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Course Profile Extended French (FEF4U), Grade 12,
University Preparation, Combined
Course Overview
Prerequisite: Extended French,
FEF3U Grade 11, University Preparation
This
course emphasizes the refinement of French-language skills through the study of
Canadian and international francophone literature. Students will interpret
literary works, produce written assignments in a variety of genres, and conduct
research on a major topic for a written and oral presentation. 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 Extended
French French, 2000, p. 30)
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
When
planning and implementing this course, the teacher should take into
consideration activities and approaches that prepare students and develop
necessary skills for postsecondary education. Care has been taken to cluster
the expectations to create meaningful and relevant activities. The mastery of
these expectations is demonstrated by students’ su
|
* Unit
1 |
C’est
fabuleux! |
25
hours |
|
* Unit
2 |
À partir
d’un roman |
25
hours |
|
Unit 3 |
Une
question de point de vue! |
25
hours |
|
Unit 4 |
À mon
tour |
15
hours |
|
Unit 5 |
Un
auteur et son temps |
20
hours |
* These
units are fully developed in this Course Profile.
Time:
25 hours
Unit
Description
After
studying a number of fables and a play, students learn to recognize the similar
dramatic elements in both genres. Furthermore, students study character
motivation and become familiar with one or more French literary movements. As a
final task, students select and research one literary movement, with special
mention of the literary genres studied in this unit. Students review previously
taught language structures, learn the use of the subjonctif présent after
conjunctions and verbs of perception and laisser followed by the
infinitive. Throughout the unit, students discuss the applicability of the
moral values and lessons found in their readings and their relevance to our
times and our Christian beliefs.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.01,
.02, .03; REV.01, .02, .03, .04; WRV.01; OC1.04; OC2.04; OC3.01, .02, .03,
.04, .05; RE2.01, .02, .04, .05; WR1.01, .03, .04 |
Knowledge/Understanding |
Les
fables |
|
2 |
OCV.01,
.02, .03; REV.01, .03, .04; OC1.04; OC2.04; OC3.01, .02, .03, .04, .05;
RE1.04; RE2.01, .02, .04, .05 |
Knowledge/Understanding |
Étude
d’une pièce de théâtre |
|
3 |
OCV.02,
.03; WRV.01, .02, .03, .04; OC1.04; OC2.04; OC3.01, .02, .03, .04, .05;
RE1.02; WR1.06; WR2.01, .02, .05 |
Knowledge/Understanding |
Étude
des personnages principaux |
|
4 |
OCV.03;
REV.02, .03, .04; RE1.03; RE2.03, .04 |
Knowledge/Understanding |
Un
mouvement littéraire français |
Time:
25 hours
Unit
Description
In this
unit, the study of a Canadian novel is considered in the context of the
literary period and its influence on the author. The unit is structured in two main sections: L’auteur
et son temps and La lecture guidée du roman. As a final task La dissertation,
students write a formal essay, interpreting the motivation of characters in the
novel a
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.01,
.02, .03; REV.03, .04; OC1.02; OC3.01, .02, .03, .04, .05; RE1.01, .03;
RE2.01, .04, .05 |
Knowledge/
Understanding |
L’auteur
et son temps |
|
2 |
OCV.02,
.03; REV.01, .02, .03, .04; WRV.01, .02, .03, .04; OC2.02, .05; OC3.01, .02,
.03, .04, .05; RE1.04; RE2.01, .02, .03, .04, .05; WR1.01, .06; WR2.01, .02,
.05 |
Thinking/Inquiry |
La
lecture guidée du roman (tels que résumé, description, exposition) |
|
3 |
REV.01,
.02, .04; WRV.01, .02, .03, .04; RE1.02; RE2.04, .05; WR1.05, .06; WR2.01,
.02, .03, .04, .05 |
Application |
Tâche
finale : La dissertation |
Time:
25 hours
Unit
Description
After
discussing the idea of point of view in a news story, students analyse literary
excerpts of writers from different francophone groups, with the goal of
discovering the point of view that each brings to its subject, e.g., language
in a cultural context, and affirm the interdependence of peoples and cultures.
