Course Profile Core French (FSF4O), Grade 12, Open, Combined
Unit 3: C’est mon affaire
Time: 25 hours
Activity
3.1 | Activity 3.2 | Activity 3.3 | Activity 4
Unit Description
Students become
familiar with the elements of a business plan. Students work in groups to
develop an original and realistic business plan for their own imaginary
business, bearing in mind how it would contribute to the common good. Students
learn possessive pronouns, the use and position of ne…jamais, ne…rien,
ne…nulle part, ne…personne, ne…plus, and ne…aucun, and negative
infinitives. As the culminating task, students present their business plans and
the class, acting as a “Chamber of Commerce,” provides feedback on the
viability of the business.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
3 hours |
REV.01; RE1.01;
RE2.01, .02 |
Knowledge/
Understanding |
The business plan |
|
3.2 |
12 hours |
OCV.02; WRV.01,
.02, .03; OC2.03; OC3.02; RE1.01, .02; RE2.01, .03; WR1.01; WR2.01, .02, .03,
.04 |
Thinking/Inquiry |
Develop a business
plan for an imaginary company |
|
3.3 |
5 hours |
OCV.03, .04;
OC2.04; OC3.01, .02 |
Communication |
Culminating Task:
presentation of business plan |
|
3.4 |
5 hours |
OCV.02, .04;
OC1.03; OC2.01, .03; OC3.01, .02 |
Thinking/Inquiry |
Peer feedback |
Time: 3 hours
The teacher explains
the concept of a business plan and provides students with an outline (Annexe
3.1.1) and an example. Students become familiar with the various components of
a successful business plan and create checklists to verify the creation of
their own business plan in Activity 2. Students learn the use and position of ne…jamais,
ne…rien, ne…nulle part, ne…personne, ne…plus, and ne…aucun, and
negative infinitives.
Ontario Catholic
Secondary Graduate Expectations
CGE 3f - examines,
evaluates, and applies knowledge of interdependent systems (physical,
political, ethical, socio-economic and ecological) for the development of a
just and compassionate society;
CGE7i - respects the
environment and uses resources wisely.
Strand(s): Oral Communication, Reading,
Writing
Overall
Expectations
REV.01 - read and
demonstrate an understanding of a wide variety of texts that relate to business
or the workplace.
Specific
Expectations
RE1.01 - read and
summarize a variety of current materials (e.g., newspapers, magazines,
brochures, guides);
RE2.01 - recognize
and use appropriate language structures (see language structures for Core
French, Grade 12, p. 25);
RE2.02 - identify
and explain vocabulary related to the business world.
·
Knowledge of what
constitutes a successful business from Unit 2
·
The teacher must
find an example of a business plan in French to provide to students, local
business community.
·
The teacher
should endeavour to provide an example of a business plan that is relevant to
their particular community.
·
Provide access to
the Internet to search for sample business plans, or a list of contact names in
the business community.
·
The checklist
provided in Annexe 3.3.2a is an example of a checklist for one component of a
business plan.
·
This checklist
and the ones created by students are to be used by each group as they develop
their own business plan in Activity 3.2 and provide feedback to other groups in
Activity 3.4.
·
Annexe 3.3.2b is
a blank template for use by students when creating further checklists.
·
Cross-curricular
connections include Business Studies and Guidance and Career Education.
1. The teacher presents an
example of a successful business plan while students read, listen, take notes,
and ask questions for clarification.
2. Students, with the help of the teacher,
analyse the business plan and break it down into its components.
3. The teacher provides a business plan outline
(Annexe 3.1.1) and students compare their findings to it.
4. The teacher introduces the use and position
of ne…jamais, ne…rien, ne…nulle part, ne…personne, ne…plus, and ne…aucun,
and negative infinitives and students complete grammar exercises.
5. The teacher explains and gives an example of
a verification checklist created for one component of a business plan (Annexe
3.3.2a) and students read, listen, take notes, and ask questions for
clarification.
