Course Profile Core French Grade 10 Academic

Transcription

1 Course Profiles Catholic District School Board Writing Partnership Course Profile Core French Grade 10 Academic 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 Course Profile Writing Team Units 3, 4, and 5 Michael Salvatori, Project Manager/Lead Writer Daniela Barzotto Cathy Geraci Lynette Owock Page 2

3 Course Overview Core French, Grade 10 Academic Identifying Information Course Developers: Jean-François Côté, Denise Goulet, Antoinette Liscio, Marina Mascherin, Frank Milani, Micheal Salvatori, Daniela Barzotto, Cathy Geraci, Lynette Owock. District: Toronto Catholic District School Board Course Title: Core French Grade: Ten Development Date: February 2000 Course Type: Academic Ministry Course Code: FSF2D Credit Value: 1 Description/Rationale This course enables students to increase their knowledge and understanding of the French language, further develop their language skills, and deepen their understanding and appreciation of francophone culture around the world. Under the umbrella theme of Autour de la francophonie en 110 heures, students will have the opportunity to explore various francophone regions. They will develop and apply critical thinking skills in discussion and in their analysis and interpretation of various genres. By studying and using more complex language conventions, students will become more proficient in French. Exposing the students to these various cultures will allow them to make associations between their own life experiences and those of their peers around the French-speaking world. Through the use of technology, students will, in effect, explore the francophone world at large and bring it closer to their own reality. How This Course Supports The Ontario Catholic School Graduate Expectations By its very nature, the content of this course reflects the social teaching of the Catholic Church. As students gain an appreciation of Francophone people, their history, and their culture, they will develop an intrinsic sense of social responsibility, human solidarity, and life and justice issues. Furthermore, through this exposure, students will be continually challenged to become Christ-centred by addressing issues of bias, inclusivity, and tolerance. The communicative nature of the course fosters the process of self-discovery and respect by allowing students to work co-operatively in pairs and small groups. In learning to become proficient in French, students are called to apply and communicate Gospel values as they critically analyse the material. Unit Titles (Time and Sequence) Unit 1 L Ontario, le Canada, et la Louisiane 35 heures Unit 2 Les Antilles, Haïti, la Guadeloupe, et l île Maurice 15 heures Unit 3 L Afrique francophone 15 heures Unit 4 La Polynésie française et le Viêt-nam 10 heures Unit 5 L Europe (la France, la Suisse, la Belgique) 35 heures Page 3

4 Unit Organization Unit 1: L Ontario, le Canada, et la Lousiane Time: 28 hours Description This unit is intended to provide the students with opportunities to experience French life in francophone communities in Canada and Louisiana. Through the travel experiences of 15-year-old twins Lisa and Andrew, students visit Ontario, New Brunswick, Québec, and Louisiana. After many years of studying French, Lisa and Andrew are proud and happy to be able to live and communicate in French. Through their adventures, students are exposed to geography, history, literature, current events, music, and media which enrich their experiences. Students also have opportunities to reflect on the similarities and differences between English and French cultures. Insights into Canada s duality are a witness to Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d, 1i; 2a, 2b, 2c, 2d, 2e; 3c, 3e, 3f; 4a, 4f, 4g; 5a, 5e, 5g; 6a, 6c; 7b, 7e, 7f, 7g, 7i, 7j. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV.01D, OCV.02D, OCV.03D, OCV.04D, OCV.05D; REV.01D, REV.02D, REV.03D; WRV.01D, WRV.02D, WRV.03D. Specific Expectations: OCI.01D, OCI.02D, OCI.03D, OC2.01D, OC2.02D, OC2.03D, OC2.04D, OC2.05D; OC3.01D, OC3.02D, OC3.03D, OC3.04D; RE1.01D, RE1.03D, RE1.04D, RE1.05D, RE1.06D, RE2.01D, RE2.02D, RE2.03D, RE2.04D, RE2.05D, RE2.06D; WR1.01D, WR1.02D, WR1.03D, WR1.04D, WR2.01D, WR2.02D, WR2.03D. Unit 2: Les Antilles et l île Maurice Time: 15 hours Description In this unit, Lisa and Andrew visit Haïti, Martinique, Guadeloupe, and Île Maurice. As they discover the beauty of these islands and the joie de vivre of the people, they develop a sensitivity to the hard reality of life in some countries. The students are challenged to reflect upon and respond to relevant social issues. They expand their knowledge of geography and history, and become attuned to various historical events, political concerns, and repercussions. In this way, students gain insight into the cultures of these francophone areas. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1i, 7f, 2e, 3f, 5c, 5e, 7e, 7g. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV.01D, OCV.02D, OCV.04D; REV.02D, REV.03D, REV.04D; WRV.01D, WRV.O2D, WRV.03D. Specific Expectations: OC1.01D, OC1.03D, OC2.04D, OC3.02D; RE1.07D, RE1.01D, RE2.04D; WR1.01D, WR1.02D, WR2.02D. Page 4

