Course Profile Core French (FSF4U), Grade 12, University
Preparation, Combined
Unit
3: Point d’ébullition
Time: 25 hours
Activity 1 | Activity 2 | Activity 3
| Activity 4 | Activity 5
Unit Description
Students
develop moral and legal decision-making skills as they research a current community-based
issue and become familiar with the formal debate process in preparation for an
in-class debate. Students learn the interrogative and relative pronoun lequel,
the use and position of ne…jamais, ne…rien, ne…nulle part, ne…personne,
ne…plus, and ne…aucun, and the formation and use of the subjonctif
passé of er, ir, re and irregular verbs. As the culminating task,
students evaluate new ideas and apply effective communication skills to defend
their position on the issue by writing an essay based on their previous
research.
|
Activity |
Time |
Learning Expectations |
Assessment Categories |
Tasks |
|
3.1 |
5 hours |
REV.01,
.02, .03; RE1.05; RE2.01, .03, .04, .05 |
Knowledge/
Understanding |
Research
a community-based issue |
|
3.2 |
2 hours |
REV.01;
OC1.02; OC3.01 |
Knowledge/
Understanding |
Formal
debate process |
|
3.3 |
6 hours |
WRV.01,
.03; RE2.03; WR1.06; WR2.01, .04, .05 |
Thinking/Inquiry |
Debate
preparation |
|
3.4 |
8 hours |
OCV.02,
.03, .04; OC1.02; OC2.01, .03; OC3.01 |
Communication |
Debate |
|
3.5 |
4 hours |
WRV.01,
.03; WR1.01, .05, .06; WR2.01, .02, .03, .04, .05 |
Application
Communication |
Culminating
Task: essay defending personal position |
Time: 5 hours
Students
brainstorm current community issues and select one or more issues to debate.
Using primary (interviews, guest speakers) and secondary (media) resources,
students work in small groups to decide upon a debate topic and clearly
identify two opposing points of view. Students must ensure that the topic they
have chosen engenders a worthwhile debate. Students learn the interrogative and
relative pronoun lequel, which they apply when exploring the various
issues.
Ontario Catholic Secondary Graduate Expectations
CGE 1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE 5f -
exercises Christian leadership in the achievement of individual and group
goals.
Strand(s): Oral Communication, Reading, Writing
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, make and support judgements about the issues raised);
REV.03 -
identify and understand language conventions used in their reading materials.
Specific Expectations
RE1.05 -
apply specific research skills (e.g., identifying sources, gathering data,
taking notes, outlining) in preparing an assignment;
RE2.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 12, p. 25);
RE2.03 -
use reading strategies (e.g., skimming text for information, using clues from
context, using knowledge of word families and root words, rereading) to
determine the meaning of unfamiliar vocabulary and idiomatic expressions;
RE2.04 -
recognize language conventions used in formal and informal language;
RE2.05 -
use French-English and French dictionaries to determine the meaning of
unfamiliar vocabulary.
· Oral communication skills
· Note-taking skills
· Consideration should be given as to whether the class debates one topic as a whole or whether several topics are prepared and debated by several small groups.
· If choosing to debate only one issue, it is suggested that students work in small groups with an equal number of groups taking each point of view.
· If choosing to debate more than one issue, it is suggested that small groups be formed and paired so that each paired group presents both points of view.
· The teacher may take advantage of this opportunity to relate this debate to other subject areas across the curriculum.
· The teacher should be sensitive to the personal nature of the experience and support students in avoiding disclosure and discussion of sensitive issues.
1. The teacher directs a brainstorming session to compile a list of current community issues and their usefulness as possible debate topics while students take notes and contribute to the discussion.
2. The teacher suggests possible community resources (may invite a guest speaker) and students use those resources (interviews, media, etc.) to obtain further details on the suggested issues.
3. The teacher introduces the interrogative and relative pronoun lequel while students complete grammar exercises.
4. The teacher monitors, corrects and advises students and encourages the use of the French language while students discuss and decide upon the issue that they intend to debate.
|
Type |
User |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Teacher/
student |
Observation |
Brainstorming |
Knowledge/Understanding |
|
Formative |
Teacher/
student |
Observation |
Guest
speaker |
Knowledge/Understanding |
|
Diagnostic |
Teacher |
Answer
sheet |
Grammar
exercises |
Knowledge/Understanding |
|
Formative |
Teacher |
Observation |
Discuss
and record information on chosen issue |
Thinking/Inquiry |
Bilingual French-English dictionaries
Local newspapers and brochures
Lists of local clubs, businesses, etc.
