Course Overview

Core French, Grade 11, Open, FSF3O

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

Core, Extended, and Immersion French, 2000

Project Manager: Jean-François Côté, Toronto C.D.S.B.; Bob Stilson, Near North D.S.B.

Course Developers: Jean-François Côté, Toronto C.D.S.B., Rhonda Ruddy, Near North D.S.B.,

Amalia Corriero, Toronto C.D.S.B., Elizabeth Ferns, Near North D.S.B.,

Elvira Roberts, York C.D.S.B., Bob Stilson, Near North D.S.B.

Course Description

This course draws on themes such as leisure activities to develop oral communication, reading, and writing skills. Students will give presentations, read a selection of short stories and articles, and produce a variety of written assignments. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course. (The Ontario Curriculum, Grades 11 and 12, French As a Second Language-Core, Extended, and Immersion French, 2000, p. 12)

How This Course Supports the Ontario Catholic School Graduate Expectations

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

Course Notes

When planning and implementing this course, teachers should take into consideration activities and approaches that broaden students’ knowledge and skills in subjects that reflect their interests and prepare them for active and rewarding participation in society. Activities and strategies used throughout the units are designed to enable the student to meet the Ministry standards and expectations for FSF3O. Care has been taken to cluster the expectations to foster meaningful and relevant learning. The unit activities and the final culminating task of the course provide numerous and various opportunities for students to demonstrate the extent of their achievement of curriculum expectations.

Units: Titles and Time

Unit 1	Les divertissements…quel choix!	22 hours
Unit 2	Sur les planches…devenons acteurs	24 hours
* Unit 3	Planifions et réalisons un évènement spécial	22 hours
* Unit 4	La francophonie à la porte	22 hours
Unit 5	Venez nous visiter…notre porte est ouverte!	10 hours
Unit 6	Notre journal/Notre site-web - une retrospective	10 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Les divertissements…quel choix!

Time: 22 hours

Unit Description

Students explore the preferences of their peers in areas of leisure, such as music, television, sports, hobbies, etc. Through the various activities in the three strands, students make predictions, create and conduct a survey, then report orally on their findings. Students review previously taught language structures and learn expressions of quantity + de + a noun, as well as demonstrative pronouns. As the culminating task, students synthesize their results into a table. Students present their findings and reflect on their initial predictions.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations: 1d, 1g, 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4f, 5a, 5f, 5g, 7a, 7b.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OCV.01, .02, .03, .04; REV.01, .04; WRV.01, .02, .03.

Specific Expectations: OC1.03, OC1.04; OC2.01, .03, .04; OC3.01, .02, .03; RE1.04; RE2.01, .04; WR1.01, .05, .06; WR2.01, .02, .03, .04, .05.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.01; REV.01, .04, OC2.03, RE1.04; RE2.01, .04, OCSGE 2b, 2e, 3b, 3d, 3e, 4c, 4f, 5a, 5f, 5g, 7a, 7b	Knowledge/ Understanding Thinking/Inquiry	Research of leisure activities
2	OCV.01, .02; REV.01; WRV.01, .02, .03RE1.04; RE2.04, WR1.01, .05; WR2.01, .02, .03, .04, .05, OCSGE 1d, 2a, 2c, 2d, 2e, 3b, 3c, 4a, 4b, 4c, 4f, 5f, 5g, 7a, 7b	Knowledge Thinking/Inquiry	Predicting preferences
3	OCV.01; WRV.01, 02, .03RE1.04; RE2.04, WR1.05, .06; WR2.01, .02, .03, .04, .05, OCSGE 1d, 1g, 2a, 2d, 2e, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4f, 5a, 5f, 5g, 7a, 7b	Thinking/Inquiry Communication Application	Create a survey
4	OCV.01, .04, OC1.03, RE1.04; RE2.01, .04, WR1.06, OCSGE 1d, 1g, 2a, 2c, 2d, 4a, 4c, 4f, 5a, 5g, 7a, 7b	Communication Application	Conduct the survey
5	OCV.01, .02; REV.01; WRV.01, .02, .03RE1.04; RE2.01, WR1.05, .06; WR2.01, .02, .03, .04, .05, OCSGE 1g, 2a, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4f, 5a, 5f, 5g, 7a, 7b	Thinking/Inquiry Application	Tabulate and analyse findings
6	OCV.01, .02, .03, .04; REV.01; WRV.01, .02, .03, OC2.01, .03, .04; OC3. 01, .02, .03, RE1.04, WR1.01, .05, .06; WR2.01, .02, .03, .04, .05, OCSGE 2c, 2d, 2e, 3b, 4a, 4c, 4f, 5a, 5f, 5g, 7a, 7b	Knowledge/ Understanding Thinking/Inquiry Communication Application	Culminating Task: Presentation of findings/reflection