5 Unit 3: L Afrique francophone Time: 22 hours Description As the voyage continues, Lisa and Andrew explore three major African countries le Sénégal, le Maroc, and l Algérie. Through the students exposure to new Francophone regions, they are encouraged to adopt a healthy respect for the faith traditions, world religions, and the life journeys of all people. Issues of geography, history, colonization, religion, and culture are highlighted. The number of African authors writing in French is impressive. Students are given an opportunity to appreciate the contributions made by authors such as Camara Laye. The fact that the world s three great religions co-exist in this part of the world provides a springboard for meaningful discussion. As well, Arabic architecture, art, and script are introduced for their intrinsic interest and beauty. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 3c, 3f, 5e, 7e, 7g. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV.05D, OCV.03D; REV.01D, REV.02D; WRV.01D, WRV.03D. Specific Expectations: OC1.02D, OC2.01D, OC2.05D, OC3.04D; REI.01D, REI.05D, RE1.06D; WR1.03D, WR2.02D. Unit 4: La Polynésie française et le Viêt-nam Time: 10 hours Description Students follow Lisa and Andrew to the Pacific where they visit the natural beauties of la Polynésie française and le Viêt-nam. They explore the history, arts, and geography of these regions and recognize the inherent value of these ancient cultures. Students discuss the role that Canadians play in the preservation of nature and how our lifestyle can adversely affect world ecosystems, creating such problems as global warming. In evaluating causes and effects, students learn to promote values such as sustainability and equality. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d, h, 2e, 3b. c, f. 4a, d, h, 5a, e, g. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV.03D, OCV.05D; REV.02D, REV.03D; WRV.02D, WRV.03D. Specific Expectations: OC1.02D, OC2.04D, OC3.01D, OC3.02D, OC3.03D, OC3.04D; RE1.01D, RE1.04D, RE2.03D, RE2.04D, RE2.06D; WR1.01D, WR1.02D, WR1.03D, WR1.04D, WR2.01D, WR2.02D, WR2.05D. Unit 5: L Europe (la France, la Suisse, la Belgique) Time: 35 hours Description In this last unit, Lisa and Andrew visit France, the founding nation of La Francophonie, as well as Switzerland and Belgium. Students gain insights into the civilization and contemporary culture of these nations. They learn to appreciate the importance of cuisine, fashion, sports, and leisure activities as an integral part of the French lifestyle. Page 5