Possible
guest speakers and community experts
Time: 2 hours
Through
handouts (Annexe 3.1) and teacher-directed instruction, students become
familiar with the formal debate process. Students learn the use and position of
ne…jamais, ne…rien, ne…nulle part, ne…personne, ne…plus, and ne…aucun.
This activity provides students with a base of knowledge and the skills
required for the activities to follow.
Ontario Catholic Secondary Graduate Expectations
CGE 1i -
integrates faith with life;
CGE 3c -
thinks reflectively and creatively to evaluate situations and solve problems;
CGE 7a -
acts morally and legally as a person formed in Catholic traditions.
Strand(s): Oral Communication,
Reading, Writing
Overall Expectations
REV.01 -
read and demonstrate an understanding of a range of literary and informational
texts.
Specific Expectations
OC1.02 -
demonstrate an understanding of oral presentations by classmates and other
speakers (e.g., by relating the content to other contexts, discussing
alternative viewpoints, predicting future trends);
OC3.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 12, p. 25).
· Note-taking skills
· Previous debating experience
· The teacher is advised to select the debate process that best suits his/her needs and those of the students.
· Photocopy checklist handouts (Annexe 3.1).
1. The teacher provides information and explains the formal debate process while students listen and take notes.
2. The teacher provides and explains the use of the debate checklist (Annexe 3.1) while students listen and ask questions for clarification.
3. The teacher introduces the use and position of ne…jamais, ne…rien, ne…nulle part, ne…personne, ne…plus, and ne…aucun while students complete grammar exercises.
|
Type |
User |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Teacher |
Observation |
Oral
discussion and questioning |
Knowledge/Understanding |
|
Formative |
Teacher |
Checklist
(Annexe 3.1) |
Oral
discussion and questioning |
Knowledge/Understanding |
|
Diagnostic |
Teacher |
Answer
sheet |
Grammar
exercises |
Knowledge/Understanding |
Bilingual French-English dictionaries
Jean,
Gladys. Avec Brio : Guide pratique de communication. Toronto: Pearson
Education, 1996.
Annexe
3.1
Time: 6 hours
After
reviewing the issue(s) decided upon in Activity 1, students return to their
original groups and thoroughly research both sides of their issue. Students use
the checklist (Annexe 3.1) from Activity 2 to ensure adequate preparation for
the debate to be held in Activity 4. The teacher provides students with the
rubric to be used for the summative evaluation of the debate (Annexe 3.2).
Students review and apply, where possible, the use and position of ne…jamais,
ne…rien, ne…nulle part, ne…personne, ne…plus, and ne…aucun in their
debate statements.
Ontario Catholic Secondary Graduate Expectations
CGE 1d -
develops attitudes and values founded on Catholic social teaching and acts to
promote social responsibility, human solidarity, and the common good;
CGE 5f -
exercises Christian leadership in the achievement of individual and group
goals.
Strand(s): Oral Communication,
Reading, Writing
Overall Expectations
WRV.01 -
express their ideas and opinions logically and coherently in written texts;
WRV.03 -
use correct grammar and appropriate language conventions in written work.
Specific Expectations
RE2.03 -
use reading strategies (e.g., skimming text for information, using clues from
context, using knowledge of word families and root words, rereading) to
determine the meaning of unfamiliar vocabulary and idiomatic expressions;
WR1.06 -
revise their writing to ensure that ideas and opinions are clearly presented;
WR2.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 12, p. 25);
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.
· Correct interrogative sentence structure
· Research skills
· Oral communication skills
· The teacher may wish to provide more extensive resources, e.g., contact person, on the specific issue(s) chosen for debate by students. Teachers should contact resource people in advance and follow school and board policies related to visitors to the school.
· It is recommended that the teacher remind students of proper behaviour and etiquette as representatives of their school when interacting with members of the community, e.g., manners, greetings, telephone etiquette, punctuality, keeping appointments, thank you notes, etc.
1. The teacher monitors, corrects, and advises students while they complete the research process.
2. The teacher provides students with the debate rubric while students ask questions for clarification (Annexe 3.2).
3. The teacher reviews and models the use and position of ne…jamais, ne…rien, ne…nulle part, ne…personne, ne…plus, and ne…aucun and students apply these sentence structures, where possible, to their debate statements.
