Course Overview

Core French, Grade 11, University Preparation, FSF3U

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

Extended, and Immersion French, 2000

Course Description

This course draws on a variety of themes to promote extensive development of reading and writing skills and to reinforce oral communication skills. Students will gain a greater understanding of French-speaking cultures in Canada and around the world through their readings of a variety of materials, including a short novel or a play. Students will produce various written assignments, including a formal essay. The use of correct grammar and appropriate language conventions in both spoken and written French will be emphasized throughout the course. (The Ontario Curriculum, Grades 11 and 12, French As a Second Language-Core, Extended, and Immersion French, 2000, p. 8)

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 student 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 are designed to equip students with the knowledge and skills they need to meet entrance requirements for university programs. Activities and strategies used throughout the units of this course are designed to enable the student to meet the Ministry standards and expectations for FSF 3U. Care has been taken to cluster the expectations to foster meaningful and relevant learning. The mastery of these expectations will be demonstrated by students’ successful completion of the culminating tasks.

Units: Titles and Time

Unit 1	Le monde francophone nous raconte	20 hours
* Unit 2	L’amour sous toutes ses formes	20 hours
* Unit 3	À chacun(e) la parole	20 hours
Unit 4	D’un oeil critique	22 hours
Unit 5	Passons du texte à la scène	28 hours

* These units are fully developed in this Course Profile.

Unit Overviews

Unit 1: Le monde francophone nous raconte

Time: 20 hours

Unit Description

Students explore a representative selection of tales and legends from the francophone world (e.g., Caribbean, African, North American, etc.). Through the various activities in the three strands, students extend their knowledge of cultural and historical traditions of French-speaking peoples. Students review previously taught language structures. Students learn the formation and use of the participe présent and to recognize the passé simple as the literary tense equivalent to the passé composé. As the culminating task, students write a short essay (approximately 500 words) explaining the moral or message conveyed by the tale or legend.

Strand(s) & Learning Expectations

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

Strand(s): Oral Communication, Reading, Writing

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

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

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.02, .04; REV.01, .03, .04; OC3.01, .02, .03, .04; RE1.02, .03; RE2.01, 02, .04, .05; OCSGE 1d, 1h, 3a, 6c, 7g	Knowledge Thinking/Inquiry	Identification of elements of tales and legends (e.g., archetypes, etc.)
2	OCV.01, .02, .04; REV.01, .02, .03, .04OC1.03; OC2, .03; OC3.01, .02, .03, .04; RE1.01, .02, .03; RE2.01, .02, .04, .05; OCSGE 1d, 1e, 1h, 2a, 2b, 6c, 7f, 2g	Thinking/Inquiry Application	Study of selected tales and legends
3	OCV.02, .04; REV.02, .04OC1.03, .04; OC2.02, .03;OC3.01, .02, .03, .04; RE1.02, .03; OCSGE 1d, 1e, 1h, 2c, 2d, 3c, 4a, 4b, 4f, 5a, 5b, 5e, 5f, 5g, 7a	Communication Application	Extended role-play of a segment of a tale or legend
4	REV.02, .04; WRV.01, .03; RE1.03, .04; WR1.01, .03, .04; WR2.01, .02, .03, .04, .05; OCSGE 1d, 1g, 1h, 1i, 2c, 2d, 3b, 3c, 4f, 5b, 5g, 7d, 7f	Knowledge Thinking/Inquiry Communication Application	Culminating Task: Essay on message/moral of tale or legend

Unit 2: L’amour sous toutes ses formes

Time: 20 hours

Unit Description

Students explore the theme of love from a broad perspective in a variety of literary genres and participate in a teacher-directed comparison between two works. Through the various activities in the three strands, students investigate the many expressions of the theme as presented by different authors. Students learn the use of all relative and demonstrative pronouns and the sequence of present and past tenses used in indirect discourses. As the culminating task, students prepare a multi-paragraph text defending their opinion of a particular author’s treatment of the theme. Students then present and defend their opinion in a seminar format.