6 As well, students explore history, literature, fine arts, and current political and social issues. Historically, these three countries were situated in the centre of war-torn Europe. This topic dovetails with the Canadian and World Studies curriculum in Grade 10. As the students examine and gain knowledge of political and socio-economic systems, they develop a sense of the need for promoting equality, democracy, and solidarity for a just and compassionate society. LIBERTÉ, ÉGALITÉ, FRATERNITÉ. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1h, 1j, 2a, 3a. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV.04D; REV.02D; WRV.01D, WRV.02D. Specific Expectations: OC2.03D, OC2.04D, OC3.03D; RE1.05D, RE1.06D; WR1.01D, WR1.04D, WR2.02D. Course Notes The three strands pertaining to French As a Second Language must be treated in a logical sequence. Oral activities are the natural triggers for developing reading and writing skills. It is also important to stress the usefulness of vocabulary building in conjunction with the mastery of new and revisited language structures. To this end, the skill required to make efficient use of dictionaries, both unilingual and bilingual, must be taught and consistently reinforced by the teacher. 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; Formative during learning; ongoing feedback to the teacher about the quality of learning and the effectiveness of instruction; Summative usually carried out at the end of a learning process; may include feedback and/or judgement. Some formative assessment and all summative assessment is the demonstration of acquired skills and knowledge. Formative provides opportunities for students to self-adjust, reflect, and move forward. The frequent use of a working journal (in role as Lisa and/or Andrew, our guides to la Francophonie) encourages students to become reflective thinkers capable of examining and evaluating their personal values, abilities, and aspirations in light of Gospel values. Teaching/Learning Strategies A. variety of strategies reflect the three-strand approach to FSL learning. The teacher will: The student will: promote brainstorming brainstorm conduct daily warm-up activities of a personal and communicative nature participate in warm-up activities of a personal and communicative nature conduct exercises in pronunciation practice correct pronunciation regularly provide opportunities for oral reading (individual and choral) read aloud, using appropriate intonation and pronunciation direct clear and precise questions answer teacher-directed questions initiate question interview students participate in student-teacher interviews provide opportunities for pair and group activities work co-operatively in pairs and groups Page 6

7 arrange pairs and groups strategically in order to promote success participate actively in discussion promote discussion participate actively in debates organize debates on topics of interest conference with teacher on an ongoing basis conference with students on an ongoing basis present original dialogues and dramatic sketches provide tools and opportunities for research gather information and organize researchbased projects provide opportunities for Internet use use the Internet to gather necessary information allow time for personal journal writing maintain a personal journal teach language conventions as required provide opportunities for the use of new and familiar language conventions recognize and use language conventions in all three strands Assessment/Evaluation Techniques The primary purpose of assessment and evaluation is to enhance student learning. To this end teacher will use a variety of assessment strategies. They must also ensure that a student s final evaluation will reflect his/her most consistent achievement level. Diagnostic and Formative Tools Pencil and paper tests Observation Reflection Conferencing Performance Summative Evaluation: Teacher- and course-designed unit tests (aural/written) Performance oral presentation of formal written assignment Project reflecting knowledge acquired in unit(s) of work Final examination a combination of: a written examination an oral examination an aural examination OR checklists, rating scales, video/audio tapes, quizzes (aural/oral/written/reading), anecdotal comments, evaluations for oral and written assignments Dictées, self/peer checklist formal and informal by teacher teacher, peer and self-assessment, writing in role, journal writing student-teacher conferencing student-student conferencing project presentation, written assignment, role performance, debate Page 7

8 Culminating Project (written and oral) a synthesis of the accumulated knowledge acquired in this course OR BOTH Evaluation of Student Achievement The suggested weighting system below advocates a weighting for each category identified in the Achievement Chart in The Ontario Curriculum, Grades 9 and 10, French as a Second Language Core, Extended, and Immersion French, pp 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 evaluation. The four categories of evaluation (knowledge/understanding, thinking/inquiry, communication, and application) should also be represented in both types of evaluation. The proportional weighting of the strands and the categories will vary according to the expectations inherent in the tasks. A. Ongoing Assessment and Evaluation 70% FORMATIVE (practice/tasks) 35% Category Tools % Knowledge/Understanding tests: written, oral, aural 25% quizzes memory work exercises Thinking/Inquiry assignments 25% reading/interpretation Communication discussions brain storming pronunciation exercises assignments Application discussions research skills writing accuracy assignments SUMMATIVE (performance tasks) 35% Category Tools % Knowledge/Understanding tests: written, oral, aural 25% projects Thinking/Inquiry presentations projects reflections (journal writing) Communication discussions debates presentations (dialogues, dramatic sketches) 25% 25% 25% 25% Page 8

