Course Profile Immersion French (FIF4U), Grade 12, University Preparation, Combined
Unit
3: Le pouvoir de la plume
Time: 40 hours
Activity
3.1 | Activity 3.2 | Activity 3.3 | Activity 3.4
| Activity 3.5
Unit Description
Through the study of
a French-Canadian novel, students gain an understanding of French-Canadian
literature from its inception to the twentieth century. Students study the
author and how his/her environment influenced his/her writing. Through an
in-depth study of the novel students explore the elements of theme, character
analysis, and plot. The creative writing assignment is based on students
assuming the role of a character from the novel and presenting it to the class
in a dramatization. The culminating activity is an independent study/formal
essay based on a different francophone novel. The study of the novel emphasizes
the view of a Christ-centred person respectful of the diversity and
interdependence of the world’s peoples and cultures.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
5 hours |
OC3.01, OC3.02,
OC3.03, OC3.04, OC3.05, REV.04, WRV.04 |
Knowledge/
Understanding |
Discovery of
French-Canadian literature |
|
3.2 |
4 hours |
OC3.01, OC3.02,
OC3.03, OC3.04, OC3.05, REV.02, WRV.04 |
Knowledge/
Understanding |
Biographical study
of the author |
|
3.3 |
15 hours |
OCV.02, OCV.04,
OC1.02, OC3.01, OC3.02, OC3.03, OC3.04, OC3.05, REV.04, RE1.02, RE2.01,
RE2.02, RE2.06, WRV.01 |
Thinking/ Inquiry |
In-depth analysis
of the novel in the form of diary entries |
|
3.4 |
7 hours |
OCV.02, OCV.04,
OC2.02, OC3.01, OC3.02, OC3.04, OC3.05, RE2.06, WRV.04, WR1.01, WR1.05,
WR2.01, WR2.02, WR2.04, WR2.05 |
Communication |
Creative writing |
|
3.5 |
9 hours |
REV.01, REV.02,
REV.04, RE2.06, WRV.02, WRV.03, WRV.04, WR1.04, WR1.05, WR2.01, WR2.02,
WR2.03, WR2.04, WR2.05 |
Communication |
Independent study
of another author’s novel |
Time: 5 hours
The teacher provides
a brief overview of French-Canadian literature and discusses the themes that
make this literature unique and different from those of other countries. Major
political events that influenced the writing of many French-Canadians authors
are also explored. Students then do an oral presentation after having chosen a
particular work (a poem, an excerpt from a novel or a play, a song) to show how
it relates to the era in which it was written.
OC3.01 - recognize
and use appropriate language structures (see language structures for French
Immersion, Grade 12, p. 43);
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.04 - identify
and understand language conventions used in their reading materials;
WRV.04 - use correct
grammar and appropriate language conventions in written work.
· Unit 1
· Research skills
· Note-taking skills
· Knowledge of audio-visual equipment (presentation software, overhead projectors, etc.)
· The teacher must provide students with a brief overview of French-Canadian literature, the themes in French-Canadian literature, and the major political events that influenced authors (see Resources).
· The teacher must provide access to the library and the Internet so students can research a chosen topic.
· The teacher can link political and cultural aspects to the Grade 10 History course.
· The authors of this profile found that the book by Lise Gauvin et Gaston Miron, Écrivains contemporains du Québec, was useful in preparing a presentation on the history of French-Canadian authors.
· The series of videos at the following website may also be very useful in presenting an overview of French-Canadian literature: http://www.utoronto.ca/~ic/media/vidcol/visage.html.
1. The teacher presents an outline while students read, listen, take notes and ask questions for clarification.
2. Students, with the help of the teacher, choose a song, a poem, an excerpt from a novel or a play and through an oral presentation, relate it to the era in which it was written.
|
Purpose |
Method |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Teacher/ Student |
Rating Scale |
Reading, listening, oral questions, and discussion |
Knowledge/Understanding |
|
Formative |
Teacher/ Student |
Rating Scale |
Oral questions and
discussions |
Thinking/Inquiry |
|
Summative |
Teacher |
Rubric - Oral
Presentation |
Oral presentation |
Application |
· Allow for the recording of the teacher’s presentation.