4. Students do a final verification of their readiness for the debate in Activity 4.
|
Type |
User |
Tool |
Strategy/Activity |
AchievementCategories |
|
Formative |
Teacher/
student |
Observation |
Oral
questioning |
Knowledge/Understanding |
|
Formative |
Teacher/ student |
Observation |
Writing debate statements (opinions,
evidence) and questions |
Knowledge/Understanding |
|
Summative |
Teacher |
Checklist
(Annexe 3.1) |
Verification
of debate preparations |
Thinking/Inquiry |
Bilingual French-English dictionaries
Members
of community clubs, businesses, government agencies, local newspaper, etc.
Annexe
3.2
Time: 8 hours
In their
groups, students follow the formal debate process to present both sides of
their issue. Following the debate, all class members are invited to ask
questions, provide supplementary information, state their opinions, and discuss
the issue at hand.
Ontario Catholic Secondary Graduate Expectations
CGE 2c -
presents information and ideas clearly and honestly and with sensitivity to
others;
CGE 7h -
exercises the rights and responsibilities of Canadian citizenship.
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 issues;
OCV.03 -
make oral presentations on a variety of topics;
OCV.04 -
use appropriate language conventions during oral communication activities.
Specific Expectations
OC1.02 -
demonstrate an understanding of oral presentations by classmates and other
speakers (e.g., by relating the content to other contexts, discussing
alternative viewpoints, predicting future trends);
OC2.01 -
express, support, and explain their viewpoints in formal debates related to
topics under study;
OC2.03 -
use critical-thinking skills in responding to classmates’ presentations (e.g.,
analyse the information, develop a counter-argument);
OC3.01 -
recognize and use appropriate language structures (see language structures for
Core French, Grade 12, p. 25).
· Formal debate process from Activity 2
· Prepared notes from Activity 3
· Oral communication skills
· The teacher should be sensitive to the personal nature of the experience and support students in avoiding disclosure and discussion of sensitive issues.
· It is suggested that the teacher be a vigilant enforcer of the formal debate process to ensure consistency for each debate.
· Photocopy rubric and checklist for students.
· The teacher may wish to consider altering the physical layout of the classroom seating to facilitate the debate.
· Due to the difficulty of being enforcer and evaluator, the teacher may wish to videotape debates in order to be able to ensure fair evaluation.
· Videotapes may also serve as exemplars in future years and motivate students to enhance their performance.
1. The teacher monitors and enforces the formal debate process while students present their debate topics and/or take notes, depending on the debate process previously selected.
2. Throughout and following the debate(s), students take notes to be used to defend their personal position on a chosen topic when writing an essay in Activity 5.
3. After the (or each) debate, the teacher monitors the discussion while students ask questions, provide supplementary information, state their opinions, and discuss the issue at hand.
|
Type |
User |
Tool |
Strategy/Activity |
Achievement Categories |
|
Summative |
Teacher |
Rubric
(Annexe 3.2) |
Debate |
Communication |
|
Formative |
Student |
Observation |
Note-taking |
Thinking/Inquiry |
|
Formative |
Teacher |
Observation |
Post-debate
discussion |
Communication |
· Allow greater use of notes for reference during debate.
· Allow another group member to be a spokesman as necessary.
Notes and other materials from previous activities in this unit
Annexe
3.2
Time: 4 hours
Students
learn the formation of the subjonctif passé of er, ir, re and
irregular verbs. As a culminating task, students write an essay in which they
present and defend their personal position on one of the topics debated in
Activity 4. Students use previous research, notes, and other pertinent
information acquired during the debate(s). Students review the essay writing
process, with particular emphasis on how to defend an opinion using facts.
Ontario Catholic Secondary Graduate Expectations
CGE 3b -
creates, adapts, and evaluates new ideas in light of the common good;
CGE 4f -
applies effective communication, decision-making, problem-solving, time, and
resource management skills;
CGE 7g -
respects and understands the history, cultural heritage, and pluralism of
today’s contemporary society.
Strand(s): Oral Communication,
Reading, Writing
Overall Expectations
WRV.01 -
express their ideas and opinions logically and coherently in written texts;
WRV.03 -
use correct grammar and appropriate language conventions in written work.
Specific Expectations
WR1.01 -
write a review of a text, movie, or play as an independent study, including a
summary of the plot and their personal reactions and recommendations;
WR1.05 -
write a research paper (a minimum of 1000 words) stating and defending their
position on an issue;
WR1.06 -
revise their writing to ensure that ideas and opinions are clearly presented;
WR2.01 -
recognize and use 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 conventions of style;
WR2.03 -
apply conventions that relate to research essays (e.g., table of contents; use
of quotations, footnotes, and bibliography);
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.
· Research notes and materials from previous activities
· Essay writing process
· Encourage students to use the newly acquired language structures when writing their essay.