6. With the help of the teacher, students create
the necessary checklists (Annexe 3.3.2b) for the remainder of the components to
be used in verifying their own business plan in Activity 3.2.
|
Type |
User |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Teacher/ student |
Checklist |
In class
discussion, oral presentation |
Knowledge/Understanding |
|
Formative |
Teacher/ student |
Checklist |
Oral presentation |
Knowledge/Understanding |
|
Formative |
Teacher |
Checklist |
Comparison of
findings to outline (Annexe 3.1.1) |
Thinking/Inquiry |
|
Formative |
Teacher |
Checklist |
Oral presentation |
Knowledge/Understanding |
|
Summative |
Teacher |
Checklist |
Group production
of checklists (Annexe 3.3.2b) |
Application |
Sample
business plans - http://www.bplans.com/sp/index.cfm?a=bc#
Annexe – 3.1.1
Annexe – 3.1.2a
Annexe – 3.1.2b
Time: 12 hours
Students work in groups
to brainstorm ideas for a business that they believe could be viable in their
community, based on the issues discussed in Unit 2. Once they have chosen a
particular business, students develop a business plan using the example and the
checklists developed in Activity 3.1. The business plan is to be presented
orally in Activity 3.3. Students learn possessive pronouns, e.g., le mien,
la tienne, le vôtre, les nôtres.
Ontario Catholic
Secondary Graduate Expectations
CGE 5f - exercises
Christian leadership in the achievement of individual and group goals;
CGE7i - respects the
environment and uses resources wisely;
CGE 7j - contributes
to the common good.
Strand(s): Oral Communication, Reading,
Writing
Overall
Expectations
OCV.02 - express and
justify ideas and opinions in self-directed conversations and discussions on a
variety of business-related issues;
WRV.01 - express and
support their ideas and opinions in writing;
WRV.02 - create a
variety of texts, selecting the appropriate form and language to suit the
purpose and the audience;
WRV.03 - use correct
grammar and appropriate language conventions in written work.
Specific
Expectations
OC2.03 - contribute
ideas in class or small-group discussions (e.g., suggest a different point of
view, critique an argument, relate the topic to a similar issue in another
context);
OC3.02 - use newly
acquired vocabulary in conversation;
RE1.01 - read and
summarize a variety of current materials (e.g., newspapers, magazines,
brochures, guides);
RE1.02 - gather,
organize, and interpret information as part of a written assignment (e.g.,
development of a business plan);
RE2.01 - recognize
and use appropriate language structures (see language structures for Core
French, Grade 12, p. 25);
RE2.03 - use
French-English and French dictionaries to determine the meaning of unfamiliar
vocabulary;
WR1.01 - write in a
variety of forms (e.g., résumés, covering letters, a business plan, a job
profile);
WR2.01 - recognize
and apply appropriate language structures (see language structures for Core
French, Grade 12, p. 25);
WR2.02 - revise,
edit, and proofread their writing, focusing on grammar, spelling, punctuation,
and the conventions of style;
WR2.03 - incorporate
newly acquired vocabulary into their written work;
WR2.04 - use
French-English and French dictionaries to verify spelling, confirm the meaning
of newly acquired words and phrases, and expand their vocabulary.
·
Knowledge of
possessive adjectives, e.g., mon, ma, mes, ton, ta, tes, etc.
·
Notes from
previous units and activities
·
Care should be
taken when grouping students as they will be working together throughout the
remainder of the unit.
·
Provide access to
the Internet.
·
Provide copies of
checklists developed in Activity 3.1.
·
An attempt should
be made to provide demographic, statistical, and promotional materials
pertaining to the community, e.g., brochures, websites, contact numbers, guest
speakers, etc.
1. The teacher reviews the use of possessive
adjectives (e.g., mon, ma, mes, ton, ta, tes, etc.) and introduces the
use of possessive pronouns, e.g., le mien, la tienne, le vôtre, les nôtres,
etc., and students complete grammar exercises.
2. The teacher distributes and explains the
presentation evaluation rubric designed by the teacher and students ask
questions for clarification.
3. The teacher monitors, corrects, and advises
students as they formulate, organize, and write a business plan for the
business they have chosen using Annexe 3.3.1 – Business Plan Outline.
4. The teacher monitors, corrects, and advises
students as they use the checklists developed in
Activity 3.1 to verify the completeness and correctness of their business plan
(Annexe 3.3.2b).
|
Type |
User |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Teacher/student |
Checklist |
Writing the
business plan |
Thinking/Inquiry |
|
Formative |
Student |
Checklists |
Verification of
business plan |
Thinking/Inquiry |
Statistical
information – www.statcan.ca
Dupont,
Elaine et H. Gaulin. Se lancer en affaires: Les étapes pour bien structurer
un projet d’entreprise. Sainte-Foy: Les publications du Québec, 1994.