· Provide opportunities for alternate modes for information sharing , e.g., videos, plays, graphics, tapes, and to support reading comprehension.
· Support oral instruction with print or visual aids whenever possible.
Bouraoui,
Heidi et Jacques Flamand. Écriture Franco-Ontarienne d’Aujourd’hui. Ottawa
: Les Éditions de Vermillon, 1989. ISBN 0-919925-40-5
Dionne,
René. Le Québecois et sa littérature. Sherbrooke : A.C.C.T. et Éditions
Naaman, 1984.
ISBN 2-89040-299-1
Gauvin,
Lise et Gaston Miron. Écrivains contemporains du Québec. Paris :
Éditions Seghers, 1989. ISBN 2-232-10018-9
Lemire,
Maurice. Dictionnaire des oeuvres littéraires de Québec volume I Des origines à
1900.
Montréal : Fides, 1978. ISBN 0-7755-0675-3
Lemire,
Maurice. Dictionnaire des oeuvres littéraires de Québec volume II De 1900 à
1939. Montréal : Fides, 1980. ISBN 2-7621-0998-1
Lemire,
Maurice. Dictionnaire des oeuvres littéraires de Québec volume III De 1940 à
1959. Montréal : Fides, 1982. ISBN 2-7621-0999-X
Lemire,
Maurice. Dictionnaire des oeuvres littéraires de Québec volume IV De 1960 à
1969. Montréal : Fides, 1984. ISBN 2-7621-1059-9
Lemire,
Maurice. Dictionnaire des oeuvres littéraires de Québec volume V De 1970 à
1975. Montréal : Fides, 1987. ISBN 2-7621-1190-0
Tougas,
Gérard. Destin littéraire du Québec. Québec : Bibliothèque Nationale du
Québec, 1982.
ISBN 2-89037-137-9
Centre
de documentation virtuel sur la littérature et les écrivains –
http://www.litterature.org/
Visages
de la littérature canadienne-français – http://www.utoronto.ca/~ic/media/vidcol/visage.html
Studies in Canadian Literature – http://www.lib.unb.ca/Texts/SCL/homepage.html
Time: 4 hours
Students research a
French-Canadian author and his/her life to prepare for a mock interview
conducted by the teacher and classmates.
OC3.01 - recognize
and use appropriate language structures (see language structures for French
Immersion, Grade 12, p. 43);
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.02 - research a
range of source materials to clarify their ideas and verify their points of
view;
WRV.04 - use correct
grammar and appropriate language conventions in written work.
· Content in Activity 1 of this unit
· Note-taking and research skills
· The teacher ensures that each student is researching a different author.
· Students are encouraged to use an author presented in Activity 3.1 or get teacher approval regarding another choice.
· The teacher provides a list of possible questions that students should be prepared to answer during the mock interview (Annexe 3.2.1).
· The teacher advises students that the summative evaluation includes language and content.
· Students should prepare questions to be asked as audience members to the mock interview.
1. Students, with the help of the teacher, choose an author to research and present.
2. The teacher provides students with the list of questions that they must be prepared to answer.
3. The teacher guides and encourages students’ creative process in preparing their interview.
|
Purpose |
Method |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Student |
Observation/Discussion |
Research |
Knowledge/Understanding |
|
Formative |
Student |
Checklist |
Preparation for
interview List of questions
to be answered (Annexe 3.2.1) |
Application |
|
Summative |
Teacher |
Rating scale for
questions for mock interview (Annexe 3.2) |
Interview |
Application |
· Allow increased time for task completion, where necessary
· Allow students to use notes during the mock interview.