Strand(s) & Learning Expectations

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

Strand(s): Oral Communication, Reading, Writing

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

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

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.02, .04; OC2.03, .04; OC3.01, .02, .03, .04; RE2.01; OCSGE 1a, 1c, 1d, 1g, 1i, 2a, 2c, 2d, 3a, 5e, 6a, 6b, 6c, 6e, 7a, 7g	Thinking/Inquiry Communication	Brainstorm vocabulary of love
2	OCV.01, .02, .04; REV.01, .02, .04; OC1.03; OC2.03, .04; OC3.01, .02, .03, .04; RE1.02, .03, .06; RE2.01, .02, .03, .04, .05; OCSGE 1c, 1f, 2b, 2d	Knowledge Thinking/Inquiry	Examine stylistic devices used in a selection of works on the theme
3	OCV.01, 02, .03, .04; REV.02, .04OC1.01; OC3.01, .02, .03, .04; RE1.06; RE2.01, .02, .04, .05; OCSGE 1f, 2b, 2c, 2d, 5g, 5e	Communication Application	Dramatic reading in character of author
4	OCV.02, .04; REV.01, .04OC1.03; OC2.03, .04; OC3.01, .02, .03, .04; RE1.02, .03; RE2.01, .02, .03, .04, .05; WR2.01; OCSGE 1a, 1d, 2a, 2b, 2d, 3c, 4a, 4b, 5b, 5e, 7a, 7b, 7g	Thinking/Inquiry Application	Directed comparison of two genres
5	WRV.01, .02, .03; RE1.02, .03, .05; RE2.01, .02, .05; WR1.03; WR2.01, .02, .03, .04, .05; OCSGE 1a, 1d, 2a, 2c, 2d, 3a, 3c, 3e, 4a, 4b, 4f, 4g, 5c, 5g, 5e, 6b, 7a, 7b, 7d, 7f, 7g, 7i	Thinking/Inquiry Communication Application	Express and defend an opinion
6	OCV.01, .02, .03, .04OC1.03, .04; OC2.01, .03, .04;OC3.01, .02, .03, .04; RE1.03; RE2.01, .02; OCSGE 1a, 1f, 1g, 1i, 2c, 2d, 3a, 3c, 3e, 4a, 4b, 4f, 4g, 5b, 5c, 5g, 5e, 6b, 7a, 7b	Knowledge Thinking/Inquiry Communication Application	Culminating Task: Seminar presentation on preferred representation of the theme

Unit 3: À chacun(e) la parole

Time: 20 hours

Unit Description

Students research and analyse current issues through newspapers, the Internet, and television broadcasts. Students produce a media presentation, followed by a panel discussion on a chosen topic. Through the various activities in the three strands, the students learn to assess information critically and express their views. Students learn the formation of the plus-que-parfait, futur antérieur, and conditionnel passé of -er, -ir, -re and irregular verbs, as well as expressions of quantity + de + a noun. As the culminating task, students respond to a media presentation and panel discussion by writing a letter to the editor.

