 minutes

Description

Students will conduct their research and take notes on their chosen subject. The notes will accompany the final product so that the teacher may follow the logic of the students.

Strand(s) & Learning Expectations

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;

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

Prior Knowledge & Skills

Students will apply what they have learned in Activities 2.2 and 2.3.

Planning Notes

The teacher will provide 160 minutes (two periods) for research.

Teaching/Learning Strategies

L’enseignant va :

· aider les apprenants au besoin

L’apprenant va :

· utiliser les ressources disponibles à la Bibliothèque/Centre de ressources ainsi que l’internet

Assessment & Evaluation of Student Achievement

Purpose	Strategy	Tool	Category
- Ensure that students incorporate technical language appropriate to their subject	- Library/Resource Centre, computers and personnel are available to students	- Observation, feedback, and conferencing	- Knowledge/Understanding

Accommodations

· Be available to students who need extra help.

· Encourage students to ask for clarification.

Resources

The Internet and resources from the Library/Resource Centre.

Activity 3.1: Protocol of an essay/Le protocole de la dissertation

Time: 60 minutes

Description

Using resources below, the teacher will provide the protocol to be used in the research/literary essay and will explain the rubric (Annexe 3) which outlines various due dates and the criteria to be evaluated.

Strand(s) & Learning Expectations

OCV.02 - express ideas and opinions relating to a variety of topics based on class

discussions, individual research, and personal interests.

Prior Knowledge & Skills

Knowledge acquired in Grades 9 and 10

Reference: The Ontario Curriculum Grade 9 and 10, French as a Second Language, Writing expectation p.41

Planning Notes

The teacher will need to obtain the document, Protocole de présentation et de rédaction des travaux écrits, or its equivalent. As this document was published in 1988, the protocol for citing Internet sources are not included. Consult library staff for current practices.

Teaching/Learning Strategies

L’enseignant va :

· fournir des notes explicatives sur le protocole utilisé dans une dissertation littéraire et de recherche

· fournir une grille d’évaluation et l’expliquer

L’apprenant va :

· prendre des notes

· poser des questions afin de comprendre les attentes de la tâche finale

Assessment & Evaluation of Student Achievement

Purpose	Strategy	Tool	Category
- Understanding standard conventions in the written presentation of the essay	- Be sure notes are accurate and complete	- Evaluation of research notes	- Communication

Accommodations

· Provide a worksheet and examples to outline the protocol of an essay.

· Encourage students to ask for clarification.

Resources

Le travail de recherche – Annexe 3

Renaud, Laurier. Protocole de présentation et de rédaction des travaux écrit. Montréal: Guérin, 1988.

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

Activity 4.1: Writing the basic outline of the essay/Rédiger le plan squelette final

de la dissertation de recherche

Time: 100 minutes

Description

Students will write their plan including an introductory sentence, a well-defined thesis, and three arguments, each of which will be supported by an appropriate number of points. The teacher will provide feedback to ensure that the student is proceeding correctly.

Strand(s) & Learning Expectations

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;

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

WR2.06 - use French-English and French dictionaries to verify spelling, confirm the meaning of newly acquired words and phrases, and expand their vocabulary.

Prior Knowledge & Skills

Students will apply knowledge learned in Activities 1.2 and 2.1.

Planning Notes

The teacher will ensure that the students have narrowed their focus and chosen an appropriate thesis. Arguments and supporting points should be arranged in logical order. If there is not enough time to complete the work in class, the students will complete the work at home. See Resources for details of writing an outline.

