Course Profile Core French Grade 10 Applied

Transcription

1 Course Profiles Catholic District School Board Writing Partnership Course Profile Core French Grade 10 Applied for teachers by teachers This sample course of study was prepared for teachers to use in meeting local classroom needs, as appropriate. This is not a mandated approach to the teaching of the course. It may be used in its entirety, in part, or adapted. Summer 2000

2 Course Profiles are professional development materials designed to help teachers implement the new Grade 10 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development of these resources was funded by the Ontario Ministry of Education. This document reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes. Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document. Queen s Printer for Ontario, 2000 Acknowledgments Catholic District School Board Writing Teams Core French Course Profile Writing Team Units 1 and 2 Jean-François Côté, Project Manager/Lead Writer Denise Goulet Antoinette Liscio Marina Mascherin Frank Milani Units 3, 4, and 5 Sal Beniamino David Dodge Elvira Roberts Page 2

3 Course Overview Core French, Grade 10, Applied Identifying Information District: Toronto Catholic District School Board Course Developers: Jean-François Côté, Denise Goulet, Antoinette Liscio, Marina Mascherin, Frank Milani, Sal Beniamino, David Dodge, Elvira Roberts Course Title: Core French, Applied Ministry Course Code: FSF2P Secondary Policy Document: The Ontario Curriculum, French as a Second Language, Grades 9 and 10 Publication Date: 2000 Credit Value: 1.0 Description/Rationale In this course, students increase their skills in oral communication, reading and writing of the French language. Through the theme of adolescents and their role in today's society, students develop positive attitudes towards themselves and in their relationships with others. Furthermore, this course fosters the value of respect, caring, and generosity through a series of theme-related topics. The students knowledge of French is expanded through the use of various forms of communication in practical situations. How This Course Supports The Ontario Catholic School Graduate Expectations This course will enable students to express themselves, and their ideas respecting and considering the rights of others. Students will integrate Catholic beliefs in the analysis of written texts and media. This program will incite students to develop Gospel values based on social teaching in order to foster responsibility. When presenting information, students will demonstrate honesty, taking into account the sensitivity of their peers. Learners will become collaborative members of society respecting the rights and attributes of self and others. Unit Titles (Time + Sequence) Unit 1 Les autres 23 hours Unit 2 La communication et ses divers moyens 23 hours Unit 3 Les divertissements 23 hours Unit 4 La publicité 22 hours Unit 5 Les droits et les responsabilités 19 hours Page 3

4 Unit Organization Unit 1: Les autres Time: 23 hours Description This unit emphasizes accepting others for themselves. Students conduct an interview with a person of an older generation in their family or school community. Activities include: the creation of timelines outlining various historical events/figures and occurrences, a comparison of these timelines, and the creation of a thank-you card. Each student also prepares an article to be published in a class newspaper based on a researched event from his or her timelines. The final activity of the unit is a group dramatization. These activities increase the students awareness of others, thus promoting a greater sensitivity of their surroundings. Ontario Catholic School Graduate Expectations: CGE1d, h, I; CGE2a, c; CGE3a, d; CGE4a, c; CGE5c; CGE6a, c; CGE7f, j. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV.03P, 04P, 05P; REV.01P, 03P; WRV.02P, 03P. Specific Expectations: OC1.01P, 02P, OC2.01P, 04P, OC3.01P, 03P; RE1.05P, 06P, RE2.01P, 03P; WR1.01P; WR2.01P, 04P. Unit 2: La communication et ses divers moyens Time: 23 hours Description In this unit, students explore the importance of meaningful communication in their relationships with others. Students learn the roles of the listener and the speaker in effective and respectful communication in light of gospel values. They study the use and importance of certain technological means of communication including the computer (electronic mail), the telephone, fax machines, and pagers. This theme is developed through pertinent vocabulary acquisition and communicative activities, such as: brainstorming the impact of technology on our society, a simulated conference call, and an communication. Ontario Catholic School Graduate Expectations: CGE1d; CGE2e; CGE3e; CGE4b; CGE5a; CGE7j. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV.01P, 03P, 04P, 05P; REV.01P, 03P; WRV.02P, 03P. Specific Expectations: OC1.01P, 02P, 03P, OC2. 01P, 05P, OC3.01P; RE1.01P, 03P, RE2.01P, RE2.03P; WR1.02P, WR2.01P, 02P, 03P. Unit 3: Les divertissements Time: 23 hours Description This unit provides the student with the opportunity to learn and use the vocabulary relating to the world of entertainment. Focus is placed on the interests of the students, such as: movies, restaurants, sports and music. Students are encouraged to reflect on the impact of the various forms of entertainment on their lives. They define a balanced and healthy lifestyle as they explore faith values, priorities, and aspirations. Activities include: dialogues simulating real-life situations (e.g., au restaurant, au cinéma) and discussions about social issues. Page 4