Sperandio,
Éric Pier. Comment créer son emploi. Outremont: les éditions Québecor,
1998.
Ministère de
l’industrie et du commerce de l’Ontario. Fondation d’une petite entreprise
en Ontario. 1983.
Time: 5 hours
In their groups,
students make their final preparations to present the business plan developed
in
Activity 3.2, reviewing the evaluation criteria outlined in Annexe 3.3.3.
Students determine how they intend to deliver the presentation, e.g., using
brochures, posters, photos, demonstrations, computer-generated slide
presentations, etc., in order to elicit audience approval (Chamber of Commerce
members, bankers). Students rehearse their presentation and present it as a
culminating task.
Ontario Catholic
Secondary Graduate Expectations
CGE 5h - applies
skills for employability, self-employment, and entrepreneurship relative to
Christian vocation.
Strand(s): Oral Communication, Reading,
Writing
Overall
Expectations
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
OC2.04 - give a
researched presentation on a business topic (e.g., an analysis of the coverage
of a business news story, a review of careers where knowledge of French is an
asset);
OC3.01 - recognize
and use appropriate language structures (see language structures for Core
French, Grade 12, p. 25);
OC3.02 - use newly
acquired vocabulary in conversation.
·
Notes from
previous units and activities
·
The teacher needs
to be aware that Activities 3.3 and 3.4 occur simultaneously as the audience
needs to react and provide immediate feedback for each presentation as it takes
place.
·
If possible, the
teacher should try to provide alternate areas for rehearsal of presentations so
that each presentation is new to the audience.
·
Provide copies of
appropriate checklists to be used by the audience in critiquing and evaluating
each presentation.
·
Provide for
photocopying of student handouts.
·
The teacher
provides any necessary audio-visual equipment for presentations.
·
The teacher may
wish to alter the physical configuration of the classroom in order to create a
more professional atmosphere.
·
The teacher
should encourage students to dress professionally during presentations.
·
The teacher may
wish to invite members of the community involved in business, e.g.,
entrepreneurs, bankers, etc.
1. The teacher monitors, corrects, and advises students
during the final preparation and rehearsal process.
2. The teacher uses a rubric (Annexe 3.3.3) to
evaluate each business plan presentation as each group of students presents.
3. As each group of students presents its
business plan, the remainder of students in the audience use the checklists
developed in Activity 3.1 to prepare a response to each presentation (Activity
3.4).
|
Type |
User |
Tool |
Strategy/Activity |
Achievement Categories |
|
Summative |
Teacher |
Rubric |
Presentation of
business plan |
Communication |
|
Formative |
Student |
Checklists |
Verification of
business plan |
Thinking/Inquiry |
Checklists from
Activity 3.1.
Time: 5 hours
As students present
their business plan in Activity 3.3, the remaining students in the class, using
the checklists from Activity 3.1 (Annexe 3.3.2b), orally critique each
presentation. Students may take this opportunity to ask questions for
clarification. This oral critique includes the strengths, weaknesses, and
suggestions for improvement for each presentation. After each presentation, the
audience (Chamber of Commerce, bankers) reaches a consensus as to the viability
of each business plan.
Ontario Catholic
Secondary Graduate Expectations
CGE 5e - respects
the rights, responsibilities, and contributions of self and others.
Strand(s): Oral Communication, Reading,
Writing
Overall
Expectations
OCV.02 - express and
justify ideas and opinions in self-directed conversations and discussions on a
variety of business-related issues;
OCV.04 - use correct
grammar and appropriate language conventions during oral communication
activities.
Specific
Expectations
OC1.03 - ask
questions and make comments to clarify, evaluate, and provide feedback on
classmates’ presentations;
OC2.01 - use
critical-thinking skills in responding to classmates’ presentations (e.g.,
analyse the information, elaborate on the ideas presented);
OC2.03 - contribute
ideas in class or small-group discussions (e.g., suggest a different point of
view, critique an argument, relate the topic to a similar issue in another
context);
OC3.01 - recognize
and use appropriate language structures (see language structures for Core
French, Grade 12, p. 25);
OC3.02 - use newly
acquired vocabulary in conversation.