Strand(s) & Learning Expectations

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

Strand(s): Oral Communication, Reading, Writing

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

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

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	OCV.01, 02, .04; OC2.04, .05; OC3.01, .02, .03; RE1.06; RE2.01, .05; WR2.01, .04; OCSGE 1d, 1e, 1g, 1h, 1i, 2a, 2d, 3b, 3c, 3e, 3f, 4c, 4d, 4e, 4f, 5a, 6b, 6c, 7a, 7e, 7f, 7i	Thinking/Inquiry Communication Application	Create and conduct a survey on current issues
2	OCV.01, .02, .04; REV.01, .02, .04; OC1.02, .03; OC2.04; OC3.01, .02, .03; RE1.01, .06; RE2.01, .04, .05; WR2.01, .04; OCSGE 1d, 1e, 1h, 2b, 3a, 4e, 5b	Knowledge Thinking/Inquiry	Research a specific topic
3	OCV.01, .02, .04; REV.02, .04; WRV.01, .02, .03; OC1.02, .03; OC2.01, .04, .06; OC3.01, .02, .03; RE1.06; RE2.01, .04, .05; WR2.01, .02, .03, .04, .05; OCSGE 2e, 3b, 3c, 3d, 3e, 4b, 4c, 4f, 5a	Thinking/Inquiry Communication Application	Plan media presentation
4	OCV.01, .03, .04; OC1.02, .03; OC2.06; OC3.01, .02, .03, .04; OCSGE 1e, 2c, 2d, 2e, 3d, 4f, 5a, 5g, 7a, 7j	Communication Application	Media presentation
5	OCV.01, .02, .03, .04; REV.02, .04; OC1.02, .03, .04; OC2.04; OC3.01, .02, .03; OCSGE 1d, 1e, 1h, 1I, 2a, 2c, 2d, 3a, 3b, 3c, 3d, 3f, 4a, 4b, 4c, 4d, 4f, 5a, 5g, 6b, 6c, 7a, 7e, 7f, 7i, 7j	Knowledge Thinking/Inquiry Communication Application	Panel discussion
6	REV.02, .04; WRV.01, .02, .03; RE1.01; RE2.01, .04, .05; WR1.03; WR2.01, .02, .03, .04, .05; OCSGE 1d, 1e, 1g, 1i, 2c, 2d, 3b, 3c, 3d, 3e, 3f, 4a, 4d, 4g, 5g, 7a, 7e, 7i, 7j	Thinking/Inquiry Application	Culminating Task: Letter to the editor

Unit 4: D’un oeil critique

Time: 22 hours

Unit Description

Students study a novel (100-150 pages) and learn to write a review/critique. Through the various activities in the three strands, students work cooperatively to analyse the elements of the novel. Students learn the sequence of tenses with si using the plus-que-parfait and the conditionnel passé, and revisit the passé simple. As the culminating task, students write their own review/critique of the novel under study.

Strand(s) & Learning Expectations

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

Strand(s): Oral Communication, Reading, Writing

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

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

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	REV.02, .03, .04; OC3.01, .02, .03; RE1.02, .03, .04; RE2.01, .04, .05; OCSGE 1d, 1e, 1i, 2a, 2b, 2d, 3a	Knowledge Thinking/Inquiry	Novel study: reading
2	OCV.02, .04; REV.02, .04; WRV.01, .02, 03; OC2.03, .04; OC3.01, .02, .03, .04; RE1.02, 03, .04, .06; RE2.01, .04, .05; WR2.01, .02, .03, .04, .05; OCSGE 1d, 1e, 1i, 2a, 2b, 2c, 2d, 3a, 3b, 3c, 4b, 4c, 4g, 5c	Knowledge Thinking/Inquiry Communication Application	Novel study: response process
3	REV.04; RE2.01, .05; OCSGE 2a, 2c, 2d, 3b	Knowledge Thinking/Inquiry	What is a review/critique?
4	OCV.02, .03, .04; REV.02, .04; OC1.04; OC2.03; OC3.01, .02, .03, .04; RE1.02, .03, .04, .06; RE2.01, .04, .05; OCSGE 2a, 2c, 2d, 3b, 3c, 4b, 4c, 4e, 5c	Thinking/Inquiry Communication	Group work on elements of a novel (Jigsaw)
5	REV.02, .04; WRV.01, .03; RE1.02, .03, .05, .06; RE2.01; WR1.01, .03; WR2.01, .02, .03, .04, .05; OCSGE 1d, 1e, 1i, 2a, 2c, 2d, 3a, 3b, 3c, 4b, 4c, 4e, 4g, 5b, 5c	Knowledge Thinking/Inquiry Communication Application	Culminating Task: Write the review/critique

Unit 5: Passons du texte à la scène

Time: 28 hours

Unit Description

Students learn the concept of literary adaptation. Through the various activities in the three strands, students learn the dynamics of scriptwriting, work in groups to read a short story, and then write a dramatic version. Students learn the position of two object pronouns with imperatives and revisit language structures taught throughout the course. As the culminating task, students stage and perform their play in a Festival du théâtre.