5 Ontario Catholic School Graduate Expectations: CGE1d, I, CGE2e; CGE3c; CGE4e, h; CGE5c, g; CGE7b. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV. 01P, 02P, 03P, 04P, 05P; REV.02P, 03P; WRV.01P, 03P. Specific Expectations: OC1.01P, 02P, 03P; OC2.02P, 04P, 05P; OC3.01P, 04P; RE1.01P, 02P; RE2.01P, 02P, 03P, WR1.01P, 05P; WR2.01P, 02P. Unit 4: La publicité Time: 22 hours Description Students explore advertisements in the media. Vocabulary related to media is presented. Newspapers, magazines, billboards, brochures, and the Internet are examined as models for students to create their own advertisement (e.g., for a food bank, for a shelter for the homeless, for a retirement home). Students identify and analyse the role of content and visual impact in advertising. While students are exposed to the effect of advertising in their daily lives, they learn to differentiate between necessity and luxury by listing their needs and wants. Through this, students are able to discern, reflect, and evaluate the advertisements they are exposed to in their daily lives. Ontario Catholic School Graduate Expectations: CGE2b; CGE3b, c; CGE4b; CGE5e; CGE7d, g. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV.02P, 03P, 04P, 05P; REV.01P, 02P, 03P, WRV.01P, 02P, 03P. Specific Expectations: OC1.01P, 03P, 04P; OC2.01P, 02P, 03P, 04P, 05P; OC3.01P, 02P, 04P; RE1.01P, 03P, 04P, RE2.01P, 03P; WR1.01P, 05P, WR2.01P, 02P, 04P. Unit 5: Les droits et les responsabilités Time: 19 hours Description Students become aware of their responsibilities as meaningful contributors to society through the study of a charitable organization. Suggested activities include a formal letter, an examination of ongoing community service, and a dramatization. Personal development is examined as students reflect on their life choices and priorities allowing them to become a responsible member of the Catholic faith community. Ontario Catholic School Graduate Expectations: CGE1d, h; CGE2c; CGE3a, c, f; CGE4a, e, g; CGE5b, c, d, e; CGE7e, f, h, j. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV.01P, 02P, 03P, 04P, 05P; REV.01P, 03P; WRV.01P, 02P, 03P. Specific Expectations: OC1.01P, 02P, 03P, 04P; OC2.01P, 02P, 03P, 04P; OC3.01P, 02P, 03P; RE1.01P, 03P, 04P, 05P, 06P; RE2.01P, 02P, 03P; WR1.03P, 04P; WR2.01P, 02P, 03P, 04P. Course Notes In this course, student develop skills in the three Strands: oral communication, reading, and writing, using the thematic approach. Activities use various media resources, such as: print texts, magazines, and newspapers. Furthermore, electronic resources, such as CD-ROM programs and the Internet, are an integral part of this course. These tools enhance second language acquisition as they are practical and concrete applications of the language within a cultural context. Associating student s experience to this course is essential in creating a meaningful learning environment. Since French is one of the official languages of Canada, teachers should take every opportunity to invite members of the francophone community to their classroom for interviews, presentations, and performances. These valuable resources enhance the overall effectiveness of the course. Page 5

6 In these units you will find the following types of assessment: Diagnostic occurs at the beginning of a term, a unit of study or whenever information about prior learning is useful; during learning and based on specific knowledge (e.g., a dictée, a verb test); Formative during learning; ongoing feedback to the learner about the quality of learning and to the teacher about the effectiveness of instruction; Summative usually carried out at the end of a block of work; may include feedback and/or judgement. Some formative assessment and all summative assessment is the demonstration of acquired skills and knowledge. All assessment provides students with opportunities to self-adjust, reflect, and move forward. It is recommended that students keep their work in a portfolio throughout the course in preparation for the final evaluation. Teaching/Learning Strategies Student brainstorming conferencing interviewing group/partner work dramatizations role playing dialogues oral presentations written presentations repetition of newly acquired vocabulary questionnaires surveys discussions portfolio teacher modelling illustrating researching Teacher modelling planning direct instruction mentoring monitoring coaching tutoring Page 6

7 Assessment/Evaluation Techniques Diagnostic and Formative Evaluation self-evaluation peer evaluation observation checklists rubrics anecdotal comments pencil and paper tests (e.g., quiz) Summative Evaluation pencil and paper tests (e.g., unit test, final evaluation) oral/aural tests performance evaluation task Accommodations vary teaching/learning strategies provide alternatives for completion of tasks or presentation of information modify content of the activities simplify level of language used allow more time for the student consult and collaborate with Special Education resource teachers offer supplementary activities to reinforce learning encourage peer assistance provide for the use of scribes, tape recorders, or word processors accommodate physically challenged students through reorganization of the classroom environment Evaluation of Student Achievement Formative (Practice, Rehearsals) 35% Summative (Performance Tasks) 35% 70% Final Evaluation 30% 100% The three Strands of oral communication, reading, and writing should be represented in both formative and summative assessment. The four categories of evaluation (knowledge/understanding, thinking/inquiry, communication, and application) should also be represented in both types of assessment. The proportional weighting of the Strands and the categories will vary according to the expectations inherent in the tasks. Resources Blueprints. Catholic Curriculum Cooperative Central Region. Destinations 3. Mississauga: Copp Clark Pitman Limited, Trafford, Larry. Educating the Soul. Toronto: Institute for Catholic Education, N.B. More resources will be added to this list in individual units. Page 7