As a final task, students present a written report of their findings to their
peers using the jigsaw technique. Throughout the unit, students learn and
reinforce the faire causatif and the formation of the voix passive.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.01,
.02, .03; OC1.01, .02, .03, .04; OC2.04, .05; OC3.01, .02, .03, .04, .05 |
Knowledge/
Understanding |
Présentation
et discussion d’un bulletin de nouvelles |
|
2 |
OCV.02,
.03; REV.01, .02, .03, .04; OC2.03; OC3.01, .02, .03, .04, .05; RE1.05;
RE2.01, .04, .05 |
Knowledge/
Understanding |
Analyse
d’extraits littéraires de différents groupes culturels francophones |
|
3 |
OCV.02,
.03; REV.01, .02, .03, .04; WRV.01, .02, .03, .04; OC1.01; OC2.03, .04, .05;
OC3.01, .02, .03, .04, .05; RE1.05; RE2.01, .04, .05; WR1.01, .03, .06;
WR2.01, .02, .05 |
Thinking/Inquiry |
Tâche
finale : |
Time:
15 hours
Unit
Description
Having
read a story (or a fable, fairy tale, poem, etc.) as a class, students rewrite
the text in their own words. Students review French literary movements and
styles of various authors and analyse them reflectively in the light of the
common good. As a final task, they produce an original piece of writing
modelled after a chosen author. Students are given the opportunity to share
their work with their peers using the “book club” format.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.03;
REV.01, .02, .03, .04; OC3.01, .02, .03, .04, .05; RE2.01, .05 |
Thinking/Inquiry |
Lecture
(histoire courte, fable, conte de fée, etc.) |
|
2 |
WRV.01,
.02, .03, .04; WR1.04, .06; WR2.01, .02, .05 |
Thinking/Inquiry |
Dans
vos propres mots (réécrire l’histoire) |
|
3 |
REV.01,
.02, .03, .04; RE1.03; RE2.01, .03, .04, .05 |
Knowledge/
Understanding |
Un
retour sur les mouvements et styles littéraires |
|
4 |
OCV.03; REV.01; WRV.01, .02, .03, .04;
OC3.01, .02, .03, .04, .05; WR1.02, .06; WR2.01, .02, .05 |
Thinking/Inquiry |
Tâche finale : Composition et activité “Le
club des lecteurs” |
Time:
20 hours
Unit
Description
Students
study the biography, the historical context, the literary movement, and the
style of an author of their choice. A minimum of three short works, or excerpts
from longer works, are to be read and used to illustrate their findings on the
historical context and style of the author. The unit is divided into three
components: planning (parameters are defined), research and conferencing, and
presentation of a seminar with a written report to be used as a handout. It is
suggested that students work on this culminating task throughout the course.
Unit
Overview Chart
|
Cluster |
Learning Expectations |
Assessment Categories |
Focus |
|
1 |
OCV.03;
REV.04; WRV.04; OC3.01; RE2.05 |
Knowledge/
Understanding |
Planification
(plan de travail, consignes, liste d’auteurs et lectures suggérées) |
|
2 |
OCV.02;
REV.01, .02, .03, .04; OC3.01, .02, .03, .04, .05; RE1.01, .03, .05; RE2.01,
.04, .05 |
Knowledge/
Understanding |
Recherche
et entrevue avec l’enseignant |
|
3 |
OCV.03;
REV.01, .02, .03, .04; WRV.01, .02, .03, .04; OC2.01, .03, .06; OC3.01, .02,
.03, .04, .05; RE1.01, .03, .05; RE2.04, .05; WR1.03, .06; WR2.01, .02, .04,
.05 |
Thinking/Inquiry |
Présentation
du séminaire et du rapport écrit |
The
use of the writing folder for the purpose of summative assessment by the
teacher is encouraged. Some teachers choose to include regular journal entries
as a means of reinforcement of sentence and language structures.
Instructional strategies include:
·
cooperative
learning activities
·
jigsaw
activities
·
formal
and informal presentation of notions and concepts
·
brainstorming
·
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 and in groups
·
reading
and writing in a variety of genres
·
role
playing
Diagnostic,
formative, and summative assessment strategies provide students with
opportunities to demonstrate the full range of their learning in the four
achievement categories. Methods, strategies, and tools allow the teacher 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 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, punctuality, and recorded
absences are reported separately and are not considered in the determination of
the percentage grade. Seventy per cent of the grade is based on assessments and
evaluations conducted throughout the course. Thirty per cent of the grade is
based on a final evaluation in the form of an examination, performance, essay,
and/or other methods of evaluation.