Strand(s) & Learning Expectations

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

Strand(s): Oral Communication, Reading, Writing

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

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

Unit Overview Chart

Act.	Expectations	Assessment	Focus
1	REV.01, .04; OC3.02, .03; RE1.01; RE2.01, .03, .04, .05; OCSGE 2b	Knowledge Thinking/Inquiry	Fundamentals of scriptwriting
2	REV.01, .02, .03, .04; OC3.02; RE1.01, .02, .03; RE2.01, .03, .04, .05; WR1.02; OCSGE 2a, 2b	Thinking/Inquiry	Reading selected short stories
3	OCV.02, .04; REV.02, .04; WRV.02, .03; OC3.02; RE1.01, .02; RE2.01, .03, .04, .05; WR1.02; WR2.01, .02, .03, .04, .05; OCSGE 2a, 2b, 2d, 3b, 3c, 4b, 4c, 4d, 4e, 4f, 4g, 5a, 5c, 5g, 7b, 7j	Thinking/Inquiry Communication Application	Writing Process: adaptation of short story to play
4	OCV.02, .04; OC2.02; OC3.01, .02, .04; OCSGE 2c, 2d, 3b, 3c, 4b, 4c, 4d, 4e, 4f, 5a, 5b, 5c, 5g, 7b, 7i, 7j	Communication Application	Production Process (e.g., staging, rehearsal, etc.)
5	OCV.02, .04; OC2.02; OC3.01, .02, .04; OCSGE 1I, 2b, 2c, 2d, 3b, 3c, 4b, 4c, 4d, 4e, 4f, 4g, 5a, 5b, 5c, 5g, 7b, 7i, 7j	Communication Application	Culminating Task: Festival du théâtre

Final Culminating Task

Each student writes a letter to a Grade 10 student explaining the merits of the Grade 11 course, with an emphasis on the unit which had the greatest relevance to him/her. After submission of the final draft, each student meets with the teacher to discuss the ideas presented in his/her letter.

Teaching/Learning Strategies and 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, e.g., jigsaw

· Formal and informal presentation of notions and concepts

· Brainstorming

Students:

· Creating and answering questionnaires

· Applying the writing process

· Developing and discussing a thesis

· Expressing opinions

· Following instructions

· Giving oral presentations on specific topics

· Interviews

· Extracting information from verbal cues and various media

· Reading authentic texts

· Researching from a variety of sources

· Preparing presentation materials

· Communicating with experts in a field/topic

· Working individually, in pairs, and in groups

· Reading and writing in a variety of genres

· Role playing/Dramatization

· Panel discussion

· Brainstorming

· Defending a point of view

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 format

· Work in pairs

· Allow student 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 alternative work space

· 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, integrating 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 and 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

Letter to Grade 10 students

Oral interview/conversation with teacher

Resources

Print

Novels (100-150 pages)

-Je t’attends à Peggy’s Cove

-Le bossu de Notre-Dame, Victor Hugo (abridged)

-Le chien jaune, Georges Simenon

-Le comte de Monte-Cristo, Alexandre Dumas (abridged)

-Le dernier des raisins

-Le fantôme de l’opéra, Victor Hugo (abridged)

-Le petit prince, Antoine de Saint-Exupéry

-Les visiteurs du soir

Plays

-Bousille et les justes, Marcel Dubé

-Fanny, Marcel Pagnol

-Florence, Marcel Dubé

-Les Belles-Soeurs, Michel Tremblay

-Le bourgeois gentilhomme, Molière (abridged)

-Zone, Marcel Dubé

Texts

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

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

Case, W. Brian et al. Destinations: Nouveaux horizons. Toronto: Pearson Education, 1996.

Cassista, Claude et al. Littérature québecoise: Des origines à nos jours. Montreal: Hurtubise, 1996.

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

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

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

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

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

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

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

Piché, Claire et al. Destinations 5. Toronto: Pearson Education, 1994.