8 OSS Policy Applications The Ontario Catholic School Graduate Expectations (1999) outlines the characteristics of the student in a Catholic faith community. Expectations listed in this document are integrated throughout this course profile. The policy document for this course, The Ontario Curriculum, Grades 9 and 10, French As a Second Language Core, Extended and Immersion French (1999), lists expectations which, once met, provide students with fundamental communication skills in French and an understanding of the language and its culture. As this document is a continuation of the Ontario elementary school FSL programs expectations, teachers should be familiar with The Ontario Curriculum, French As a Second Language Core French, Grades 4-8. The Ontario Secondary Schools Grades 9 to 12, Program and Diploma Requirements (1999) sets the policies and requirements that govern the programs in Ontario secondary schools. The focus of this applied course is on practical and concrete applications of the French language with an inclusion of theoretical applications. Course Evaluation Teachers should use a variety of methods to assess and evaluate the overall effectiveness of their course. Student performance, peer, self and teacher evaluation, are examples of assessment. Summative and formative evaluation are essential tools for reporting purposes. Ongoing assessment should occur, providing the teacher with feedback regarding the delivery of the course. Networking with colleagues gives teachers the opportunity to compare and reflect upon their assessment practices. This profile allows for flexibility, as it encourages the teacher to modify and adapt activities according to their students needs. Page 8

9 Grille d évaluation du rendement en français langue seconde 9e et 10e année Compétences % (Niveau 1) % (Niveau 2) % (Niveau 3) % (Niveau 4) Connaissances et compréhension - connaissance des formes et des conventions linguistiques L élève : - démontre une connaissance limitée des formes et des conventions linguistiques L élève : - démontre une connaissance partielle des formes et des conventions linguistiques L élève : - démontre une connaissance générale des formes et des conventions linguistiques L élève : - démontre une connaissance approfondie des formes et des conventions linguistiques - compréhension du contenu - démontre une compréhension limitée du contenu - démontre une compréhension partielle du contenu - démontre une compréhension générale du contenu - démontre une compréhension approfondie du contenu Habiletés de pensée et de recherche - pensée critique et créative L élève : - utilise les habiletés de pensée critique et créative avec une efficacité limitée L élève : - utilise les habiletés de pensée critique et créative avec une certaine efficacité L élève : - utilise les habiletés de pensée critique et créative avec grande efficacité L élève : - utilise les habiletés de pensée critique et créative avec très grande efficacité - habiletés de recherche (p. ex., formulation de questions; planification; choix de stratégies et de ressources; analyse, interprétation et évaluation de 1 information; formulation de conclusions) - applique un nombre limité d habiletés du processus de recherche - applique certaines habiletés du processus de recherche - applique la plupart des habiletés du processus de recherche - applique toutes ou presque toutes les habiletés du processus de recherche Page 9

10 Compétences % (Niveau 1) Communication - communication de 1 information et des idées - utilisation de la langue - communication à des fins et pour des auditoires divers, en utilisant des formes variées Mise en application - application des compétences dans des contextes familiers - utilisation de la langue dans de nouveaux contextes - rapprochements (p. ex., entre les expériences vécues et la matière, entre le français langue seconde et les autres matières, entre le français langue seconde et le monde extérieur) L élève : - communique 1 information et les idées avec peu de clarté - utilise la langue avec une efficacité limitée et peu d exactitude - communique avec un sens limité de 1 auditoire et de la fin visée, en utilisant peu de formes appropriées L élève : - applique ses connaissances et ses habiletés dans des contextes familiers avec une efficacité limitée - démontre une aptitude limitée à utiliser la langue dans de nouveaux contextes - fait des rapprochements avec une efficacité limitée % (Niveau 2) L élève : - communique 1 information et les idées avec une certaine clarté - utilise la langue avec une certaine efficacité et exactitude - communique avec un certain sens de 1 auditoire et de la fin visée, en utilisant quelques formes appropriées L élève : - applique ses connaissances et ses habiletés dans des contextes familiers avec une certaine efficacité - démontre une certaine aptitude à utiliser la langue dans de nouveaux contextes - fait des rapprochements avec une certaine efficacité % (Niveau 3) L élève : - communique 1 information et les idées avec grande clarté - utilise la langue avec grande exactitude et efficacité - communique avec un bon sens de 1 auditoire et de la fin visée, en utilisant les formes appropriées L élève : - applique ses connaissances et ses habiletés dans des contextes familiers avec grande efficacité - démontre une grande aptitude à utiliser la langue dans de nouveaux contextes - fait des rapprochements avec grande efficacité % (Niveau 4) L élève : - communique 1 information et les idées avec très grande clarté et avec assurance - utilise la langue avec très grande exactitude et efficacité - communique avec un très bon sens de 1 auditoire et de la fin visée, en utilisant les formes appropriées L élève : - applique ses connaissances et ses habiletés dans des contextes familiers avec très grande efficacité - démontre une très bonne aptitude à utiliser la langue dans de nouveaux contextes avec assurance - fait des rapprochements avec très grande efficacité Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity. Page 10