Reflecting All Four Categories of the Achievement Chart
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
·
Seminars
·
Essays
·
Tests
and Exams
Tools:
·
Anecdotal
comments
·
Correction
codes
·
Observation
·
Rubrics
·
Marking
scheme
·
Rating
scale
·
Checklists
By:
·
Self
·
Peer
·
Teacher
Culminating Task(s) and/or Formal Examination
·
Independent
research, presentation and report: Un auteur et son temps (Unit 5)
and/or formal examination
The teacher should consult individual student IEPs for
specific direction on a
·
allowing
more time for written work;
·
highlighting
or summarizing major points;
·
allowing
point form notes instead of sentences and paragraphs;
·
substituting
presentation in visual or oral format instead of written;
·
working
in pairs;
·
allowing
students to present to the teacher only;
·
providing
a pre-test;
·
providing
opportunity for lateral thinking;
·
providing
special materials and resources e.g., exemplars, modelling, taped texts, etc.
The teacher needs to consult their board policies regarding use of any copyrighted materials. Before reproducing materials for students’ use from publications, the teacher needs to ensure that their board has a Cancopy licence and that this licence covers the resources they wish to use. Before screening videos/films with their students, the teacher needs to ensure that their board/school has obtained the appropriate public performance videocassette licence from an authorized distributor, e.g., Audio Cine Films Inc. The teacher is reminded that much of the material on the Internet is protected by copyright. The copyright is usually owned by the person or organization that created the work. Reproduction of any work or substantial part of any work on the Internet is not allowed without the permission of the owner.
Baron,
Jean. La boîte à outils : Manuel de travaux pratiques et de laboratoire.
Toronto: Pearson
Education, 1990.
Bénac,
Henri. Guide des idées littéraires. Paris : Librairie Hachette, 1974. ISBN2.01.00647.X
Collet,
Paulette and Frank Milani. Objectifs. Toronto: Pearson Education, 1988.
Camus,
Albert. Les justes. France: Gallimard, 1977.
Camus:
Les justes. Profil d’une œuvre 47. Paris: Hatier
Daumont-Spragg,
Christiane et R. Cottrell. Colloques: Textes du monde francophone.
Montréal: CEC, 1987.
Daumont-Spragg,
Christiane et R. Cottrell. Passages: Textes du monde francophone.
Montréal: CEC, 1990. théâtre
David,
Michel. Paroles vivantes. Montréal: Guérin, 1992.
Deshusses,
Pierre, L. Karlson, et P. Thornander. Dix siècles de littérature française,Tome
1.
ISBN2. 04.011 854.3
Erkoreka,
Yon. Tout savoir ou
rien. Montréal:
Guérin,1992.
Jean,
Gladys. Avec Brio: Guide pratique de communication. Toronto: Pearson Education, 1996.
La
Fontaine, Jean de. Fables Choisies, Tome 1 et Tome 2. Paris: Librairie
Larousse, 1971.
La
Fontaine, Fables et Épitres. Nelson, Éditeurs, Londres.
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.
L’Express
de Toronto.
Toronto.
L’Actualité. Montréal.
L’étranger. Albert Camus
Agaguk. Yves Thériault
Le
matou. Yves Beauchemin
The URLs
for the websites were verified by the writers prior to publication. Given the
frequency with which these designations change, teachers should always verify
the websites prior to assigning them for student use.
www.laFontaine/fables/sources1.htm
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 - 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/a
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.cm
A
Coded
Expectations, Extended French, Grade 12, University Preparation, FEF4U
OCV.01 · respond to a wide range of spoken
texts and media works;
OCV.02 · discuss and debate topics based
on class discussions, individual research, and personal interests;
OCV.03 · use correct grammar and
appropriate language conventions during oral communication activities.
Listening
OC1.01 – understand and explain different
points of view made during an interview or a debate;
OC1.02 – demonstrate an understanding of
media works by expressing ideas and opinions about points of view and issues
discussed;
OC1.03 – identify the inferences made
during radio or television broadcasts;
OC1.04 – demonstrate the ability to detect
nuances of language in various forms of oral communication.
