Français: Cycle 2.2 (Grade 4)

Transcription

1 Français: Cycle 2.2 (Grade 4) The French curriculum is divided into 3 competencies; which will be evaluated on each formal report Competency One: Communicates in French 40% Competency 2 Understands oral and written texts in French 40% Competency 3: Produces oral and written texts in French 20% Evaluation of Student Learning Subject Description Types of Evaluations The Basic French Programme Oral allows non francophone Communication: students to communicate in Public speaking French in various ways to Observations satisfy their personal, social, Peer/Group and educational needs. discussions Anecdotal Notes In Wakefield School, each student is encouraged to take risks and encouraged to communicate in French as much as possible in order to develop fluency and selfconfidence en français! The main teaching tool will be using themes reflecting the students realities and interests and a variety of texts, keeping in mind the following objectives: To acquire themerelated vocabulary To improve reading and writing in French To improve grammar To communicate in situations related to daily life To encourage cooperative learning experiences Written texts Reading Comprehension Projects Responses Guided reading Final Evaluations/Forms End of Cycle Épreuves: (May 2017) Reading Evaluation Written Work Communication Reading Comprehension Report Card

2 Content Outline of the Course: This year our main teaching tool is the Zig Zag workbook. The content covers reading, grammar, vocabulary, reading comprehension and writing. All competencies will be covered, keeping in mind of that our main goal is to develop oral communication. Reading and reading comprehension remains our focus in Grade 4. Daily writing assignments will permit us to strengthen grammar rules prescribed by the Ministry of Education. Term 1: Thèmes à l'étude: Les inventions, les châteaux forts et les superhéros Grammaire: le nom, le verbe, le déterminant, l'adjectif et les règles générales de formation du féminin et du pluriel. Stratégies de lecture: la lecture fluide, le temps et le lieu d'un récit, les personnages Écriture: inventer le début d'une histoire Term 2 : Thèmes à l'étude: Le cinéma, les sports et les détectives Grammaire: le groupe nom, les accords du groupe nom, le sujet, l'accord du verbe avec le sujet, les verbes avoir et être, les homophones Stratégies de lecture: la lecture fluide, l'organisation d'un texte informatif, les actons du personnage principal Écriture: rédiger une lettre, réaliser une affiche Term 3: Thèmes à l'étude: Le cirque, les animaux surprenants et le vélo Grammaire: le pronom, la phrase et les règles de position, les verbes avoir, être et aller Stratégies de lecture: la lecture fluide, l'élément déclencheur d'un récit et le sujet d'un texte Écriture: Écrire une fiche descriptive, écrire un poème Sylvie Pouliotte spouliotte@wqsb.qc.ca

3 Science 2.2 ( Integrated in the French Program) Evaluation of Student Learning Subject Description Types of Evaluations Final Evaluations/Forms The Science curriculum is divided into 3 competencies; which will be evaluated on each formal report Term 1 Earth and Space Term 2 Material World Term 3 Living Things Assignments Projects/Experiments End of Term Assessments Quizzes/Tests In class observation Report Card Competency One: To propose explanations for or solutions to scientific or technological problems Strategies to be developed Appropriate description of the problem Application of an appropriate procedure Appropriate use of instruments, tools or techniques Appropriate use of scientific and technological knowledge Competency Two: To make the most of scientific and technological tools, objects and procedures Competency Three: To communicate in the languages used in science and technology

4 Content Outline of the Course: Themes will be presented during the year to integrate the three competencies. Term 1: Terre et Espace Identifier les sources d énergie sur Terre Système météorologiques et climats Utilisation d instruments d observation simples Term 2: Univers Matériel États de la matière Masse, volume, poids, densité Utilisation d instruments d observation simples Term 3: Univers vivant Groupes des aliments de base Anatomie de la plante Plantes et animaux Interactions et Adaptations Ethic and Religious Culture: In our program we will encourage our students to recognize forms of religious expression in their environment and in other places around the world. We will use different forms of dialogue, such as conversations, discussions, narrations, deliberations in order to develop different point of view. The three competencies are: 1. Reflects on ethical questions 2. Engages in dialogue 3. Demonstrates an understanding of the phenomenon of religion Term 1: Character building Universal values (honesty, kindness, forgiveness ) Engaging in dialogue Term 2: World vision Studying various celebrations and cultures around the world Olweus anti bullying/ anti violence program Fostering acts of kindness Term 3: Communication Application of procedures that foster dialogue Questioning and giving points of view (dialogue) Fostering acts of kindness/ sense of community

5 Visual Art: In Visual Art we will produce various works using a variety of media. The students will present images using skills that vary with different places and historical periods. The main competencies are: 1. Producing individual work in the visual arts 2. Appreciating work of art, traditional artistic objects, media images, personal productions and those of classmates Drama: Drama involves the creation and the interpretation of works in which characters interact. Though different forms of creation, expression and communication, we allow the students to express themselves in different ways and various contexts. We will do movement and language exercises, do role plays, prepare and present short plays. The two competencies are: To interpret short scenes To appreciate dramatic works, personal productions and those of classmates It is a pleasure to have your child in our cycle! The Cycle two French teachers hope to foster open lines of communication between parents, students, and teachers as they are the key to promoting an educational climate that is conducive to learning. We look forward to working with you and your child. Ensemble nous ferons une différence! Il est important de pratiquer le français à la maison même si nous ne sommes pas francophones. Les enfants pourront apprécier que toute la famille participe à l'apprentissage d'une langue seconde. De plus, ils verront le fruit de leurs efforts lorsqu'ils aideront maman et papa à s'exprimer en français! Merci de votre coopération! Au plaisir de jaser avec vous prochainement, Mme Kelly et Mme Sylvie