11 Coded Expectations, Core French, Applied, FSF2P Oral Communication Overall Expectations OCV.01P listen and respond to a variety of spoken texts; OCV.02P listen and respond to a variety of non-structured media works; OCV.03P express ideas and opinions in conversations and teacher-guided discussions; OCV.04P make oral presentations on a variety of topics; OCV.05P use appropriate language conventions during oral communication activities. Specific Expectations Listening OC1.01P understand and follow instructions for classroom activities; OC1.02P respond to spoken texts by answering questions, interpreting meaning, summarizing content, adding information, and presenting dramatizations; OC1.03P extract the main ideas and supporting details from a variety of media works (e.g., television and radio programs, videos, songs); OC1.04P take brief notes on presentations, oral reports, and discussions. Speaking OC2.01P use simple and complex sentences in conversations, discussions, and dramatizations relating to topics under study; OC2.02P share opinions and formulate judgements about topics under study; OC2.03P present an argument, a point of view, or researched information relating to a topic under study; OC2.04P prepare and present short dialogues on topics under study; OC2.05P give individual or group oral presentations on topics under study, incorporating audio and visual aids. Application of Language Conventions OC3.01P recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); OC3.02P use newly acquired vocabulary in conversation; Page 11

12 OC3.03P use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message; OC3.04P interpret the meaning of unfamiliar words (e.g., by recognizing cognates, word families). Reading Overall Expectations REV.01P read and demonstrate an understanding of a variety of texts; REV.02P read a wide range of texts to gather information and to expand their knowledge of the French language; REV.03P identify and understand language conventions used in their reading materials. Specific Expectations Comprehension and Response to Text RE1.01P acquire information from a variety of materials (e.g., newspaper and magazine articles, job advertisements, publicity ads, CD-ROMs, computer software); RE1.02P read a selection of short stories, articles, and poems, and develop the main ideas and some supporting details in a different context; RE1.03P read a wide range of texts (e.g., public surveys, articles, , pen-pal communications) and respond through discussion or by giving short answers; RE1.04P skim a text to list key ideas; RE1.05P use specific research skills (e.g., identifying sources, data gathering, note taking) in preparing an assignment; RE1.06P organize their research data on a topic and report on their findings in an oral presentation that includes an introduction and a conclusion. Application of Language Conventions RE2.01P recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); RE2.02P identify and model language conventions used in job advertising, personal letter writing, and press releases; RE2.03P use French-English dictionaries to determine the meaning of unfamiliar vocabulary. Page 12

13 Writing Overall Expectations WRV.01P express ideas and opinions in short written texts; WRV.02P create short written texts in structured and open-ended situations; WRV.03P identify and use appropriate language conventions in their written work. Specific Expectations Communication of Ideas and Information WR1.01P write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report); WR1.02P write a brief description (e.g., a personal profile) using the appropriate past tenses; WR1.03P write a formal letter (e.g., requesting a job interview, expressing a point of view to the editor of a newspaper); WR1.04P write a brief report based on researched information; WR1.05P prepare and conduct a survey, and summarize and interpret the data in short paragraphs. Application of Language Conventions WR2.01P recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); WR2.02P revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style; WR2.03P apply the conventions of formal letter writing (e.g., the omission of cher in the salutation, the use of appropriate closing expressions); WR2.04P incorporate newly acquired vocabulary into their written work. Page 13

14 Ontario Catholic School Graduate Expectations The graduate is expected to be: A Discerning Believer Formed in the Catholic Faith Community who CGE1a CGE1b CGE1c CGE1d CGE1e CGE1f CGE1g CGE1h CGE1i CGE1j -illustrates a basic understanding of the saving story of our Christian faith; -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story; -actively reflects on God s Word as communicated through the Hebrew and Christian scriptures; -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good; -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) -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship; -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; -respects the faith traditions, world religions and the life-journeys of all people of good will; -integrates faith with life; -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 CGE2b CGE2c CGE2d CGE2e -listens actively and critically to understand and learn in light of gospel values; -reads, understands and uses written materials effectively; -presents information and ideas clearly and honestly and with sensitivity to others; -writes and speaks fluently one or both of Canada s official languages; -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. Page 14

