Course Profile Extended French (FEF4U), Grade 12, University Preparation, Combined
Unit
2: À partir d’un roman
Time: 25 hours
Activity
1 | Activity 2 | Activity
3
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 according to moral
values and the possible consequences of their actions. Activities include a
brief research on the author and his/her time, a character study, a summary,
and a short description. New language structures are indefinite pronouns and
the formation and use of the subjonctif passé of er, ir, and re
verbs and irregular verbs.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
2.1 |
4 hours |
OCV.01, .02, .03;
REV.03, .04; OC1.02; OC3.01, .02, .03, .04, .05; RE1.01, .03; RE2.01, .04,
.05 |
Knowledge/Understanding |
Research the
author and his/her time |
|
2.2 |
18 hours |
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 |
Guided reading of
a novel (such as character study, summary, description, oral explanation) |
|
2.3 |
3 hours |
REV.01, .02, .04;
WRV.01, .02, .03, .04; RE1.02; RE2.04, .05; WR1.05, .06; WR2.01, .02, .03,
.04, .05 |
Application |
Culminating Task:
Write an essay on character motivations and possible consequences |
Time: 4 hours
Students are
presented with general information on the novel to be studied and its author.
Students choose and research one aspect of the author’s life, e.g., biography,
literary movement, etc. – see
Annexe 2.1, and informally report back to the class. The independent reading of
the novel is ongoing during Activities 1 and 2. Students learn indefinite pronouns, e.g., plusieurs,
personne, tout, aucun, rien, chacun.
Ontario Catholic
Secondary Graduate Expectations
CGE 2b - read,
understands and uses written materials effectively.
Strand(s): Oral Communication, Reading,
Writing
Overall Expectations
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;
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 reading materials.
Specific
Expectations
OC1.02 - demonstrate
an understanding of media works by expressing ideas and opinions about points
of view and issues discussed;
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;
RE1.01 - explain how
an author’s background and philosophy (as presented in biographical and
critical works) are reflected in the author’s writing;
RE1.03 - 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);
RE2.01 - recognize
and use appropriate language structures (see language structures for Extended
French, Grade 12, p. 34);
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.
·
Previous study of
a novel
·
Research skills
·
A list of
possible research topics related to the author’s life (Annexe 2.1) is provided
and the teacher may choose to add to the list.
·
Depending on
class size, students may work in pairs or in groups.
·
Access to
computers and the Internet is required.
1. The teacher introduces students to the novel
and its author, while students read, listen, take notes, and ask questions for
clarification.
2. The teacher distributes and discusses Annexe
2.1 while students ask questions for clarification and choose the topic they
wish to research (individually, in pairs, or in groups).
3. The teacher explains the use of indefinite
pronouns, e.g., plusieurs, personne, tout, aucun, rien, chacun, while
students complete grammar exercises.
4. The teacher monitors, corrects, and advises
while students research their chosen topics.
5. The teacher monitors students’ informal
presentation of their findings.
|
Type |
User |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Teacher/ Student |
Observation |
Reading,
listening, oral questions and discussion |
Knowledge/Understanding |
|
Formative |
Teacher/ Student |
Observation |
Oral questions and
discussion (Annexe 2.1) |
Knowledge/Understanding
Thinking/Inquiry |
|
Diagnostic |
Teacher |
Answer sheet |
Grammar exercises |
Knowledge/Understanding |
|
Formative |
Teacher |
Observation and
feedback |
Research |
Knowledge/Understanding |
|
Formative |
Teacher |
Observation |
Informal
presentation |
Communication |
·
Provision of
supplementary resources
Unilingual
French dictionaries
Bilingual
French-English dictionaries
Bescherelle
Access to
Internet
Annexe 2.1 – List of research topics
Time: 18 hours
Through guided readings, students learn to
write a summary, present an oral explanation (explication de texte) and
write a short character description. This leads to a character study of one of
the principal characters in the novel. This is in preparation for the formal
essay in Activity 3. Students learn the formation and use of the subjonctif
passé of er, ir, and re verbs and irregular verbs.
Ontario Catholic
Secondary Graduate Expectations
CGE 2b - read,
understands, and uses written materials effectively;
CGE 2c - presents
information and ideas clearly and honestly and with sensitivity to others.
Strand(s): Oral Communication, Reading,
Writing
Overall
Expectations
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;
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;
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 written work.
Specific
Expectations:
OC2.02 - summarize
in sequence the essential points of a narration or discussion;
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;
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;
RE1.04 - summarize
the plot of a novel or a play and identify the main themes;
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;
WR1.01 - write
expositions, descriptions, and narrations, using a style and language
appropriate to different purposes and audiences;
WR1.06 - revise
their writing, focusing on organization and presentation of ideas;
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;
WR2.05 - use
French-English and French dictionaries to verify spelling, confirm the meaning
of newly acquired words and phrases, and expand their vocabulary.