Teaching/Learning Strategies

L’enseignant va :

· fournir des notes explicatives sur les étapes à suivre pour bien construire un plan squelette

· corriger le plan du point de vue structure et fournir des renseignements pour améliorer son produit

L’apprenant va :

· à l’aide des étapes données, rédiger un plan squelette pour son projet de recherche

Assessment & Evaluation of Student Achievement

Purpose	Strategy	Tool	Category
- Student will proceed with his/her research completing an outline of the essay	- Library/Resource Centre, computers and personnel available for students	- Student/Teacher conference	- Communication; - Application

Accommodations

· Conference with exceptional students as help is needed

· Encourage drafts and suggest ways to improve drafts

Resources

Bescherelle de la grammaire, des verbes

Dictionnaire Français/Anglais et Français

Beelen Woody, Diane. Pratique de l’écriture. Don Mills: Addison-Wesley, 1996. ISBN 0-201-83601-7

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

Activity 4.2: First draft/Final product/Premier essai/produit final

Time: 200 minutes

Description

Students write the first draft of their essay. After conferencing with a peer editor and the teacher, students make revisions and hand in a final draft on the due date.

Strand(s) & Learning Expectations

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

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;

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;

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

Prior Knowledge & Skills

The knowledge acquired to this point.

· Reference: The Ontario Curriculum Grades 9 and 10, French as a Second Language, p. 41-42 (writing expectations and language structures)

Planning Notes

The research/literary essay will be assigned in Unit 2 but will be due at the end of Unit 3 or the beginning of Unit 4. The final product will be completed outside of classroom hours. The teacher will facilitate that computers availability for students.

Teaching/Learning Strategies

L’enseignant va :

· conférer ou discuter avec l’apprenant selon le besoin

· s’assurer que l’apprenant comprenne le protocole ci-inclus la bibliographie et les citations

L’apprenant va :

· rédiger sa dissertation de recherche littéraire selon le plan corrigé par l’ami-rédacteur et l’enseignant

Assessment & Evaluation of Student Achievement

Purpose

Strategy

Tool

Category

- Students complete first and final draft of their essay

- Library/Resource Centre, computers and personnel available for students

- Peer conferencing and student/teacher conference

- Rubric

- Communication;
- Application

Accommodations

· Provide models of the writing process.

· Have the exceptional student use a computer for word processing, proofreading, and editing.

· Encourage drafts and suggest ways to improve drafts.

· For additional accommodations see writing accommodations in course overview.

Resources

Beelen Woody, Diane. Pratique de l’écriture. Don Mills: Addison-Wesley, 1996. ISBN 0-201-83601-7

Bescherelle de la grammaire, des verbes

Dictionnaire –Français/Anglais et Français

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

Thesaurus

Activity 4.3: Presentation/Présentation de la dissertation de recherche littéraire

Time: 150 minutes

Description

Students will give an oral presentation based on their essay. It will be presented in a creative manner using a variety of styles (e.g., songs, dialogue, play) that will capture the attention of the audience.

Strand(s) & Learning Expectations

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;

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;

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

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

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

Prior Knowledge & Skills

Reference: The Ontario Curriculum Grade 9 and 10, French as a Second Language,
oral communication expectation, p. 39.

Planning Notes

The length of this activity will depend on the number of students in the class. The oral presentation will be done at the end of Unit 3 or the beginning of Unit 4. Students will prepare for this presentation on their own time.

Teaching/Learning Strategies

L’enseignant va :

· aider l’élève au besoin

· évaluer la présentation orale en se servant de l’annexe 4 (grille d’évaluation de la présentation orale)

L’apprenant va :

· préparer sa présentation en utilisant divers appareils audio-visuels

· pratiquer à l’avance de la présentation

· s’occuper de réserver les appareils nécessaires pour sa présentation

· présenter sa dissertation devant la classe

Assessment & Evaluation of Student Achievement

Purpose	Strategy	Tool	Category
- Determine if students can provide a synopsis of their essay in a creative fashion that is suitable to their audience.	- Classroom presentation	- Rubric (Annexe 4)	- Communication; - Application

Accommodations

· Provide organizational strategies to assist in the preparation of planned oral presentations.

· Provide many opportunities to develop oral language skills.

· For additional accommodations see writing accommodations in course overview.

Resources

Audio-visual material (overhead projector, television/VCR, etc.)