15 A Reflective and Creative Thinker who CGE3a CGE3b CGE3c CGE3d CGE3e CGE3f -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges; -creates, adapts, evaluates new ideas in light of the common good; -thinks reflectively and creatively to evaluate situations and solve problems; -makes decisions in light of gospel values with an informed moral conscience; -adopts a holistic approach to life by integrating learning from various subject areas and experience; -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 CGE4b CGE4c CGE4d CGE4e CGE4f CGE4g CGE4h -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others; -demonstrates flexibility and adaptability; -takes initiative and demonstrates Christian leadership; -responds to, manages and constructively influences change in a discerning manner; -sets appropriate goals and priorities in school, work and personal life; -applies effective communication, decision-making, problem-solving, time and resource management skills; -examines and reflects on one s personal values, abilities and aspirations influencing life s choices and opportunities; -participates in leisure and fitness activities for a balanced and healthy lifestyle. A Collaborative Contributor who CGE5a CGE5b CGE5c CGE5d -works effectively as an interdependent team member; -thinks critically about the meaning and purpose of work; -develops one s God-given potential and makes a meaningful contribution to society; -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good; Page 15

16 CGE5e CGE5f CGE5g CGE5h -respects the rights, responsibilities and contributions of self and others; -exercises Christian leadership in the achievement of individual and group goals; -achieves excellence, originality, and integrity in one s own work and supports these qualities in the work of others; -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation. A Caring Family Member who CGE6a CGE6b CGE6c CGE6d CGE6e -relates to family members in a loving, compassionate and respectful manner; -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended; -values and honours the important role of the family in society; -values and nurtures opportunities for family prayer; -ministers to the family, school, parish, and wider community through service. A Responsible Citizen who CGE7a CGE7b CGE7c CGE7d CGE7e CGE7f CGE7g CGE7h CGE7i CGE7j -acts morally and legally as a person formed in Catholic traditions; -accepts accountability for one s own actions; -seeks and grants forgiveness; -promotes the sacredness of life; -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society; -respects and affirms the diversity and interdependence of the world s peoples and cultures; -respects and understands the history, cultural heritage and pluralism of today s contemporary society; -exercises the rights and responsibilities of Canadian citizenship; -respects the environment and uses resources wisely; -contributes to the common good Page 16

17 Unit 1: Les autres Time: 23 hours Description This unit emphasizes accepting others. Students conduct an interview with a person of an older generation in their family or school community. Activities include: the creation of timelines outlining various historical events/figures and occurrences, a comparison of these timelines, and the creation of a thank-you card. Each student also prepares an article to be published in a class newspaper based on a researched event from his or her timelines. The final activity on the unit is a group dramatization. These activities increase the students awareness of others, thus promoting a greater sensitivity of their surroundings. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: OCGE1d, h, i; OCGE2a, c; OCGE 3a, d; OCGE 3a, d; OCGE 4a, c; OCGE5c, e; OCGE6a, c; OCGE7f, j. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV.03P, 04P, 05P; REV.01P, 03P; WRV.01P, 02P, 03P. Specific Expectations: OC1.01P, 02P, 04P; OC2.01P, 04P; OC3.01P, 03P; RE1.03P, 05P, 06P; RE2.01P, 03P; WR1.01P, 02P; WR2.01P, 02P, 04P. Activity Titles (Time + Sequence) Activity 1 Familiarisons-nous avec notre histoire 70 minutes Activity 2 La ligne du temps par rapport à moi 100 minutes Activity 3 Réfléchissons 60 minutes Activity 4 L entrevue 320 minutes Activity 5 Présentation de l entrevue sur la ligne du temps 75 minutes Activity 6 Nos réactions 160 minutes Activity 7 Nos remerciements 70 minutes Activity 8 Les manchettes de notre recherche! 300 minutes Activity 9 L expression vivante des lignes du temps 225 minutes Prior Knowledge Required Acquisition of the knowledge and skills for the Grade 9 Core French Academic or Applied as set forth in The Ontario Curriculum, Grades 9 and 10, French As a Second Language Core, Extended and Immersion French document Use of a French/English dictionary Verbs conjugated in the présent Verbs conjugated in the passé composé using the auxiliary verbs avoir and être Forms of questions Masculine and feminine of adjectives Expressions: le plus and le moins Sentence structure (e.g., après tout, en effet) Articles Conjunctions Unit 1 - Page 1