·
Knowledge of the subjonctif
présent of er, ir, and re verbs
·
Notes from
previous units and activities
·
The teacher
selects excerpts from the novel to be used for guided reading.
·
The teacher
prepares examples of a summary, a description, and a character study, if
possible, from the novel.
·
The teacher must
be prepared to model an explication de texte.
·
An explication
de texte is an oral report that takes a brief excerpt of the novel and
relates it to the themes and/or major characters of the novel as a whole.
·
In the selection
of characters for the character study, care should be taken so that a study of each
main character is completed by more than one student; this ensures the success
of the jigsaw process in Activity 3.
1. The teacher presents one excerpt, e.g., first
chapter, from the novel while students read, listen, and ask questions for
clarification.
2. The teacher distributes and explains a
summary of the excerpt while students read, listen, and ask questions for
clarification.
3. The teacher monitors, corrects, and advises
while students prepare a summary of an assigned excerpt (this process may be
repeated throughout the reading of the novel with other assigned excerpts, as
the teacher deems necessary).
4. The teacher presents a second excerpt from
the novel relevant to a description of a character while students read, listen,
and ask questions for clarification.
5. The teacher distributes and explains a
character description based on the excerpt while students read, listen, and ask
questions for clarification.
6. The teacher monitors, corrects, and advises
while students prepare a character description based on an excerpt referring to
one of the principal characters.
7. Building on prior knowledge of the subjonctif
présent, the teacher explains the formation and use of the subjonctif
passé of er, ir, and re verbs and irregular verbs while
students complete grammar exercises.
8. Referring to a third excerpt, the teacher
models an explication de texte while students listen, take notes, and
ask questions for clarification.
9. The teacher monitors, corrects, and advises
while students prepare and present an explication de texte, based on an
excerpt of their choice.
10. Referring to a fourth excerpt, the teacher
extrapolates from the previous character description to present a character
study, paying particular attention to the motivations for the character’s
actions and the consequences of those actions, both actual and possible, while
students read, listen, and ask questions for clarification.
11. The teacher monitors, corrects, and advises
while students research, prepare, and write a character study based on a
character of their choice, keeping in mind that this will form the basis of
their essay in Activity 3.
|
Type |
User |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Teacher/ Student |
Observation |
Reading,
listening, and oral questioning |
Knowledge/Understanding |
|
Formative |
Teacher |
Observation |
Reading,
listening, oral questions, and discussion |
Knowledge/Understanding |
|
Summative |
Teacher |
Rating scale |
Write a summary |
Application |
|
Formative |
Teacher/ Student |
Observation |
Reading,
listening, and oral questioning |
Knowledge/Understanding |
|
Formative |
Teacher |
Observation |
Reading,
listening, oral questions, and discussion |
Knowledge/Understanding |
|
Summative |
Teacher |
Rating scale |
Write a character
description |
Application |
|
Diagnostic |
Teacher |
Answer sheet |
Grammar exercises |
Knowledge/Understanding |
|
Formative |
Teacher/ Student |
Observation |
Reading,
listening, and oral questioning |
Knowledge/Understanding |
|
Formative/
Summative |
Teacher |
Checklist |
Prepare and
present an explication de texte |
Knowledge/Understanding |
|
Formative |
Teacher/ Student |
Observation |
Reading,
listening, and oral questioning |
Knowledge/Understanding |
|
Summative |
Teacher |
Rubric |
Research and
prepare a character study |
Thinking/Inquiry |
Unilingual
French dictionaries
Bilingual
French-English dictionaries
Bescherelle
Jean, Gladys. Avec Brio : Guide pratique de
communication. Toronto:
Pearson Education, 1996.
· (Pour faire un exposé oral - pages 6
à 10)
·
(Pour
faire un résumé - page 28)
·
(Pour
la description - pages 90, 108, 134, 135)
·
(Pour
le subjonctif présent et passé - pages 185 à 189)
St-Ours, Normand. L’essentiel grammatical. Montréal : Guérin, 1993.
Notes from previous
units and activities
Time: 3 hours
The teacher reviews
the characteristics of a formal essay (content, structure, and format,
including footnotes and bibliography). Using the jigsaw method, students
exchange information on the principal characters of the novel that were studied
in Activity 2. This provides students with knowledge that allows them to write
an essay that treats all the main characters in the novel. In addition to
information obtained in these presentations, students refer to their notes and
products from previous activities in order to research, draft, and write a 1000
to 1500 word essay interpreting the motivations of the characters in the novel
and the consequences of their actions.
Ontario Catholic
Secondary Graduate Expectations
CGE2b - read,
understands, and uses written materials effectively;
CGE7b - accepts
accountability for one’s own actions.