Annexe 3.2.1 – List of questions to be answered
Annexe 3.2.2 –
Checklist of questions for mock interview
Time: 15 hours
Students read a
literary novel from a Francophone author. Through the analysis of the
characters, the plot, and the themes, students gain a thorough understanding of
the intricacies, cultural background, and era of the novel under study.
Students complete a variety of tasks related to the study of the novel,
including character analysis charts, a portfolio, content tests, etc.
OCV.02 - speak with
native-like fluency on a variety of topics ranging from personal life to global
issues;
OCV.04 - use correct
grammar and appropriate language conventions during oral communication
activities;
REV.04 - identify
and understand language conventions used in their reading materials;
WRV.01 - write clearly,
logically, coherently, and persuasively on a broad range of topics in a variety
of forms;
OC1.02 - demonstrate
an understanding of complex, informal conversations delivered with normal
clarity and speed (e.g., in québécois, in French films);
OC3.01 - recognize
and use appropriate language structures (see language structures for French
Immersion, Grade 12, p. 43);
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;
RE1.02 - explain how
an author’s background and philosophy (as presented in biographical and
critical works) are reflected in the author’s writing;
RE2.01 - recognize
and use appropriate language structures (see language structures for French
Immersion, Grade 12, p. 43);
RE2.02 - identify
vocabulary typical of various historical periods;
RE2.06 - use
French-English and French dictionaries to determine the meaning of unfamiliar
vocabulary.
· Notes from previous units and activities
· Suggested novels include: Les filles de Caleb, Agaguk, etc.
· Due to the length of the novel the teacher encourages students to begin reading at the beginning of this unit.
· The teacher advises students of the premise of the following activity so that they may begin to explore interest in one of the novel’s characters.
· The teacher intersperses the viewing of the video along with the reading of the novel to allow students the opportunity to witness their chosen character’s behaviour, dress, etc.
· Prior to the beginning of the unit the teacher should set up a reading schedule for students to follow.
· At the discretion of the teacher, the portfolio may be assigned as a group activity.
1. Students read the novel.
2. The teacher and students discuss themes, characters, and plot throughout the reading of the novel. Students complete a character analysis chart (Annexe 3.3.1 – Grille d’esquisse de personnage) in preparation for the next activity.
3. Throughout the reading of the novel, students work on a portfolio that includes a variety of activities (Annexe 3.3.2 – Dossier de recherche du roman).
4. The teacher administers content tests to assure the comprehension of the novel.
|
Purpose |
Method |
Tool |
Strategy/Activity |
Achievement Categories |
|
Diagnostic |
Student |
Marking scheme |
Content test |
Knowledge/Understanding |
|
Formative |
Student/ Teacher |
Observation using
checklist |
Discussion |
Thinking/Inquiry |
|
Diagnostic |
Student |
Rating Scale |
Chart
(Annexe 3.3.1 - Grille d’esquisse de personage) |
Thinking/Inquiry |
|
Summative |
Student |
Rubric |
Portfolio
(Annexe 3.3.2 - Dossier de recherche du roman) |
Application |
· Allow vision impaired students to listen to the recorded version of the novel.
· Provide the opportunity to attempt content tests more than once.
Cousture,
Arlette. Les filles de Caleb, Tome I. Montréal : Amérique, 1985. ISBN
2-89037-618-4
Thériault,
Yves. Agaguk. Montréal : Québec, 1993. ISBN 2-89295-084-8
Les
filles de Caleb. Montréal
: Ciné-Maison Bellevue, 1990.
Annexe
3.3.1
Annexe
3.3.2
Time: 7 hours
Students choose a
character from the novel studied in Activity 3.3 and prepare a monologue (3-5
minutes) illustrating the character’s motivations and internal conflicts.
Students present their monologue using period costumes and appropriate props. A
suggested audience for their presentation might be other French classes in the
school.