18 Unit Planning Notes Photocopy or transcribe the handouts from the Appendix section. Certain activities in this unit require teacher observation (partner work, dialogues, oral presentations). Prepare checklists for ongoing assessment. Students need the school Library/Resource Centre for research in Activities 4 and 6. The teacher may wish to gather historical resources for each decade, e.g., CD-ROMs (Encarta Encyclopedia), computer software, Internet sites, books, magazines, and list key words for students research. Collect a class set of French newspapers (e.g., L Express, Le Droit) (for Activity 7). The teacher may choose to reinforce grammar structures by using various activities from a resource such as Destinations 4. It is recommended that students keep their work in a portfolio in preparation for the final evaluation. The weighting of the marks on the suggested checklists reflects the opinion of the writers. Individual boards and/or teachers may adjust the weighting accordingly. Teaching/Learning Strategies Students discuss brainstorm participate in group/partner work participate in conversations with their peers participate in discussions present prepared material to the class complete structured sentences write in structured situations conduct a research project conduct an interview conference with teacher edit the work of their peers contribute to a personal portfolio Teacher lead discussions model language directly instruct mentor monitor tutor facilitate Assessment and Evaluation Diagnostic and Formative pencil and paper tests checklists teacher/self/peer rubrics student/teacher conferencing written assignments role playing Unit 1 - Page 2

19 observation Summative Evaluation written assignment dramatization project presentation teacher/student interviews oral presentations/dialogues pencil and paper tests Resources Print Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 3. Mississauga, Canada: Copp Clark Pitman Limited, Gollert, Heidi, Elver Peruzzo, and Claire Piché. Destinations 4. Mississauga, Canada: Copp Clark Pitman Limited, Warren, Bernie. Drama Games. North York, Canada: Captus Press, Bilingual/Unilingual dictionaries Local French newspaper Various newspapers, magazines, encyclopedias, etc., outlining historical events Altitude from the Tous Ensemble series, D.C. Heath. Technological CD-ROM: Encarta Encyclopedia Various Internet sites Activity 1: Familiarisons-nous avec notre histoire Time: 70 minutes Description In this activity, students explore important events, figures and occurrences during their lifetime. Strategies include teacher-directed discussions and small-group brainstorming. Students create a timeline of the events discussed. An awareness of the Catholic perspective in the students lives is highlighted through examples such as Jubilee 2000 and the death of Mother Teresa. Strand(s) and Expectations Ontario Catholic School Graduate Expectations OCGE1i - integrates faith with life; OCGE2c - presents information and ideas clearly and honestly and with sensitivity to others. Strand(s): Oral Communication, Reading, Writing Overall Expectations OCV.05P - use appropriate language conventions during oral communication activities; REV.01P - read and demonstrate an understanding of a variety of texts; REV.03P - identify and understand language conventions used in their reading materials; WRV.02P - create short written texts in structured and open-ended situations; WRV.03P - identify and use appropriate language conventions in their written work. Unit 1 - Page 3

20 Specific Expectations OC1.01P - understand and follow instructions for classroom activities; OC2.01P - use simple and complex sentences in conversations, discussions and dramatizations relating to topics under study; RE2.01P - recognize and use appropriate language structures; RE2.03P - use French-English dictionaries to determine the meaning of unfamiliar vocabulary; WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report); WR2.01P - recognize and use appropriate language structures. Planning Notes Prepare an overhead transparency of Annexe 1-1a Une ligne du temps for class presentation. Photocopy Annexe 1-1b Une ligne du temps à compléter for student use. As history unfolds, adjust timeline. Photocopy Annexe 1-1c Grille d évaluation pour le remue-méninges de la ligne du temps. Prior Knowledge Required Verbs conjugated in the présent Verbs conjugated in the passé composé using auxiliary verbs avoir and être Teaching/Learning Strategies The teacher will: pose the question: Quels événements marquants sont arrivés dans les trois dernières années? lead a discussion on a past event lead a discussion based on students findings summarize the common ideas on the board review the passé composé when questioning students present a sample timeline (Annexe 1-1a Une ligne du temps) on overhead transparency introduce new vocabulary on theme : - une ligne du temps - les événements historiques - les événements marquants - les personnes marquantes - la politique - les arts - la musique - les sports - les vêtements - les désastres - les catastrophes - l ordre chronologique The students will: participate in the discussion on past events participate in the review of the passé composé. actively listen to the presentation of sample timeline copy new vocabulary in notebooks Unit 1 - Page 4

21 place students in small groups ask students to collect information on the important events, figures and occurrences that have taken place in their recent past (2-3 years) using their dictionary as needed for vocabulary. Possible topics for discussion include: - important figures - world of arts and entertainment - clothes - sporting events - disasters and catastrophes complete Annexe 1-1c for each student to formatively assess their contributions during the brainstorming activity (see Grille d évaluation pour le remue-méninges de la ligne du temps) ask students to individually create a timeline based on findings from the group discussion (Annexe 1-1b Une ligne du temps à compléter). A minimum of four events, figures and/or occurrences are required. Descriptions should be written in the passé composé in groups, collect information on the important events, figures and occurrences that have taken place in their recent past (2-3 years) using their dictionary as needed for vocabulary. Possible topics for discussion include: - important figures - the world of arts and entertainment - clothes - sporting events - disasters and catastrophes individually, create a timeline based on findings from the group discussion (Annexe 1-1b Une ligne du temps à compléter) Assessment/Evaluation Techniques It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories. F = Formative S = Summative Type Category Methods and Strategies Tools User F Teacher-led discussion Annexe 1-1c Teacher Accommodations Provide for assistance from a peer or a peer tutor. Reduce the number of requirements for the timeline from four to two occurrences. Allow more time for students to complete the task. Pair students strategically. Resources Various Internet sites, newspapers, magazines, encyclopedias, etc. may be used to assist in finding information concerning specific historical events. French/English dictionaries Appendices Annexe 1-1a Une ligne du temps Annexe 1-1b Une ligne du temps à compléter Annexe 1-1c Grille d évaluation pour le remue-méninges de la ligne du temps Unit 1 - Page 5