9 projects Application presentations discussions creative writing projects B. Final Evaluation 30% Formal written examination 20% Formal oral/aural examination 10% OR Final Project OR Combination of both 25% 100% Accommodation Since teachers deliver the units in their own unique style, there are ample opportunities for accommodation. This should be both for remedial assistance and for enrichment. The following strategies for accommodation are suggested: teacher assistance peer assistance flexible grouping of students according to needs and assignments co-operative learning opportunities enrichment resources and activities reinforcement exercises for extra practice extra time allotment for completion of assignments opportunities for improvement provision for Internet addresses and other technological aids provision for printed, video, and audio resources freedom to choose materials which maximize effective use of student ability and creativity It is noteworthy to mention that many FSL students have strengths in one strand and possible weaknesses in another. Evaluation should take this into account. Every attempt must be made to accommodate students individual needs in order to maximize their success. Resources A variety of resources accompanies each activity. Every reasonable effort has been made to contact sources used in this profile. We apologize for any oversights. At the time of publication some responses remained outstanding. Given that the Internet is constantly evolving and being updated, the authors cannot guarantee that the proposed web sites will be up and running when this document is being consulted. Page 9

10 OSS Policy Applications The value of learning French in Canada is immeasurable. Bilingualism enriches the individual s life, broadens his/her outlook, and opens many doors to future life opportunities on a national and global scale. Students of French also become more culturally aware citizens of Ontario and Canada. Whether French is studied for university preparation or for school to work transition, it promotes antidiscrimination, sensitivity to equity and social justice issues, career goals, and community partnerships. These realities support the Ontario Catholic Graduate Expectations and the requirements stated in the following policy documents: 1. Ontario Secondary Schools Grades 9 and 10 Program and Diploma Requirements, Choices Into Action, Guidance and Career Education Program Policy for Ontario Elementary and Secondary Schools, The Ontario Curriculum, Grades 9 and 10: Program Planning and Assessment, The Ontario Curriculum, Grades 9 and 10, French As a Second Language Core, Extended, and Immersion French, 1999 Course Evaluation Student input at periodic intervals is recommended in order to gauge the effectiveness of this course. Feedback, in the form of a short survey of the strengths and weaknesses of the activities, can help the teacher to further adapt the units to specific student needs without jeopardizing the expectations set by the Ministry of Education in the policy documents. Both formative and summative assessment strategies of the course should be discussed among colleagues in the department in order to determine and initiate the necessary modifications. Strategies for evaluation should be both comprehensive and valid. Lastly, guests from the community (e.g., speakers, performers) may have input into the enhancement of this course. Page 10

11 Grille d évaluation du rendement en français langue seconde 9 e et 10 e année Compétences % (Niveau 1) % (Niveau 2) % (Niveau 3) % (Niveau 4) Connaissances et comprehension L élève : L élève : L élève : L élève : Connaissance des formes et des conventions linguistiques Démontre une connaissance limitée des formes et des conventions linguistiques Démontre une connaissance partielle des formes et des conventions linguistiques Démontre une connaissance générale des formes et des conventions linguistiques Démontre une connaissance approfondie des formes et des conventions linguistiques Compréhension du contenu Habiletés de pensée et de recherche Démontre une compréhension limitée du contenu L élève : Démontre une compréhension partielle du contenu L élève : Démontre une compréhension générale du contenu L élève : Démontre une compréhension approfondie du contenu L élève : Pensée critique et créative Utilise les habiletés de pensée critique et créative avec une efficacité limitée Utilise les habiletés de pensée critique et créative avec une certaine efficacité Utilise les habiletés de pensée critique et créative avec grande efficacité 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 Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity. Applique toutes ou presque toutes les habiletés du processus de recherche Page 11