OCV.02 - speak with
native-like fluency on a variety of topics ranging from personal life to global
issues;
OCV.04 - use correct
grammar and appropriate language conventions during oral communication
activities;
WRV.04 - use correct
grammar and appropriate language conventions in written work;
OC2.02 - deliver a
well-organized, well-thought-out presentation clearly and with confidence;
OC3.01 - recognize
and use appropriate language structures (see language structures for French
Immersion, Grade 12, p. 43);
OC3.02 - use newly
acquired vocabulary in conversations, discussions, and presentations;
OC3.04 - incorporate
colloquialisms and idiomatic expressions into their speech;
OC3.05 - select
vocabulary and language structures to enhance the clarity and precision of
their speech;
RE2.06 - use
French-English and French dictionaries to determine the meaning of unfamiliar
vocabulary;
WR1.01 - create a
piece of imaginative writing, presenting a personal point of view other than
their own (e.g., the personal diary of a fictional or historical character);
WR1.05 - revise
their writing, focusing on organization and presentation of ideas;
WR2.01 - recognize
and use appropriate language structures (see language structures for French
Immersion, Grade 12, p. 43);
WR2.02 - revise,
edit, and proofread their writing focusing on grammar, spelling, punctuation,
and conventions of style;
WR2.04 - identify
anglicisms used in 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.
· Content in Activity 3.3
· Note-taking and research skills
· The elements of a dramatic presentation
· The teacher encourages and gives students suggestions to take on the role of the character.
· The teacher should consider all resources available at his/her school (stage, lighting, sound, costumes, etc.).
· The teacher guides and encourages the students’ creative process in preparing their presentation.
· Students rehearse their presentation with their peers to gain feedback in order to enhance their performance.
· Students present their dramatic portrayal of a character to an audience.
· The teacher should encourage students to be sensitive to the feelings of others in providing constructive criticism to their peers.
· Teachers must ensure that health and safety precautions are implemented when using props and costumes for presentations.
1. The teacher provides students with a checklist to ensure that all elements of the dramatic presentation are complete (Annexe 3.4.1 – Les éléments d’une présentation dramatique).
2. Students prepare their dramatic presentation.
3. Students present as practice their monologue to their peers.
4. Students provide feedback regarding peer’s presentation.
5. The teacher evaluates the dramatic presentation with a rubric/marking scheme.
|
Purpose |
Method |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Student |
Checklist |
Preparation of the research in the dramatic presentation form |
Application |
|
Formative |
Teacher/ Student |
Checklist
Annexe 3.4.1 – Les éléments d’une présentation dramatique |
Elements of a
dramatic presentation |
Knowledge/
Understanding |
|
Summative |
Student/ Teacher |
|
Presentation to an
appropriate audience |
Communication |
· Present to the teacher only or on video.
· Provide the opportunity to present several drafts.
· Allow the use of cue cards.
Notes from this unit
Les
filles de Caleb. Montréal
: Ciné-Maison Bellevue, 1990.
Lundy, Charles J and David W.
Booth. Interpretation: Working with Scripts. Don Mills: Harcourt Brace
Jovanovich Canada Inc., 1983. ISBN 0-7747-1210-4
Annexe
3.4.1 – Les éléments d’une présentation dramatique
Time: 9 hours
Students complete an
in-depth analysis of a novel from a Francophone author of their choice.
Students present their analysis in the form of a formal essay (1000-1500
words).
REV.01 - read a
range of literary and other works to deepen their appreciation of francophone
culture around the world;
REV.02 - research a
range of source materials to clarify their ideas and verify their points of
view;
REV.04 - identify
and understand language conventions used in their reading materials;
WRV.02 - express and
explain abstract ideas in their writing;
WRV.03 - write
essays and research papers on a variety of topics;
WRV.04 - use correct
grammar and appropriate language conventions in written work;
RE2.06 - use
French-English and French dictionaries to determine the meaning of unfamiliar
vocabulary;
WR1.04 - write a
formal research paper (1500-2000 words), complete with footnotes and
bibliography;
WR1.05 - revise
their writing, focusing on organization and presentation of ideas;
WR2.01 - recognize
and use appropriate language structures (see language structures for French
Immersion, Grade 12, p. 43);
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 - identify
anglicisms used in 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.