Unit 2: Sur les planches…devenons acteurs

Time: 24 hours

Unit Description

Students read a play or novel of at least 60 pages. Through the various activities in the three strands, students respond to the text in a range of forms: letters, journals, dialogues, etc. Students are also exposed to the concept of a critique. Students learn to recognize the passé simple as the literary tense equivalent to the passé composé and to use all relative pronouns, including dont, ce dont, and où. As the culminating task, students create and present a dramatization based on the previously read work. Each student writes a critique of one dramatization.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations: OCSGE 1a, 1c, 1e, 1g, 1h, 1i, 1j, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 3f, 4a, 4b, 4c, 4f, 4g, 5a, 5e, 5f, 5g, 6a, 6b, 6c, 6d, 6e, 7d.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OCV.02, .03, .04; REV.03, .04; WRV.01, .02, .03.

Specific Expectations: OC1.03, .04; OC2.01, .02, .03, .05; OC3.01, .02, .03; RE1.02, .03; RE2.01, .02, .04; WR1.01, .04, .05; WR2.01, .02, .03, .04, .05.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	REV.03, .04; RE1.02, .03; RE2.01, .02, .04; OCSGE 1a, 1c, 1e, 1g, 1h, 1i, 1j, 2a, 2b, 2e, 3a, 3e, 3f, 4a, 4f, 6c	Knowledge Thinking/Inquiry	Initial reading of play or novel
2	OCV.02, .04; WRV.01, .02, .03; OC2.01, .02, .03, .05; OC3.01, .02, .03; RE1.02, .03; RE2.01, .02, .04; WR1.01, .04, .05; WR2.01, .02, .03, .04, .05; OCSGE 1a, 1c, 1e, 1g, 1h, 1i, 1j, 2a, 2b, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 3f, 4a, 4b, 4c, 4f, 4g, 5a, 5e, 5f, 5g, 6a, 6b, 5c, 6d, 6e	Knowledge Thinking/Inquiry Communication Application	Before and after activities
3	OCV.02, .04; OC2.01, .03; OC3.02, .03; RE1.02; RE2.01, .02, .04; WR1.05; WR2.01, .02, .03, .04, .05; OCSGE 2a, 2b, 2d, 2e, 3b, 3c, 3d, 3e, 4a, 4b, 4f, 5a, 5g	Knowledge Thinking/Inquiry	Elements of a critique
4	OCV.02, .04; WRV.02, .03; OC2.01, .03, .05; OC3.01, .02, .03; RE2.04; WR2.01, .02, .03, .04, .05; OCSGE 1a, 1e, 1g, 1h, 1i, 1j, 2a, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 3f, 4a, 4b, 4c, 4f, 4g, 5a, 5e, 5f, 5g, 6e, 7d	Thinking/Inquiry Communication Application	Create a dramatization
5	OCV.03, .04; WRV.01, .02, .03OC1.03, .04; OC2.01, .02, .03, .05;OC3.01, .02, .03RE2.04WR1.01, .05; WR2.01, .02, .03, .04, .05OCSGE 1a, 1c, 1g, 1h, 1i, 1j, 2a, 2c, 2d, 2e, 3a, 3b, 3c, 3d, 3e, 3f, 4a, 4b, 4c, 4f, 4g, 5a, 5e, 5g, 6a, 6b, 6c, 7d	Knowledge Thinking/Inquiry Communication Application	Culminating Task: Present/critique the dramatization