Strand(s): Oral Communication, Reading,
Writing
Overall
Expectations
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.04 - identify
and understand language conventions used in their reading materials;
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 written work.
Specific
Expectations
RE1.02 - interpret
the motivation of characters in a novel or play and predict possible
consequences of the characters’ actions;
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;
WR1.05 - write a
formal essay (1000 to 1500 words) complete with footnotes and bibliography, on
a topic under study;
WR1.06 - revise
their writing, focusing on organization and presentation of ideas;
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.
·
Notes and
products from previous activities
·
Essay writing
skills
·
The teacher
should be familiar with the jigsaw method (each group contains an expert on one
of the characters and presents the information to others).
·
The teacher
provides resources on formal essay writing.
1. The teacher reviews formal essay writing
skills (content, structure, and format, including footnotes and bibliography)
while students read, listen, take notes, and ask questions for clarification.
2. The teacher distributes and explains the
essay rubric (Annexe 2.2) while students listen, take notes, and ask questions
for clarification.
3. The teacher monitors, corrects, and advises
while students participate in the jigsaw process to share their expertise
regarding the principal characters in the novel.
4. The teacher monitors, corrects, and advises
while students write the first draft of their essay.
5. The teacher monitors and advises while each
student peer edits the first draft of another student’s essay.
6. The teacher remains available for
conferencing as students prepare the final versions of their essays (it is
expected that students write most of their final submission on their own time).
7. The teacher uses the essay rubric (Annexe 3.3)
to evaluate final submissions of student essays.
|
Type |
User |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Teacher/ Student |
Observation |
Reading,
listening, oral questioning, and discussion |
Knowledge/Understanding |
|
Formative |
Teacher/ Student |
Observation and
feedback |
Jigsaw process |
Knowledge/Understanding |
|
Formative |
Teacher |
Observation and
feedback |
Essay writing
(first draft) |
Thinking/Inquiry |
|
Formative |
Student |
Observation and
feedback |
Peer editing |
Thinking/Inquiry |
|
Summative |
Teacher |
Rubric |
Essay writing
(final copy) |
Communication |
·
Access to
computers for word processing
Unilingual
French dictionaries
Bilingual
French-English dictionaries
Bescherelle
Notes and
products from previous activities
Peers
Jean,
Gladys. Avec Brio: Guide pratique de communication. Toronto: Pearson Education, 1996.
·
(Pour
écrire une dissertation - pages 26 et 27)
·
(Pour
réviser ses textes et ceux des autres - pages 47 et 48)
·
(Pour
une étude de personnage - page 54)
Annexe
2.2 – Evaluation Rubric: La dissertation
les faits
biographiques - date de naissance, situation familiale, formation, professions,
mort
l’époque
historique - évènements politiques et ses influences sur l’auteur
le
mouvement littéraire - à contre courant ou en harmonie (le réalisme, le
symbolisme, le surréalisme
l’existentialisme,
l’absurde, le nouveau roman, etc.)
les
influences des autres auteurs
les
influences formatives et les liens avec ses oeuvres
le
portrait psychologique - son caractère, ses goûts, ses intérêts, ses
passe-temps
les idées
et les thèmes qui reviennent dans ses oeuvres
le style
littéraire - qu’est-ce qui le rend unique
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding
|
- demonstrates
limited understanding - demonstrates
limited knowledge of the characters in the novel |
- demonstrates
some understanding - demonstrates
some knowledge of the characters in the novel |
- demonstrates
considerable understanding - demonstrates
considerable knowledge of the characters in the novel |
- demonstrates
thorough understanding - demonstrates
thorough knowledge of the characters in the novel |
|
Thinking/Inquiry |
- uses critical
and creative thinking skills with limited effectiveness |
- uses critical
and creative thinking skills with some effectiveness |
- uses critical
and creative thinking skills with considerable effectiveness |
- uses critical
and creative thinking skills with a high degree of effectiveness |
|
Communication - use of language |
- communicates information
and ideas with limited clarity - uses language
with limited accuracy and effectiveness |
- communicates
information and ideas with some clarity - uses language
with some accuracy and effectiveness |
- communicates
information and ideas with limited clarity - uses language
with considerable accuracy and effectiveness |
- communicates
information and ideas with limited clarity - uses language
with a high degree of accuracy and effectiveness |
|
Application |
- applies
knowledge and skills with limited effectiveness - demonstrates
limited ability to apply verbs, language structures, and vocabulary |
- applies
knowledge and skills with some effectiveness - demonstrates
some ability to apply verbs, language structures, and vocabulary |
- applies
knowledge and skills with considerable effectiveness - demonstrates
considerable ability to apply verbs, language structures, and vocabulary |
- applies
knowledge and skills with a high degree of effectiveness - demonstrates a
high degree of ability to apply verbs, language structures, and vocabulary |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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