12 Compétences % (Niveau 1) % (Niveau 2) % (Niveau 3) % (Niveau 4) Communication L élève : L élève : L élève : L élève : Communication de 1 information et des idées Communique 1 information et les idées avec peu de clarté Communique 1 information et les idées avec une certaine clarté Communique 1 information et les idées avec grande clarté Communique 1 information et les idées avec très grande clarté et avec assurance Utilisation de la langue Utilise la langue avec une efficacité limitée et peu d exactitude Utilise la langue avec une certaine efficacité et exactitude Utilise la langue avec une grande exactitude et efficacité Utilise la langue avec une très grande exactitude et efficacité Communication à des fins et pour des auditoires divers, en utilisant des formes variées Communique avec un sens limité de 1 auditoire et de la fin visée, en utilisant peu de formes appropriées Communique avec un certain sens de 1 auditoire et de la fin visée, en utilisant quelques formes appropriées Communique avec un bon sens de 1 auditoire et de la fin visée, en utilisant les formes appropriées Mise en application L élève : L élève : L élève : L élève : Application des compétences dans des contextes familiers Applique ses connaissances et ses habilités dans des contextes familliers avec une efficacité limitée Applique ses connaissances et ses habiletés dans des contextes familiers avec une certaine efficacité Applique ses connaissances et ses habiletés dans des contextes familiers avec grande efficacité Communique avec un très bon sens de 1 auditoire et de la fin visée, en utilisant les formes appropriées Applique ses connaissances et ses habiletés dans des contextes familiers avec très grande efficacité Utilisation de la langue dans de nouveaux contextes Démontre une aptitude limitée à utiliser la langue dans de nouveaux contextes Démontre une certaine aptitude à utiliser la langue dans de nouveaux contextes Démontre une grande aptitude à utiliser la langue dans de nouveaux contextes Démontre une très bonne aptitude à utiliser la langue dans de nouveaux contextes avec assurance Page 12

13 Compétences % (Niveau 1) Rapprochements Fait des (i.e., entre les rapprochements expériences avec une vécues et la efficacité matière, entre le limitée français langue seconde et les autres matières, entre le français langue seconde et la monde extérieur) % (Niveau 2) Fait des rapprochements avec une certaine efficacité % (Niveau 3) Fait des rapprochements avec grande efficacité Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity % (Niveau 4) Fait des rapprochements avec très grande efficacité Page 13

14 Coded Expectations, Core French, Academic, FSF2D Oral Communication Overall Expectations OCV.01D listen and respond to a variety of spoken texts; OCV.02D listen and respond to a variety of non-structured media works; OCV.03D express ideas and opinions in conversations and teacher-guided discussions; OCV.04D make oral presentations on a variety of topics; OCV.05D use appropriate language conventions during oral communication activities. Specific Expectations Listening OC1.01D respond to spoken texts by answering questions, interpreting meaning, summarizing content, adding information, and presenting dramatizations; OC1.02D extract the main ideas and supporting details from a variety of media works (e.g., television and radio programs, videos, songs) and discuss their interpretations; OC1.03D take notes on presentations, oral reports, and discussions. Speaking OC2.01D participate in teacher-guided discussions and debates, and in dramatizations; OC2.02D explain personal opinions, and formulate and support judgements, on topics under study; OC2.03D prepare and present short dialogues on topics under study; OC2.04D present an argument based on researched information; OC2.05D create media works of some technical complexity (e.g., a television or radio report, a video); OC2.06D describe possible or ideal situations (e.g., J aimerais...). Application of Language Conventions OC3.01D recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); OC3.02D use newly acquired vocabulary in conversation; Page 14