· Research skills
· Essay writing skills
· The teacher sets up a schedule for the different stages of the writing process.
· Choice of novel must be approved by the teacher and should be an appropriate level of difficulty and length.
· Students could read a book from the author they presented in Activity 3.2.
· The teacher should advise students to consult information learned in Activity 3.1 of this unit.
· The teacher should advise students of this activity at the beginning of this unit to allow sufficient research and reading time.
1. The teacher provides assistance in choosing an appropriate novel.
2. Students read and analyse the novel based on character development, plot, and themes.
3. The teacher reviews the evaluation rubric with students.
4. Students research and write their formal essay.
5. The teacher conferences, edits and guides students through the process of writing a formal essay.
6. Students peer-edit.
7. The teacher can discuss the result of their final essay with students.
|
Purpose |
Method |
Tool |
Strategy/ Activity |
Achievement Categories |
|
Formative |
Student/ teacher |
Stages of the
writing process |
Writing of the
essay |
Knowledge/Understanding |
|
Formative |
Student |
Draft |
Peer editing |
Application |
|
Summative |
Teacher |
Rubric
Annexe 3.5.1 – La grille d’évaluation de la dissertation |
Essay |
Communication
Application |
Beelen Woody, Diane. Pratique de l’écriture. Don Mills:
Addison-Wesley, 1996. ISBN
0-201-83601-7
French
dictionaries
Renaud,
Laurier. Protocole de présentation et de rédaction des travaux écrits. Montréal
: Guérin, 1988. ISBN-2-7601-2263-8
Robertson, Hugh. The Research
Essay, 4th ed. Toronto: Piperhill Publications, 1999.
ISBN 0-9693068-6-5
World Wide Web
Von der
Porten, Edward. Write In Style. Logan: The Perfection Form Company, 1981.
1. Quand êtes-vous né(e)?
2. Où êtes-vous né(e)?
3. Pourriez-vous me parler de votre enfance et
de votre famille?
4. Pourriez-vous résumer votre formation?
5. Quel(s) emploi(s) avez-vous exercé?
6. Quelle était votre première oeuvre?
7. Qu’est-ce qui vous a inspiré à devenir
écrivain?
8. Parlez-moi de vos oeuvres littéraires?
9. Pour quelle oeuvre êtes-vous le mieux
reconnu?
10. Avez-vous eu une oeuvre qui a été rejetée?
11. Avez-vous une citation/scène/poème/personnage
préféré?
12. Qui est votre héros/héroïne?
Use
Knowledge/Understanding and Communication categories of Annexe 3.1 as criteria
for
levels 1 to 4.
|
Question
#1 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
|
|
Question
#2 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
|
|
Question
#3 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
|
|
Question
#4 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
|
|
Question
#5 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
|
|
Question
#6 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
|
|
Question
#7 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
|
|
Question
#8 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
|
|
Question
#9 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
|
|
Question
#10 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
|
|
Question
#11 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
|
|
Question
#12 |
Language: |
1 |
2 |
3 |
4 |
|
Content: |
1 |
2 |
3 |
4 |
En
groupe, vous allez faire l’étude d’un des personnages du roman.
Nom
du personage : __________________________________________________________
1. Vous allez trouver 4 traits de personnalité
pour le personnage choisi: 2 point forts et 2 points faibles.
2. Vous devez supporter vos traits de
personnalité avec des preuves de l’histoire (pas forcément des citations). Il
faut avoir 2 preuves pour chacun des traits. Cela fait 4 traits x 2 preuves = 8
preuves au total.
3. Il faudra aussi discuter de sa motivation. Qu’est-ce
qui le motive? Par exemple, l’amour, la haine, la pression des autres, etc. et
en donner 3 preuves tirées du roman. Est-ce que cette motivation est interne ou
externe?
4. Comme dernière tâche, vous allez présenter
vos esquisses de votre personnage à la classe.