Speaking
OC2.01 – present orally an independently
researched topic and respond to questions from the audience;
OC2.02 – summarize in sequence the
essential points of a narration or discussion;
OC2.03 – use facts to support or refute
arguments or opinions;
OC2.04 – provide spontaneous and
appropriate answers to questions on a variety of topics;
OC2.05 – participate in large- and
small-group discussions, round-tables, and debates relating to a particular
theme by explaining and justifying their points of view and reacting to those
of their classmates;
OC2.06 – lead a group discussion on a
particular topic by encouraging individual participation, inviting comments
from group members, and asking questions to stimulate the discussion.
Application
of Language Conventions
OC3.01 – recognize and use appropriate
language structures (see language structures for Extended French, Grade 12, p.
34);
OC3.02 – use newly acquired vocabulary in
conversations, discussions, and presentations;
OC3.03 – identify and correct anglicisms
and errors in their speech;
OC3.04 – incorporate colloquialisms and
idiomatic expressions into their speech;
OC3.05 – select vocabulary and language
structures to enhance the clarity and precision of their speech.
REV.01 · demonstrate an understanding of
texts from a variety of genres studied in class and as independent reading
assignments;
REV.02 · interpret a wide range of texts
and apply the knowledge acquired in other contexts;
REV.03 · extend their understanding of the
culture of French-speaking people around the world through reading literary
works and informational texts;
REV.04 · identify and understand language
conventions used in their reading materials.
Comprehension
and Response to Text
RE1.01 – explain how an author’s
background and philosophy (as presented in biographical and critical works) are
reflected in the author’s writing;
RE1.02 – interpret the motivation of
characters in a novel or play and predict possible consequences of the
characters’ actions;
RE1.03 – read excerpts from a range of
authors and describe the main characteristics of one or more French literary
movements (e.g., le classicisme, le théâtre de l’absurde);
RE1.04 – summarize the plot of a novel or
a play and identify the main themes;
RE1.05 – identify and explain different
points of view in articles, essays, and books dealing with the same issues.
Application
of Language Conventions
RE2.01 – recognize and use appropriate
language structures (see language structures for Extended French, Grade 12, p.
34);
RE2.02 – demonstrate an understanding of
the purpose of prefaces, prologues, and epilogues;
RE2.03 – compare and contrast the form and
style of various genres (e.g., poems, essays, plays, short stories, novels);
RE2.04 – expand their working vocabulary
with words from a variety of subjects (e.g., history, science, technology);
RE2.05 – use French-English and French
dictionaries to determine the meaning of unfamiliar vocabulary.
WRV.01 · express ideas and opinions in a
variety of written forms, demonstrating the ability to extract and analyse
information from a range of sources;
WRV.02 · adjust the language used in their
writing to suit the purpose and the audience;
WRV.03 · organize their writing so that
ideas and information are clearly, logically, and coherently presented;
WRV.04 · use correct grammar and
appropriate language conventions in their written work.
Communication
of Information and Ideas
WR1.01 – write expositions, descriptions,
and narrations, using a style and language appropriate to different purposes
and audiences;
WR1.02 – write a creative text (e.g., a
fable), modelling the style of a French author;
WR1.03 – write reports based on research
related to a topic under study;
WR1.04 – rewrite a story in their own
words, using descriptive prose or dialogue and incorporating other elements to
add interest (e.g., clip art);
WR1.05 – write a formal essay (1000–1500
words), complete with footnotes and bibliography, on a topic under study;
WR1.06 – revise their writing, focusing on
organization and presentation of ideas.
Application
of Language Conventions
WR2.01 – recognize and use appropriate language
structures (see language structures for Extended French, Grade 12, p. 34);
WR2.02 – revise, edit, and proofread their writing,
focusing on grammar, spelling, punctuation, and conventions of style;
WR2.03 – observe the conventions of style
when writing a formal essay (e.g., position of footnotes, placement of
bibliography, spacing of paragraphs, margins);
WR2.04 – quote sources with appropriate
footnotes and compile a bibliography for a written assignment;
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 -a
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.