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

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

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

Trépanier, André. Les médias: Activités d’intégration. Toronto: CLF-OSSTF.

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

Newspapers and Magazines

Colors. contact A. Mondadori Editore S.p.A., C.P.1812(Abb.), 20100 Milan, Italy

L’Express de Toronto. Toronto.

L’Actualité. Montreal.

Télé 7 jours. Montreal.

Websites

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

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

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

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

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

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

L’Express de Toronto - 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

If possible invite a community member as a guest speaker to talk about a relevant topic (e.g., in Unit 5 invite someone who has had experience producing, directing, or acting in a play).

OSS Considerations

According to OSS policies, students are mandated to complete 40 hours of community service. Students should be encouraged to do at least part of these hours in a French-speaking environment or in a placement where French could be useful.

Coded Expectations, Core French, Grade 11, University, FSF3U

Oral Communication

Overall Expectations

OCV.01 · respond in a variety of ways to a range of 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 – mime or re-enact the actions described in a recorded story, dramatization, or poem;

OC1.02 – extract the main ideas and supporting details from media works (e.g., radio and television newscasts, sports reports, video clips) and discuss their interpretations;

OC1.03 – give their own viewpoints on a variety of spoken texts (e.g., readings or recordings of short stories, poems, plays);

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

Speaking

OC2.01 – prepare an argument based on researched information;

OC2.02 – dramatize a scene from a text read in class;

OC2.03 – express their ideas and opinions on a literary theme (e.g., how to judge what is really important in life) in class or small-group discussions;

OC2.04 – participate in informal debates or panel discussions on a topic under study
(e.g., by questioning classmates, by expressing their points of view);

OC2.05 – present a report based on the results of a questionnaire on a current issue (e.g., the use of
drugs in sports);

OC2.06 – create a media presentation (e.g., a news report, an interview, a political debate).

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, using contextual clues;

OC3.04 – use stylistic devices (e.g., juxtaposition, similes, metaphors) to add interest to their
spoken French.

Reading

Overall Expectations

REV.01 · read and demonstrate an understanding of a range of literary and informational texts;

REV.02 · apply critical thinking as they read (e.g., analyse information, go beyond the surface meaning, question the point of view presented);

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 – summarize articles or short stories to present key information;

RE1.02 – identify and describe the elements of a story (e.g., characters, setting, plot, climax);

RE1.03 – analyse fictional characters and explain their motivations;

RE1.04 – read independently a short novel or a play (100–150 pages) and respond by answering questions, summarizing the plot, and discussing the main ideas and supporting details;

RE1.05 – write a multi-paragraph critique of a literary text based on their interpretation;

RE1.06 – use specific research skills (e.g., identifying sources, gathering data, taking notes, outlining) as they read for information.

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 formal and informal language used by authors in various literary genres;

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

RE2.04 – use reading strategies (e.g., skimming text for information, using clues from context, using knowledge of word families and root words) to determine the meaning of unfamiliar words and idiomatic expressions;

RE2.05 – use French-English and French dictionaries to determine the meaning of unfamiliar vocabulary.

Writing

Overall Expectations

WRV.01 · create written texts expressing their ideas and opinions for a variety of audiences;

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 a review of a text, a movie, or a play studied in class, including a summary of the plot and their personal reactions and recommendations;

WR1.02 – write a dialogue or short drama illustrating the roles and reactions of characters found in a text studied in class;

WR1.03 – write a multi-paragraph text commenting on a situation or defending an opinion;

WR1.04 – write an essay (approximately 500 words) based on a personal experience.

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 the 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 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.

Acknowledgments

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

Course Description

How This Course Supports the Ontario Catholic School Graduate Expectations

Course Notes

Units: Titles and Time

Unit Overviews

Unit 1: Le monde francophone nous raconte

Unit 2: L’amour sous toutes ses formes

Unit 3: À chacun(e) la parole

Unit 4: D’un oeil critique

Unit 5: Passons du texte à la scène

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