N.B. Il faut y avoir consensus dans
votre groupe sur les traits et les preuves. Coopérer bien.
Grille
d’esquisse de personnage
Nom du personage :
___________________________________________________
|
Traits de Personnalité |
Preuves |
|
Les
points forts |
|
|
1. |
1. 2. |
|
2. |
1. 2. |
|
Les
points faibles |
|
|
1. |
1. 2. |
|
2. |
1. 2. |
|
Sa
Motivation |
|
|
|
1. 2. 3. |
Deux
réponses à la lecture (requises) plus…
Votre
choix de trois des travaux suivants:
·
une
critique du roman;
·
un
résumé du livre;
·
une
liste des évènements clés dans le livre (un évènement par partie) avec un
évènement en detail;
·
un
travail de recherche sur la vie de l’auteur du roman;
·
un
travail de recherche sur la vie d’un(e) acteur/actrice dans la télésérie (si
possible);
·
un
poème écrit à la fin de la lecture qui souligne un thème présenté dans le
roman;
·
une
lettre d’un personnage à un autre;
·
une
recherche sur la vie quotidienne québecoise/française à cette époque.
Longeur
de chaque travail : entre 375 et 500 mots
Je
m’assure que j’ai :
·
le
scénario du monologue;
·
fait
plusieurs répétitions de mon monologue;
·
les
mouvements qui accompagnent le monologue;
·
les
costumes;
·
les
accessoires;
·
les
effets sonores;
·
l’éclairage;
·
la
projection de la voix, la diction, l’articulation, la prononciation;
·
la
créativité du monologue, du costume et des accessoires;
·
dévelopé
un personnage authentique.
Ma
dissertation : ______________________________________________________
Nom de
l’élève : ______________________________
Date
limite des étapes :
1. la thèse
________________________________
2. les
notes _______________________________
3. le
plan squelette ___________________________
4. le
premier essai ____________________________
5. correction
par un ami ________________________
6. produit
final _______________________________
Attentes
: Suivre le protocole de la dissertation
|
Compétences |
Niveau 1 |
Niveau 2 |
Niveau 3 |
Niveau 4 |
|
Connaissances/
Compréhension |
-
démontre une compréhension limitée du sujet choisi |
-
démontre une compréhension partielle du sujet choisi |
-
démontre une compréhension générale du sujet choisi |
-
démontre une compréhension complète du sujet choisi |
|
Réflexion/
Recherche |
- la
thèse est définie mais les arguments ne sont pas bien appuyés |
- la
thèse est définie mais les arguments ne sont que partiellement appuyés |
- la
thèse est bien définie et les arguments sont bien appuyés |
- la
thèse est bien définie et les arguments soutiennent et justifient la thèse |
|
Communication - style
facile à lire |
- le
vocabulaire est très simple - les
idées ne se suivent pas logiquement |
- le
vocabulaire est simple - les
points sont logiques mais manquent de fluidité |
- le
vocabulaire est varié - les
phrases et les paragraphes s’enchaînent avec fluidité |
- le
vocabulaire est varié et précis - les
phrases et les paragraphes s’enchaînent avec grande fluidité |
…suite
|
Compétences |
Niveau 1 |
Niveau 2 |
Niveau 3 |
Niveau 4 |
|
Mise
en Application - les
notes et le processus de la recherche |
-
démontre une compréhension limitée du protocole -
démontre une compréhension limitée de la recherche et de la méthode de
prendre des notes |
-
démontre une compréhension partielle du protocole -
démontre une compréhension partielle de la recherche et de la méthode de
prendre des notes |
-
démontre une compréhension générale du protocole -
démontre une compréhension générale de la recherche et de la méthode de
prendre des notes |
-
démontre une compréhension excellente du protocole -
démontre une compréhension excellente du processus de la recherche et de la
méthode de prendre des notes |
Note: A student whose achievement is below Level 1
(50%) has not met the expectations for this assignment or activity.
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