15 OC3.03D use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message; OC3.04D interpret the meaning of unfamiliar words using contextual clues. Reading Overall Expectations REV.01D read and demonstrate an understanding of a variety of texts and simple authentic materials; REV.02D apply critical thinking as they read (e.g., infer meaning from the text, analyse information, determine cause and effect, and go beyond the surface meaning); REV.03D identify and understand language conventions used in their reading materials. Specific Expectations Comprehension and Response to Text RE1.01D demonstrate a general understanding of ideas found in articles, short stories, and poems (e.g., by answering multiple-choice questions, giving short answers, performing matching activities); RE1.02D respond to their independent reading of short novels (a minimum of 60 pages) (e.g., by answering questions, summarizing the story, making a presentation to the class); RE1.03D summarize the main ideas of a written text from the point of view of one of the characters; RE1.04D expand on information or ideas they get from their reading (e.g., by predicting outcomes, applying content in new contexts); RE1.05D demonstrate critical thinking skills by identifying issues and values in reading selections, locating and analysing root causes, and expressing their views either in writing or in conversation; RE1.06D use specific research skills (e.g., data gathering, note taking, outlining) in preparing an assignment. Application of Language Conventions RE2.01D recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); RE2.02D identify stylistic devices (e.g., similes, metaphors); RE2.03D determine the meaning of unfamiliar words and idiomatic expressions from context; RE2.04D use graphic organizers (e.g.,venn diagrams, story maps) to show the meaning of texts; RE2.05D understand the importance of tense differences in written texts (e.g., in indirect discourse, in flashback situations); RE2.06D use French-English dictionaries to determine the meaning of unfamiliar vocabulary. Page 15

16 Writing Overall Expectations WRV.01D express ideas and opinions in short written texts; WRV.02D create short written texts in structured and open-ended situations; WRV.03D identify and use appropriate language conventions in their written work. Specific Expectations Communication of Ideas and Information WR1.01D write in a variety of forms (e.g., a descriptive paragraph, a personal letter, a poem, an message, a newspaper article, a dialogue); WR1.02D state opinions about a topic supported by facts; WR1.03D organize information into paragraphs for written assignments; WR1.04D prepare personal notes on information found in a variety of sources (e.g., on the Internet, in video programs, on audio CDs). Application of Language Conventions WR2.01D recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24); WR2.02D revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style; WR2.03D incorporate newly acquired vocabulary into their written work. Page 16

17 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 17

18 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 18

19 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 19

20 Unit 1: L Ontario, le Canada, et la Louisiane Time: 28 hours Unit Description This unit is intended to provide the students with opportunities to experience French life in the Francophone communities in Canada and Louisiana. Through the travel experiences of 15-year-old twins Lisa and Andrew, students visit Ontario, Québec, New Brunswick, and Louisiana. After many years of studying French, Lisa and Andrew are proud and happy to be able to communicate in French. Through their adventures, students are exposed to geography, history, literature, current events, music, and media which enrich their experiences. Students also have opportunities to reflect on the similarities and differences between English and French cultures. Insights into Canada s duality are a witness to Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful, and compassionate society. Strand(s) and Expectations Ontario Catholic School Graduate Expectations: CGE 1d, 1i, 2a, 2b, 2c, 2d, 2e, 3c, 3e, 3f, 4a, 4f, 4g, 5a, 5e, 5g, 6a, 7b, 7g, 7f, 7j. Strand(s): Oral Communication, Reading, Writing Overall Expectations: OCV.01D, OCV.02D, OCV.03D, OCV.04D, OCV.05D; REV.01D, REV.02D, REV.03D; WRV.01D, WRV.02D, WRV.03D. Specific expectations: OCI.01D, OCI.02D, OCI.03D, OC2.01D, OC2.02D, OC2.03D, OC2.04D, OC2.05D, OC3.01D, OC3.02D, OC3.03D, OC3.04D; RE1.01D, RE1.03D, RE1.04D, RE1.05D, RE1.06D, RE2.01D, RE2.02D, RE2.03D, RE2.04D, RE2.05D, RE2.06D; WRI.01D, WRI.02D, WRI.03D,WRI.04D, WR2.01D, WR2.02D, WR2.03D. Activity Titles (Time + Sequence) Activity 1 Définissons et situons la Francophonie 120 minutes Activity 2 La Présence française en Ontario 300 minutes Activity 3 Destination Sudbury 300 minutes Activity 4 Destination Québec : un aperçu artistique 300 minutes Activity 5 Destination Moncton 310 minutes Activity 6 Destination la Louisiane 350 minutes Prior Knowledge Required Successful completion of Grade 9, Core French, Academic or Applied Familiarity with the concept of multiculturalism Basic knowledge of Canadian Geography and mapping skills Functional knowledge of surfing the Internet Unit 1 - Page 1