Annexe 4, La grille d’évaluation – La présentation orale

Annexe 1

La logique d’un travail de recherche

Identifier la thèse

__________________________________________________________________________________

Argument #1

__________________________________________________________________________________

Argument #2

__________________________________________________________________________________

Argument #3

__________________________________________________________________________________

Conclusion :

__________________________________________________________________________________

Les sources primaires :

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

Les sources secondaires :

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

Les sources tertiaires :

1. __________________________________________________________________________________

2. __________________________________________________________________________________

3. __________________________________________________________________________________

Annexe 2

Les différents styles de l’écrit

Le style	Description et utilisation
L’écrit informatif
L’écrit descriptif
L’écrit narratif
L’écrit argumentatif

Annexe 3

Le travail de recherche

Mon projet de recherche ______________________________________________________

Nom de l’élève : ______________________________

Date limite des étapes : 1. la thèse ________________________________

2. les notes _______________________________

3. le plan squelette ___________________________

4. le premier essai ____________________________

5. rédaction par un ami ________________________

6. produit final _______________________________

7. présentation _______________________________

Attentes : Suivre le protocole de la dissertation de recherche

Compétences	Niveau 1	Niveau 2	Niveau 3	Niveau 4
Connaissances/ Compréhension : Compréhension du sujet choisi	Démontre une compréhension limitée du sujet choisi	Démontre une compréhension partielle du sujet choisi	Démontre une compréhension générale du sujet choisi	Démontre une compréhension complète du sujet choisi
Réflexion/recherche : Arguments clairs et logiques	La thèse est définie mais les arguments ne sont pas bien appuyés.	La thèse est définie mais les arguments ne sont que partiellement appuyés	La thèse est bien définie et les arguments sont bien appuyés	La thèse est bien définie et les arguments soutiennent et justifient la thèse.
Communication : L’utilisation du langage Style facile à lire	Le vocabulaire est très simple Les idées ne se suivent pas logiquement	Le vocabulaire est simple Les points sont logiques mais manquent de fluidité	Le vocabulaire est varié Les phrases et les paragraphes s’enchaînent avec fluidité	Le vocabulaire est varié et précis. Les phrases et les paragraphes s’enchaînent avec grande fluidité
Mise en application : Le protocole est bien utilisé Les notes et le processus de la recherche	Démontre une compréhension limitée du protocole Démontre une compréhension limitée de la recherche et de la méthode de prendre des notes	Démontre une compréhension partielle du protocole Démontre une compréhension partielle de la recherche et de la méthode de prendre des notes	Démontre une compréhension générale du protocole Démontre une compréhension générale de la recherche et de la méthode de prendre des notes	Démontre une compréhension excellente du protocole Démontre une compréhension excellente du processus de la recherche et de la méthode de prendre des notes

Niveau

Ce qui est bien fait Ce qui peut être amélioré

Annexe 4

La présentation orale

Mon projet de recherche ______________________________________________________

Nom de l’élève :__________________________________________

Date limite :_____________ ________________________________

Compétences	Niveau 1	Niveau 2	Niveau 3	Niveau 4
Connaissances/ Compréhension : Connaissances : des faits, du vocabulaire, des concepts et des théories	La présentation démontre une connaissance limitée : des faits, du vocabulaire, des concepts et des théories.	La présentation démontre une connaissance partielle : des faits, du vocabulaire, des concepts et des théories.	La présentation démontre une connaissance générale : des faits, du vocabulaire, des concepts et des théories.	La présentation démontre une connaissance approfondie: des faits, du vocabulaire, des concepts et des théories.
Communication (orale) : Qualité de la communication orale	L’information orale est transmise avec peu de clarté	L’information orale est transmise avec une certaine clarté	L’information orale est transmise avec une grande clarté	L’information orale est transmise avec une très grande clarté
Communication (visuelle) : Utilisation des supports visuels	Utilise les supports visuels avec une efficacité limitée et peu d’exactitude.	Utilise les supports visuels avec une certaine efficacité et une certaine exactitude	Utilise les supports visuels avec une grande efficacité et une grande exactitude	Utilise les supports visuels avec une très grande efficacité et exactitude

Niveau

Ce qui est bien fait Ce qui peut être amélioré

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