22 Annexe 1-1a Une ligne du temps La mère Térèse est décédée. Adrienne Clarkson est devenue la première femme au poste de gouverneur général au Canada. James Cameron a réalisé le film Titanic. Wayne Gretzky, le joueur qui a compté le plus de buts dans l histoire de la Ligue nationale de hockey, a pris sa retraite. L année du jubilé est célébrée à travers le monde. Unit 1 - Page 6

23 Annexe 1-1b Une ligne du temps à compléter Années Personnes marquantes et/ou événements marquants et/ou événements historiques Unit 1 - Page 7

24 Annexe 1-1c Grille d évaluation pour le remue-méninges de la ligne du temps Nom : Niveau 1 (5.9 points) limitée Niveau 2 (6-6.9 points) partielle Niveau 3 (7-7.9 points) la plupart Niveau 4 (8-10 points) approfondie Connaissances -le nombre d événements discutés Communication -contribution d idées au groupe Application -utilisation du vocabulaire de l activité -utilisation du passé composé Total /30 Veuillez vous référer à la grille d évaluation dans la section Course Overview pour mieux définir les niveaux. Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity. Unit 1 - Page 8

25 Activity 2: La ligne du temps par rapport à moi Time: 100 minutes Description Referring to the timeline created in Activity 1, students use the expression, J étais quand to describe their whereabouts during each occurrence. Students state an opinion regarding the events listed using the second expression, Je pense que c est important parce que. Students use these expressions verbally and write them as an attachment to their timelines. This activity reinforces students ability to become effective communicators who present information and ideas clearly and honestly with sensitivity to others. Strand(s) and Expectations Ontario Catholic School Graduate Expectations OCGE1h - respects the faith traditions, world religions and the life-journeys of all people of good will; OCGE2a - listens actively and critically to understand and learn in light of gospel values; OCGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of Others; OCGE1f - respects and affirms the diversity and interdependence of the world s peoples and cultures. Strand(s): Oral Communication, Reading, Writing Overall Expectations OCV.03P - express ideas and opinions in conversations and teacher-guided discussions; OCV.05P - use appropriate language conventions during oral communication activities; REV.03P - identify and understand language conventions used in their reading materials; WRV.01P - express ideas and opinions in short written texts; WRV.03P - identify and use appropriate language conventions in their work. Specific Expectations OC2.01P - use simple and complex sentences in conversations, discussions, and dramatizations relating to topics under study; OC3.01P - recognize and use appropriate language structures; RE2.01P - recognize and use appropriate language structures; RE2.03P - use French-English dictionaries to determine the meaning of unfamiliar vocabulary; WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report); WR1.01P - recognize and use appropriate language structures. Planning Notes Prepare sample statements for the two expressions used in this activity (J étais quand, Je pense que c est important parce que ). Prepare a checklist for assessment during dialogue presentations. Prepare practice exercises for the imparfait. Photocopy Annexe 1-2 Liste de vérification for peer evaluation. Prior Knowledge Required Verbs conjugated in the passé composé Unit 1 - Page 9

26 Teaching/Learning Strategies The teacher will: review vocabulary introduced in Activity 1 lead a discussion regarding the content of students timelines created in, Activity 1 teach and provide opportunities to practice the imparfait model the expression J étais quand to describe where he/she was during one of the occurrences of the timeline (e.g., J étais en vacances quand j ai vu le film Titanic.) model the second expression Je pense que c est important parce que to describe their reaction to one of the occurences of the timeline (e.g., Je pense que c est important parce qu un Canadien a créé un film reconnu et apprécié à travers le monde.) ask students to complete and practice each expression orally in a conversation with a partner to discuss the occurrences of their timeline ask students to write a statement of their whereabouts for each occurrence using the expression J'étais quand. write an opinion for each occurrence from their timeline using the expression Je pense que c'est important parce que. evaluate students during oral presentations (e.g., structure of sentences, vocabulary) ask students to evaluate their peers during oral presentations (see Annexe 1-2 Liste de vérification) The students will: participate in the vocabulary review refer to their timelines to contribute to the discussion practise the imparfait actively listen to the new expressions presented by the teacher complete and practise each expression orally in a conversation with a partner to discuss the occurrences of their timeline write a statement of their whereabouts for each occurrence using the expression J'étais quand write an opinion for each occurrence from their timeline using the expression Je pense que c est important parce que present four sentences orally to the class (two sentences for each expression) evaluate their peers during oral presentations (see Annexe 1-2 Liste de vérification) Assessment/Evaluation Techniques It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories. F = Formative S = Summative Type Category Methods and Strategies Tools User F F Knowledge/Understanding Communication Knowledge/Understanding Communication Oral presentation of sentences Oral presentation of sentences Accommodations Provide assistance from a peer or peer tutor. Adapt activity requirements from four sentences to two sentences. Marking scheme Rating scale Annexe 1-2 Teacher Peer Unit 1 - Page 10