·
Notes from
previous activities in this unit
·
The teacher needs
to be aware that Activities 3.3 and 3.4 occur simultaneously as the audience
needs to react and provide immediate oral feedback for each presentation as it
takes place.
·
The teacher
should encourage students to be sensitive to the feelings of others in
providing constructive criticism to their peers.
·
As the presenters
are encouraged to act as business professionals, the same behaviour
expectations apply to the audience.
1. The teacher monitors students as students
orally critique each presentation and determine the viability of each business
plan.
|
Type |
User |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Teacher |
Checklist |
Presentation |
Thinking/Inquiry |
Notes and checklists
from previous activities in this unit
Squelette du plan
d’entreprise - basé sur les 5 P (Produit, Prix, Place, Promotion, Personnel)
1. Le produit
· Description du produit ou du service.
· les avantages et les désavantages
· l’unicité par rapport aux produits/services concurrents
· les matériaux crus
· la disponibilité des matériaux crus
· la fabrication (méthode précise, fournisseurs)
· l’accessibilité (transport et livraison, vente)
· la garantie
2. Le prix
· Détermination du prix
· le prix des produits/services similaires
· les frais de production
· la calculation du prix qui récupe vos frais et fournit un profit convenable
· l’exigence d’un prix plus haut ou plus bas des concurrents
· l’accordation des prix de soldes sur la quantité (ex. achetez trois, le quatrième est gratuit)
· la politique du paiement
3. La place d’affaires
· Enquête pour un emplacement
· le genre d’emplacement
· le nombre d’emplacements
· l’accessibilité
· l’évaluation des avantages et des inconvénients du local
· les exigences de l’environnement
· la disponibilité de main d’oeuvre
· les frais de location
· la convenance et la stratégie de la location par rapport au secteur environnant
… suite
4. La promotion
· Exploitation du marché
· l’identification de votre clientèle
· les besoins de vos clients
· la liste de vos concurrents et leur part de marché
· les objectifs de votre promotion
· l’identification de votre public cible (la démographie)
· le plan de communication (la création de logo et de cartes d’affaires)
· les formes de communication (p.e.x. les appels au téléphone, les brochures, les posters, les annonces publicitaires à la télévison et à la radio, etc.)
· le montant d’argent à investir dans la promotion
5. Le personnel
· Détermination de la main d’oeuvre
· la structure du personnel (un schéma pyramide de l’organisation)
· le nombre d’employés nécessaires
· les tâches reliées à chaque poste
· la nature précise du travail
· les conditions du travail
· les salaires
· les qualités nécessaires pour engagé un candidat
· les méthodes de recrutement (curriculum vitae)
· l’entrevue
Cochez la case si c’est fait.
Liste de contrôle pour la section “Le personnel”
|
|
Mon groupe |
Groupe 1 |
Groupe 2 |
Groupe 3 |
Groupe 4 |
|
Avez-vous
déterminé la structure du personnel? |
|
|
|
|
|
|
Avez-vous créé un
schéma pyramide de l’organisation? |
|
|
|
|
|
|
Avez-vous
déterminé le nombre d’employés nécessaires? |
|
|
|
|
|
|
Avez-vous
déterminé les tâches reliées à chaque poste? |
|
|
|
|
|
|
Avez-vous
déterminé la nature précise du travail? |
|
|
|
|
|
|
Avez-vous
déterminé les conditions du travail? |
|
|
|
|
|
|
Avez-vous
déterminé les salaires? |
|
|
|
|
|
|
Avez-vous
déterminé les qualités nécessaires pour un candidat engagé? |
|
|
|
|
|
|
Avez-vous
déterminé les méthodes de recrutement? |
|
|
|
|
|
|
Avez-vous choisi
une poste pour lequel vous seriez prêt à conduire une entrevue (en
préparation pour L’Unité 4)? |
|
|
|
|
|
Questions à poser:
Les forces:
Les lacunes:
Les suggestions pour l’amélioration:
Cochez la case si
c’est fait.
Liste de contrôle pour la section: _______________________
|
|
Mon groupe |
Groupe 1 |
Groupe 2 |
Groupe 3 |
Groupe 4 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Questions à poser :
Les forces :
Les lacunes :
Les suggestions pour l’amélioration :
Overview | Unit 1 | Course Profiles Main Menu