Unit 3: Planifions et réalisons un évènement spécial

Time: 22 hours

Unit Description

Students collaboratively plan and run a special event such as a winter carnival, a games day, or a story-telling session for a target audience (e.g., a lower grade, peers, senior citizens, etc.). Through the various activities in the three strands, students develop planning, organization, and implementation skills. As part of the planning process, each group produces its own section of a “how-to” manual for the event. Students practise peer evaluation and reflect upon the success of their event. Students are introduced to the passé composé of reflexive and pronominal verbs and are encouraged to continue the use of demonstrative pronouns. As a two-part culminating task, students execute their planned event, reflect upon it, and submit the finalized manual.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations: OCSGE 1d, 1g, 1i, 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, 4f, 4g, 4h, 5a, 5b, 5c, 5d, 5e, 5f, 5g, 5h, 6e, 7a, 7b, 7c, 7i, 7j.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OCV.02, .04; REV.04; WRV .02, .03.

Specific Expectations: OC1.01, .04; OC2.03; OC3.01, .02, .03; RE1.03, 04; RE2.01, .03, .04; WR1.01, .04, .05, .06; WR2.01, .02, .03, .04, .05.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.02, .04; OC2.03; OC3.01, .02, .03; OCSGE 1d, 1g, 2a, 2c, 2d, 3b, 3c, 3d, 4a, 4b, 4c, 4e, 4f, 4g, 5a, 5b, 5f, 5h	Thinking/Inquiry Communication	Determine event and target audience
2	OCV.02, .04; REV.04; WRV.02, .03; OC2.03; OC3.01, .02, .03; RE1.03, .04; RE2.01, .03, .04; WR1.01, .04, .05; WR2.01, .03, .04, .05; OCSGE 1d, 1g, 1i, 2a, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4f, 5a, 5b, 5e, 5f, 5h, 7j	Thinking/Inquiry Communication	Small group planning of event components and manual
3	OCV.04; OC1.01, .04; OC3.01, .02, .03; OCSGE 1d, 1g, 2a, 2b, 2c, 2d, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4f, 4h, 5a, 5e, 5f, 5g, 5h, 7a, 7b, 7c	Communication Application	Trial run within classroom and peer evaluation
4	OCV.02, .04; REV.04; WRV.02, .03; OC1.04; OC2.03; OC3.01, .02, .03; RE1.04; RE2.01, .03, .04; WR1.01, .04, .05, .06; WR2.01, .02, .03, .04, .05; OCSGE 1g, 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 4a, 4b, 4c, 4d, 4e, 4f, 5a, 5f, 5h	Thinking/Inquiry Communication Application	Revise manual component
5	OCV.04; OC1.01, .04; OC3.01, .02, .03; OCSGE 1d, 1g, 1i, 2a, 2c, 2d, 4a, 4b, 4c, 4f, 4h, 5a, 5c, 5f, 5g, 5h, 6e, 7a, 7b, 7c, 7i, 7j	Knowledge Thinking/Inquiry Communication Application	Culminating Task: Produce event
6	OCV.02; REV.04; WRV.02, .03; OC1.04; OC2.03; OC3.01, .02, .03; RE1.04; RE2.01, .03, .04; WR1.01, .04, .05; WR2.01, .02, .03, .04, .05; OCSGE 1g, 2a, 2c, 2d, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4e, 4f, 5a, 5b, 5d, 5e, 5g, 5h, 7a, 7b, 7c	Thinking/Inquiry	Culminating Task: Reflection and submission of manual

Unit 4: La francophonie à la porte

Time: 22 hours

Unit Description

Working in pairs, students research a francophone city. In anticipation of an imaginary visit, students write formal letters and journal entries, fill out a passport application, role-play travel situations, and plan an itinerary. Through the various activities in the three strands, students prepare to showcase their chosen city. Students learn the sequence of tenses with si using the imparfait and the conditionnel présent, as well as the use of the subjonctif présent with impersonal expressions. As a culminating task, students prepare a display using audio and/or visual materials, captions, and short paragraphs. Students orally promote their destination with reference to the display.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations: OCSGE 1h, 2a, 2b, 2c, 2d, 2e, 3b, 3e, 3f, 4a, 4b, 4c, 4f, 5a, 5f, 5g, 7f, 7g, 7h.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OCV.01, .02, .03, .04; REV.01, .02, .03, .04; WRV.01, .02, .03.

