French V
Course Title: Grade 11
University preparation (French 5) Course Code: FSF 3U
Teacher: J.Everingham
Email: John_Everingham@eu.odedodea.edu
Textbook: Destinations
5: Pearson
Required material: Pens, pencils, erasers, ruler, lined paper (in
binder), French/English dictionary
The aim of
the Core French program is to provide students with functional communication
skills in French and an understanding of the nature of the language and its
culture. According to the Ontario
Curriculum Guidelines for French - This course draws on a variety of themes to
promote extensive development of reading and writing skills and to reinforce
oral communication skills. Students
will gain a greater understanding of French-speaking cultures in Canada and
around the world through their reading of a variety of materials, including a
short novel or play. Students will produce various written assignments, including
a formal essay. The use of correct
grammar and appropriate language conventions in both written and spoken French
will be emphasized throughout the course.*
*The Ontario Curriculum Grades 11 and
12 - French as a Second Language, 2000
Course Expectations: By the end of this course, students will:
Ø respond in a variety of ways to a range of media works and spoken texts;
Ø express ideas and opinions in self-directed conversations and discussions;
Ø make oral presentations on a variety of topics;
Ø use correct grammar and appropriate language conventions during oral communication activities;
Ø read and demonstrate an understanding of a range of literary and informational texts;
Ø apply critical thinking as they read (e.g., analyse information, go beyond the surface meaning, question the point of view presented);
Ø identify and understand language conventions used in their reading materials;
Ø create written texts expressing their ideas and opinions for a variety of audiences;
Ø write in a variety of forms, adjusting the language to suit the purpose and the audience;
Ø use correct grammar and appropriate language conventions in their written work.
EVALUATION: Throughout the course, students
will be engaged in diagnostic and formative assessments (that don’t
“count”) which will lead to improvement
in student performance and provide feedback.
All students must complete all summative evaluations (ie. unit
tests, major oral presentations, final unit projects etc.) which will count in the final calculation of
marks. Unauthorized absence may result
in a mark of zero (F) being assigned. Students will be given every
opportunity to complete course work but as in the work world, there are
deadlines. Late assignments may not be
assessed and a completion contract or parental contact may be required for
students to complete missed assigned.
A variety of assessment and evaluation methods is used to
determine your performance level. There will be regular unit tests, smaller
verb/structure and vocabulary tests, dictations, oral performances , skits and
dialogues, end-of-unit projects, discussion
appraisals, invitations, post cards, short book reports, listening
comprehension tests, reading comprehension tests, etc. Students will be engaged
in the Continuous School Progress goal of improving written
communication skills across the curriculum by referring to The 6 Traits + 1
model.
Formative
Assessment
There will be several short assignments,
quizzes and tasks in each unit of this course that do not “count” toward the
final mark for the unit. These tasks
are opportunities for teacher feedback about what you are doing well and what
you need to improve. In some cases, you
will be encouraged to work on the improvements, and hand the assignment in for
further feedback. These tasks will be
directly related to the final summative assignment (test, activity or
performance task) for the unit.
Therefore, despite the fact that you will not lose marks for not
completing these tasks, you are encouraged to take advantage of these
opportunities for very useful teacher feedback.
Summative
evaluation
The summative assignment(s) and/or test(s) for every unit MUST be
completed successfully in order for a student to pass the course. If this does not occur, a second opportunity
will be provided according to arrangements made by the students, the teacher
and the parents.
Learning
skills do not contribute to the academic mark
Five areas have been identified as learning skills and are being
evaluated separately from academic achievement: work habits/homework, organization, initiative, teamwork and
“works independently”. These are
very important skills for you to learn at school and at home, and they are
crucial in determining how successful you will be in your future employment or
post-secondary schooling. Both parents
and students need to pay close attention to this section of the report card,
and to understand the impact that these skills have on their learning, despite
the fact that they are not directly factored into their academic mark.
Performance expectations will be measured using
Language Strands (oral communication, reading and writing, language
structures and vocabulary) and the Achievement Levels (1-4) under the categories:
(Communication, Comprehension, Organization of Ideas and Application of
language knowledge). Marks will be
determined by linking the required curriculum expectations with the strands and
achievement categories. Much of the students’ work, particularly for complex tasks and
assignments, will be marked using a rubric and the final mark will be given as
a level (1 to 4). For this work, a
rubric will be provided to the students ahead of time so it is very clear what
criteria must be met in order to get a particular level. The marks assigned
will reflect very specific standards and criteria that are outlined in the
curriculum documents for the course.
Assessments will take into consideration four categories of achievement:
Ø Knowledge
and understanding
Ø Thinking,
Inquiry and Problem Solving
Ø Communication
Applications
The total of all formative assessments and
summative evaluations for the school year (term work) will represent 70% of the
final grade. The final evaluation
which represents 30% of the students'
final grade will include a
written exam (15%) and a final rich performance task (15%).
CONTINUOUS SCHOOL PROGRESS
AFNORTH International Middle/High School’s CSP (Continuous School Progress) goal is, “All students will improve their written communication skills across the curriculum.” The 6 + 1 trait is the model selected to improve school-wide writing in all subject areas. The 6+1 Trait writing framework is a powerful way to learn and use a common language to refer to characteristics of writing as well as establish a common vision of what “strong” writing looks like. Teachers and students will use the 6+1 Trait model to identify areas of strength and weakness as they continue to strive towards continued writing improvement. Success of all students requires that the 6 + 1 Trait become a consistent and integral component of each course taught at AFNORTH International Middle/High School.
The writing in this class will be assessed
and evaluated using different rubrics.
These rubrics will reflect the integration of the different traits that
are applicable to each assignments. The
traits that will be in focus are as follows:
o Ideas: clear central idea enriched with related details.
o Organization: well presented introduction, paragraphs containing related sentences,
smooth
transition between
paragraphs and effective conclusion.
o Voice: Expression of the writer’s feelings, opinion and
interpretations. Individual writing.
o Word choice: use of precise vocabulary
o Sentence fluency: use of appropriate French sentence structures