· Photocopy essay rubric.
· The teacher may wish to have students assess their own performance on the rubric before the teacher evaluation.
1. The teacher reviews the essay writing process: opinion essay a) introduction with thesis statement; b) supported arguments (reason/evidence); c) conclusion (restates opinion, summarizes evidence, and leaves the reader with something to think about). Students take notes and ask questions for clarification.
2. The teacher presents the essay evaluation rubric (Annexe 3.3) while students listen and ask questions for clarification.
3. The teacher monitors, corrects, and advises students during the writing process.
4. Students use the rubric to evaluate their essay prior to submission for teacher evaluation.
|
Type |
User |
Tool |
Strategy/Activity |
Achievement Categories |
|
Formative |
Teacher |
Observation |
Oral
questioning and discussion |
Knowledge/Understanding |
|
Formative |
Teacher |
Observation |
Writing
an essay |
Thinking/Inquiry |
|
Formative |
Student |
Rubric
(Annexe 3.3) |
Self-evaluation
and revision |
Thinking/Inquiry |
|
Summative |
Teacher |
Rubric
(Annexe 3.3) |
Essay |
Knowledge/Understanding |
· Provide access to computer for word processing.
· Encourage peer editing.
Bilingual French-English dictionaries
Notes and other materials from previous activities in this unit
Jean,
Gladys. Avec Brio : Guide pratique de communication. Toronto: Pearson
Education, 1996.
Annexe
3.3
A. Un débat est une série d’arguments pour ou contre un énoncé. À la fin, un juge (soit le professeur ou soit des étudiants désignés) décide quelle équipe a présenté les arguments les plus convaincants.
B. Un exemple du déroulement d’un débat
|
1. |
Exposé pour (un résumé du point de vue) |
2 minutes |
|
2. |
Exposé contre (un résumé du point de vue) |
2 minutes |
|
3. |
Discours affirmatif (pour) concernant leur première question |
4 minutes |
|
4. |
Réfutation négative (contre) concernant cette question |
2 minutes |
|
5. |
Discours négatif (contre) concernant leur première question |
4 minutes |
|
6. |
Réfutation positive (pour) concernant cette question |
2 minutes |
|
7. |
Discours affirmatif (pour) concernant leur deuxième question |
4 minutes |
|
8. |
Réfutation négative (contre) concernant cette question |
2 minutes |
|
9. |
Discours négatif (contre) concernant leur deuxième question |
4 minutes |
|
10. |
Réfutation positive (pour) concernant cette question et ainsi de suite d’après le nombre de questions débattues |
2 minutes |
|
11. |
Président du débat donne la parole au public |
|
|
12. |
Le juge déclare l’équipe gagnante |
|
C. Le comportement durant un débat
· Je ne peux pas couper la parole de l’opposition.
· Chaque fois que je prends la parole, je dois me lever.
· Je dois m’adresser au public.
· Je dois observer le chronomètre.
· Je parle toujours avec politesse (pas d’insultes personnels).
D. Liste de vérification pour étudiant
Oui Non
_____ _____ Je connais bien le sujet de mon débat.
_____ _____ J’ai recueilli suffisament d’arguments pour ou contre.
_____ _____ J’ai une connaissance des grandes questions reliées au sujet.
_____ _____ J’ai bien préparé l’évidence pour appuyer ma position.
_____ _____ J’ai bien rédigé mon énoncé.
_____ _____ J’ai bien préparé mes discours (points pour ou contre).
_____ _____ J’ai précisé la durée de mes discours.
_____ _____ Je sais comment préparer la réplique.
_____ _____ Je sais comment le débat va se dérouler.
_____
_____ Je sais comment me comporter durant un débat.
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/ Understanding |
|
|
|
|
|
Thinking/Inquiry |
|
|
|
|
… suite
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication |
|
|
|
|
|
Application |
|
|
|
|
Note: A student whose achievement is
below Level 1 (50%) has not met the expectations for this assignment or
activity.
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Knowledge/
Understanding |
|
|
|
|
|
Thinking/Inquiry |
|
|
|
|
…suite
|
Categories |
Level 1 |
Level 2 |
Level 3 |
Level 4 |
|
Communication a) introduction b) supported arguments (reason/ evidence) c) conclusion (restates opinion, summarizes evidence, and leaves the reader with something to think about) -
communication for the purpose of persuasion |
|
|
|
|
|
Application |
|
|
|
|
Note: A student whose achievement is
below Level 1 (50%) has not met the expectations for this assignment or
activity.
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