Specific Expectations: OC1.01, .02, .03, .04; OC2.01, .02, .03, .04, .05; OC3.01, .02, .03, .04; RE1.01, .03, .04; RE2.01, .03, .04; WR1.01, .02, .03, .04, .05; WR2.01, .02, .03, .04, .05.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	REV.01, .02, .03, .04; OC1.02, .03; OC2.03; OC3.01, .02, .03; RE2.01, .04; OCSGE 1h, 2a, 2b, 2d, 3b, 3e, 3f, 7f, 7g	Knowledge Thinking/Inquiry	Overview of the francophone world
2	OCV.02, .04; REV.01, .02, .03, .04; OC1.02, .03; OC2.03; OC3.01, .02, .03; RE1.03, .04; RE2.01, .03, .04; OCSGE 1h, 2a, 2b, 2c, 2d, 3b, 3e, 3f, 4a, 4b, 4c, 4f, 5a, 5f, 5g, 7f, 7g	Knowledge Thinking/Inquiry Application	Pair choice of francophone city and research of points of interest
3	OCV.01, .03, .04; REV.01, .02, .03, .04; WRV.01, .02, .03; OC1.01, .02, .03; OC2.01, .02, .04; OC3.01, .02, .03, .04; RE1.01, .04; RE2.01, .03, .04; WR1.01, .02, .03, .04, .05; WR2.01, .02, .03, .04, .05; OCSGE 1h, 2a, 2b, 2c, 2d, 2e, 3b, 3e, 3f, 4a, 4b, 4c, 4f, 5a, 5f, 5g, 7f, 7g, 7h	Thinking/Inquiry Communication Application	Practical travel preparation
4	REV.02, .03, .04; WRV.01, .02, .03OC2.05; OC3.01, .02, .03, .04RE1.01, .04; RE2.01, .03, .04WR1.01, .05; WR2.01, .02, .03, .04, .05OCSGE 1h, 2a, 2b, 2c, 2d, 2e, 3b, 3e, 3f, 4a, 4b, 4c, 4f, 5a, 5f, 5g, 7f, 7g, 7h	Communication Application	Preparation of display
5	OCV.03, .04OC1.04; OC2.01, .04, .05;OC3.01, .02, .03, .04OCSGE 1h, 2a, 2b, 2c, 2d, 2e, 3b, 3e, 3f, 4a, 4b, 4c, 4f, 5a, 5g, 7f, 7g, 7h	Communication Application	Culminating Task: Promotion of destination

Unit 5: Venez nous visiter…notre porte est ouverte

Time: 10 hours

Unit Description

Students apply the learnings from Unit 4, with regard to their own community/region. Through the various activities in the three strands, students promote their own community/region. Students revisit language structures learned throughout the course, refocusing on expressions of quantity and pronominal and reflexive verbs. As a two-part culminating task, pairs of students prepare a brochure or poster about their community/region and orally highlight one aspect.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations: OCSGE 1b, 1f, 1h, 1i, 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 3f, 4a, 4b, 4c, 4f, 4g, 5a, 5c, 5d, 5e, 5f, 5g, 6e, 7g, 7h.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OCV.02, .03, .04; REV.02, .04; WRV.01, .02, .03.