27 Resources French-English dictionaries Appendices Annexe 1-2 Liste de vérification La ligne du temps par rapport à moi Unit 1 - Page 11

28 Annexe 1-2 Liste de vérification La ligne du temps par rapport à moi Nom : Date : Nom de l élève : Réponds aux questions suivantes. 1. Quel est le total des phrases de l élève? Combien de phrases incluent l expression : «J étais quand»? Combien de phrases incluent l expression : «Je pense que c est important parce que»? Unit 1 - Page 12

29 Activity 3: Réfléchissons Time: 60 minutes Description This activity examines various members in the students community and their roles. Emphasis is placed on the responsibilities and the contributions of self and others within a community. Students reflect on the quality of their own roles and responsibilities through journal writing and discussion with peers. Vocabulary relating to these roles and responsibilities is studied. Students choose a member of an older generation within their community in preparation for a future interview. Strand(s) and Expectations Ontario Catholic Graduate Expectations OCGE1d - develop attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good; OCGE5e - respects the rights, responsibilities and contributions of self and others; OCGE7f - respects and affirms the diversity and interdependence of the world s people s and cultures; OCGE7I - respects the environment and uses resources wisely. Strand(s): Oral Communication, Reading, Writing Overall Expectations OCV.03P - express ideas and opinions in conversations and teacher-guided discussions; OVC.05P - use appropriate language conventions during oral communication activities; REV.03P - identify and understand language conventions used in their reading materials; WRV.03P - identify and use appropriate language conventions in their written work. Specific Expectations OC1.01P - understand and follow instructions for classroom activities; OC3.01P - recognize and use appropriate language structures; RE1.03P - read a wide range of texts (e.g., public surveys, articles, , pen-pal communications) and respond through discussion or by giving short answers; RE2.01P - recognize and use appropriate language structures; RE2.03P - use French-English dictionaries to determine the meaning of unfamiliar vocabulary; WR1.01P - write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report); WR2.01P - recognize and use appropriate language. Planning Notes Prepare presentation format of sample questions for journal writing, e.g., overhead transparency, handout, PowerPoint presentation. The amount of time needed for student interviews may vary. Teachers may wish to limit the options of community members to the students immediate family to save time. Anecdotal comments lend themselves well to this activity. The teacher should note any selfrealizations that students make during this activity. Prior Knowledge Required Forms of questions Verbs conjugated in the présent Verbs conjugated in the passé composé using auxiliary verbs avoir and être Unit 1 - Page 13

30 Teaching/Learning Strategies The teacher will: lead a discussion on students role and the role of others in their immediate communities, e.g., family, school ask students to use a dictionary to list the roles, responsibilities and impacts of various members of their communities and name these members ask questions such as: - Est-ce que tu fais le ménage? - Est-ce que tu fais tes devoirs chaque soir? - Est-ce que tu aides les autres? (famille, amis) Comment? - Est-ce que tu es un citoyen responsable? Comment? - Est-ce que tu respectes ton environnment? Comment? ask students to reflect on the quality of their actions within their roles and responsibilities by answering these questions in a journal writing assignment ask students to share their journal reflections in a dialogue with a partner ask students to choose a member of their immediate community from an older generation: - family: grandparent, aunt, uncle, parent, etc. - school: chaplain, priest, secretary, principal, teacher, caretaker, etc. ask students to arrange an interview with the chosen member of their immediate community ask students to discuss their choice of interviewee with and the details of their interview in a teacher-student conference The students will: participate in the discussion on students role and the role of others in their immediate communities, e.g., family, school use a dictionary to list the roles, responsibilities and impacts of various members of their communities and name these members reflect on the quality of their actions within their roles and responsibilities through a journal writing assignment share their journal reflections in a dialogue with a partner choose a member of their immediate community from an older generation: - family: grandparent, aunt, uncle, parent, etc. - school: chaplain, priest, secretary, principal, teacher, caretaker, etc. ask permission from the immediate member of their community to participate in an interview. arrange the details of the interview (time, place) discuss their choice of interviewee and the details of their interview in a teacher-student conference Assessment/Evaluation Techniques It is suggested that teachers link the following methods and strategies together to cover the recommended achievement categories. F = Formative S = Summative Type Category Methods and Strategies Tools User F Thinking/Inquiry Completion of journal Observation Teacher F Communication Dialogue Anecdotal Teacher Unit 1 - Page 14