Specific Expectations: OC1.03, .04; OC2.01, .03, .04; OC3.01, .02, .03; RE 1.01, .03, .04; RE2.01, .03, .04; WR1.01, .03, .05; WR2.01, .02, .03, .04, .05.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.02, .04; OC1.03; OC2.01, .03; OC3.01, .02, .03; OCSGE 2a, 2c, 2d, 3b, 3c, 4b, 4c, 4f, 4g, 5a, 5e	Knowledge Thinking/Inquiry Communication	Brainstorm interesting aspect of own community/region
2	OCV.02, .04; REV.02, .04OC2.01, .03; OC3.01, .02, .03; RE1.01, .03; RE2.01, .03, .04; WR1.03; WR2.01, .04, .05; OCSGE 1b, 1f, 1h, 1i, 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 3f, 4b, 4c, 4f, 4g, 5a, 7g	Knowledge Thinking/Inquiry	Information gathering
3	WRV.01, .02, .03; RE1.01, .03, .04; RE2.01, .03, .04; WR1.01, .05; WR2.01, .02, .03, .04, .05; OCSGE 1h, 1i, 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 3f, 4a, 4b, 4c, 4f, 4g, 5a, 5c, 5d, 5f, 5g, 6e, 7g, 7h	Thinking/Inquiry Application	Culminating Task: Create brochure/ poster
4	OCV.03, .04; OC1.04; OC2.01, .04; OC3.01, .02, .03; RE1.04; RE2.01, .03; OCSGE 1b, 1f, 1h, 1i, 2a, 2c, 2d, 2e, 3e, 3f, 4c, 4f, 4g, 5a, 5c, 5d, 5g, 7g, 7h	Communication Application	Culminating Task: Oral presentation

Unit 6: Notre journal/Notre site-web – une rétrospective

Time: 10 hours

Unit Description

Students work in groups to produce a class newspaper or website that showcases content from each of the culminating tasks of the course. Through the various activities in the three strands, students revisit language structures, as well as select, organize, and transform previous material to suit a newspaper or website format. The final product includes articles, advertisements, columns, reports, etc. Each group also completes an oral component (e.g., interview, commercial, conference, etc.) to complement their newspaper/website submission. Note: School and Board policies for the display of student work must be followed.

Strand(s) & Learning Expectations

Ontario Catholic School Graduate Expectations: OCSGE 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4f, 5a, 5e, 5f, 5g, 6c, 7a, 7e.

Strand(s): Oral Communication, Reading, Writing

Overall Expectations: OCV.02, .03, .04; REV.03, .04; WRV.01, .02, .03.

Specific Expectations: OC1.02, .04; OC2.02, .03, .04, .05; OC3.01, .02, .03; RE1.01, .03, .04; RE2.01, .04; WR1.01, .05; WR2.01, .02, .03, .04, .05.

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.02, .04; REV.04; OC2.03; OC3.01, .02, .03; OCSGE 2a, 2b, 2c, 2d, 2e, 3e, 4f	Knowledge Thinking/Inquiry	What is a newspaper/website format?
2	OCV.02, .04; REV.03, .04; OC1.02, .04; OC2.03; OC3.01, .02, .03; RE1.01, .03, .04; RE2.01, .04; OCSGE 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4f, 5a, 5f, 5g, 7e	Thinking/Inquiry Communication	Group planning of newspaper/website section
3	OCV.02; REV.03, .04; WRV.01, .02, .03OC1.02, .04; OC2.03; OC3.01, .02, .03; RE1.01, .03; RE2.01, .04; WR1.01, .05; WR2.01, .02, .03, .04, .05; OCSGE 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4f, 5a, 5e, 5f, 5g, 6c, 7a, 7e	Thinking/Inquiry Application	Group preparation of writing component
4	OCV.02, .04; REV.03, .04; OC1.02, .04; OC2.03, .05; OC3.01, .02, .03; RE1.01, .03; RE2.01, .04; WR1.01, .05; WR2.01, .02, .03, .04, .05; OCSGE 2a, 2b, 2c, 2d, 2e, 3b, 3c, 3d, 3e, 4a, 4b, 4c, 4d, 4f, 5a, 5e, 5f, 5g, 6c, 7a, 7e	Thinking/Inquiry Communication Application	Group preparation of oral component
5	OCV .03, .04; OC2.02, .04, .05; OC3.01, .02, .03; OCSGE 2b, 2c, 2d, 2e, 4a, 4f, 5g, 7e	Knowledge Thinking/Inquiry Communication Application	Final Culminating Task: Presentation

Teaching/Learning Strategies & Accommodations

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

Teaching/Learning Strategies

Instructional strategies include the following:

Teacher:

· Cooperative learning activities

· Formal and informal presentation of notions and concepts

· Brainstorming

Students:

· Answering questionnaires

· Applying the writing process

· Developing and discussing topics

· Expressing opinions

· Following instructions

· Giving oral presentations on specific topics

· Interviews

· Extracting information from verbal cues and various media

· Reading authentic texts

· Researching from a variety of sources

· Preparing presentation materials

· Communicating with experts in a field/topic

· Working individually, in pairs, and in groups

· Reading and writing in a variety of genres

· Role playing

· Brainstorming

Accommodations

Accommodation strategies include the following:

· Vary time allowed for work

· Highlight or summarize major points

· Allow point form notes instead of sentences and paragraphs

· Substitute presentation in visual or oral format instead of written

· Allow students to work in pairs

· Allow students the option to present to teacher only

· Provide a pre-test

· Give students requiring enrichment more leeway for critical/creative thinking

· Provide special materials and resources e.g., exemplars, models, taped texts, etc.

· Provide graphic organizers

Assessment & Evaluation of Student Achievement

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

Assessment & Evaluation – Term Work 70%

Reflecting All Four Categories of the Achievement Chart

Final Evaluation 30% Culminating Task(s) and/or Formal Examination

Diagnostic:

· Prior knowledge

· Questions and answers

· Quizzes

· Language exercises

· Tests

Formative:

· Conferencing

· Brainstorming activities

· Reading comprehension questions

· Interviews

· Journals/Learning logs

· Portfolios

Summative:

· Research projects

· Oral presentations

· Portfolios

· Creation and presentation of product

Tools:

· Anecdotal comments

· Correction codes

· Observation

· Rubrics

· Marking Scheme

· Rating scale

· Checklists

· Probe questions

· Tracking sheets

· Writing folders

· Graphic organizers

By:

· Self

· Peer

· Teacher

· Newspaper/Website

· Oral presentation

Resources

The following resources are suggested to support teaching and learning in all units.

Print

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

Collet, Paulette and Frank Milani. Objectifs. Toronto: Pearson Education, 1988.

David, Michel. Paroles vivantes. Montréal: Guérin, 1992.

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

Kenney, Morgan et al. The Subjunctive. Toronto: D.C. Heath, 1977.

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

McConnell, Robert G. et al. Voyages 1. Toronto: Pearson Education, 1995.

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

Pouliot, Muriel. Textes et contextes 5: Points de vue. Laval: Mondia, 1986.

Profil culturel. Toronto: Université de Toronto, 2000.

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

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

Ullman, Rebecca. Tous ensemble: En plein vol. Toronto: D.C. Heath, 1994.

Novels

Collet, Paulette and Frank Milani. Le fantôme de l'opéra.

Dubé, Marcel. Bousille et les justes.

Galembert, Pierre-Jean. Le collier africain. Lincolnwood: NTC, 1989.

Giono, Jean. L'homme qui plantait des arbres. Paris: Gallimad, 1983.

Readings

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

Connolly, Anne-Marie. Messages et discours. Montréal: Guérin, 1992.

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

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

Newspapers

L'Express de Toronto. Toronto.

La Presse. Montréal

Le Droit. Ottawa

Magazine

L'Actualité. Montréal

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 and review the websites prior to assigning them for student use.

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

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

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

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

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

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

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

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

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

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

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

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

OSS Considerations

According to OSS policies, students are mandated to complete 40 hours of community service. Students should be encouraged to do at least part of these hours in an environment where French would be useful.

Coded Expectations, Core French, Grade 11, Open, FSF3O

Oral Communication

Overall Expectations

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

OCV.02 · express ideas and opinions in self-directed conversations and discussions;

OCV.03 · make oral presentations on a variety of topics;

OCV.04 · use correct grammar and appropriate language conventions during oral communication activities.

Specific Expectations

Listening

OC1.01 – follow a series of directions (e.g., how to reach a particular destination);

OC1.02 – respond to media works (e.g., radio broadcasts, videos) by summarizing content, interpreting meaning, and adding information;

OC1.03 – take point-form notes on oral reports, discussions, and spoken texts (e.g., recorded readings of short stories);

OC1.04 – ask questions and make comments to clarify and evaluate classmates’ presentations during class or small-group discussions.

Speaking

OC2.01 – present an argument, a point of view, or researched information relating to a topic under study;

OC2.02 – role-play situations based on a topic under study (e.g., applying for a passport, discussing personal finances with a bank employee);

OC2.03 – contribute to class or small-group discussions (e.g., suggest topics for discussion, present points of view, agree or disagree with classmates);

OC2.04 – give individual or group presentations based on their research (e.g., of a francophone country), incorporating audio and visual aids;

OC2.05 – create a media presentation (e.g., a news report, an interview, a travelogue).

Application of Language Conventions

OC3.01 – recognize and use appropriate language structures (see language structures for Core French, Grade 11, p. 16);

OC3.02 – use newly acquired vocabulary in conversation;

OC3.03 – interpret the meaning of unfamiliar words and expressions (e.g., by recognizing cognates, word families, metaphors);

OC3.04 – identify and use particular vocabulary items used in Canada that are different from those used in other French-speaking regions (e.g., clothing size, travel items).

Reading

Overall Expectations

REV.01 · read and demonstrate an understanding of a variety of media works that relate to everyday situations and personal experience;

REV.02 · read a wide range of texts to gather information and to expand their knowledge of the French language;

REV.03 · expand their understanding of francophone culture around the world through their reading;

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

Specific Expectations

Comprehension and Response to Text

RE1.01 – read and prepare written summaries of a variety of media texts (e.g., magazine and newspaper articles, travel pamphlets);

RE1.02 – read independently a short novel or a play (a minimum of 60 pages) and respond by answering questions, summarizing the plot, and discussing the main ideas and supporting details;

RE1.03 – skim a text for specific information or to determine the writer’s point of view;

RE1.04 – research and organize information (e.g., by writing notes, compiling lists and charts) and report on their findings.

Application of Language Conventions

RE2.01 – recognize and use appropriate language structures (see language structures for Core French, Grade 11, p. 16);

RE2.02 – identify stylistic devices in reading materials (e.g., similes, metaphors, contrasts);

RE2.03 – identify and model language conventions used in brochures, menus, visa and passport applications, and directions;

RE2.04 – use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

Writing

Overall Expectations

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

WRV.02 · write in a variety of forms, adjusting the language to suit the purpose and the audience;

WRV.03 · 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 paragraph expressing an opinion, a poem, a newspaper article, a brochure, a research report);

WR1.02 – complete an application (e.g., for a passport, a visa, other related travel documents);

WR1.03 – write a formal letter requesting information (e.g., to an embassy, a consulate, a tourist centre, a Chamber of Commerce);

WR1.04 – write a journal entry detailing a day’s activities (e.g., sites visited, cultural events, interactions with the local people);

WR1.05 – use information obtained from research to complete a written task (e.g., an itinerary or a timetable that includes details and descriptions for a trip);

WR1.06 – prepare and conduct a survey, summarize findings, and present a written report.

Application of Language Conventions

WR2.01 – recognize and use appropriate language structures (see language structures for Core French, Grade 11, p. 16);

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

WR2.03 – identify correctly indicators for parts of speech (e.g., n. for noun, adj. for adjective) that are found in a dictionary;

WR2.04 – incorporate newly acquired vocabulary into their written work;

WR2.05 – use French-English 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 3 | Unit 4 | Course Profiles Main Menu

Acknowledgments

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

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Les divertissements…quel choix!

Unit 2: Sur les planches…devenons acteurs

Unit 3: Planifions et réalisons un évènement spécial

Unit 4: La francophonie à la porte

Unit 5: Venez nous visiter…notre porte est ouverte

Unit 6: Notre journal/Notre site-web – une rétrospective

Teaching/Learning Strategies & Accommodations

Assessment & Evaluation of Student Achievement

Resources

Print

Websites

OSS Considerations

Oral Communication

Overall Expectations

Specific Expectations

Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations