AFNORTH International School
Canadian Section
Course Outline
FSF3U
Core French
Course
Description:
Core
French, Grade 11, University Preparation (FSF3U)
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 a play. Students will produce
various written assignments, including a formal essay. The use of correct
grammar and appropriate language conventions in both spoken and written French
will be emphasized throughout the course.
Prerequisite: Core French, Grade 10,Academic
Credit Value: 1
Ontario Ministry of Education Documents: The Ontario Curriculum Grades 11 & 12 (2000)
French As a Second Language – Core, Extended, and Immersion French
Prerequisite: Grade 10 Core
Academic
Co requisite: N/A
Department: Second Languages
Department Head:
Developer(s): Renfrew County
District School Board
AFNORTH International School
AFNORTH International School
Development Date: August 2004
Revision Date: September 2007
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Overall
Expectations:
Oral Communication:
By
the end of this course students will:
·
Respond in a variety of
ways to a range of media works and spoken texts.
·
Express ideas and
opinions in self-directed conversations and discussions.
·
Make oral presentations
on a variety of topics
·
Use correct grammar and
appropriate language conventions during oral communication activities
Reading:
By
the end of this course students will:
·
Read and demonstrate an
understanding of a range of literary and informational texts.
·
Apply critical thinking
as they read (e.g., analyze information, go beyond the surface meaning,
question the point of view presented)
·
Identify and understand
language conventions used in their reading materials.
Writing:
By
the end of this course students will:
·
Create written texts
expressing their ideas and opinions for a variety of audiences.
·
Write in a variety of
forms, adjusting the language to suit the purpose and the audience.
·
Use correct grammar and
appropriate language conventions in their written work.
Course Units in Sequence:
Starting in 2007 Units from
the Program Nouvelles Frontières 11e will be progressively integrated
into the FSF3U course (see Teacher’s Manual and Pearson Education website for
unit content, structures and evaluation.)
(Based on Destinations 5
text)
Over the course of this unit
students will:
·
Do reports and
narrations
·
Create a publicity
campaign for an event
·
Research
·
Improvise a situation
·
Extract information
from oral and written texts
·
Express ideas in
problem solving situations
·
Plan a trip
·
Ask for and give
directions
·
State and justify
opinions
·
Justify personal
decisions
·
Create a travel diary
·
Listen to other points
of view
·
Recognize and use the
future tense
·
Write letters and faxes
to make reservations
·
Work cooperatively with
partners
Over the course of this unit
students will:
·
Use planning and organizing
skills
·
Do reports and
narrations
·
Create a résumé of an
event
·
Research information
·
State and justify
opinions
·
Create a newspaper
editorial on a controversial subject
·
Conduct a survey and
tabulate the results
·
Conduct an interview
·
Listen to other point
of view
·
Recognize and use
conditional sentences
·
Extract information
from oral and written texts
·
Prepare and role-play a
situation
Over the course of this unit
students will:
·
Prepare and conduct an
interview
·
Create a survey and
interpret the results
·
Write and appreciate
poems
·
Write a descriptive
paragraph
·
Role-play a situation
involving conflict
·
Compose metaphors
·
State and justify
opinions
·
Recognize and use
conditional sentences
Unit D:
L’imagination (20 hours)
Over the course of this unit students will:
·
Compose a poem
·
Compose an imaginative
tale
·
Create an epilogue to a
story
·
Improvise situations
using their imagination
·
Research
·
Recognize and use the
present subjunctive
·
Prepare and role-play a
scenario
Unit E: Carrières (30 hours)
Over the course of this unit students will:
·
Plan and organize for
the future
·
Do reports and
narrations
·
Make decisions and
justify them
·
Assess their personal
character traits
·
Create a personal
profile
·
Role-play an interview
and evaluate its merits
·
Write a letter of
application
·
Research Recognize and
use the present subjunctive
Through this assignment students will:
·
Read independently a
short novel or a play (100-150 pages in length)
·
Respond to the reading
selection by answering questions, summarizing the plot, and discussing the main
ideas and supporting details.
·
Analyze fictional
characters and explain their motivation
·
Prepare an oral
presentation based on their interpretation of the selected material
The teacher will assist the
students with the comprehension of magazine or newspaper articles, short
stories and poems.
·
Students will identify
formal and informal language used by authors in various literary genres
·
Students will summarize
and present key information through oral discussion
·
Students will write a
multi-paragraph critique of a literary text based on their interpretation
·
Students will use
specific research skills to gather information while they read
Teaching
Strategies:
·
Brainstorming to
generate vocabulary
·
Cloze
·
Cooperative learning
·
Computer assisted
learning
·
Debating
·
Defending a point of
view
·
Directed
reading-thinking activities
·
Discussion
·
Extracting information
from verbal cues and various media
·
Expressing opinions
·
Guided writing
·
Homework
·
Independent reading
·
Interviews
·
Memorizing
·
Oral explanation
·
Reading aloud
·
Review
·
Researching from a
variety of sources
·
Role playing
·
Writing process
Assessment strategies will
address the variety of teaching and learning styles as well as the variety of
expectations. The assessment program
will include tests, quizzes, oral presentations, performance task, writing
folder, self-evaluation and peer evaluation.
Assessment tools to be used
throughout the course will include the four level achievement chart (knowledge,
thinking and inquiry, Communication and application) , rubrics and anecdotal
observations.
Term work will be worth 70%
and the final exam/culminating activity will be worth 30%.
Program Planning Considerations:
Education for Exceptional Students:
Considerations must be given to the technical and learning aids
available that will help an FSL teacher meet the needs of an exceptional
student. Certain students may require a
Brailler, a personal amplification system, an oral or a sign-language
interpreter, a scribe or a specialized computer program.
The role of Technology in
the Curriculum:
Students will be expected to use French computer programs as well as
computer assisted learning modules developed for second-language learners. E-mail must be incorporated into the French
classroom to enable students and teachers to communicate directly with
francophones across the world.
Audiocassettes, CDs, radio broadcasts, television programs and movies
are also essential to the study of a second language. Students must be exposed to various dialects and different French
cultures and francophone societies.
Career Education:
Students will learn how having a working knowledge of the French
language expands the range of career opportunities that they can pursue both in
Canada and internationally.
Continuous School Progress:
CONTINUOUS
SCHOOL PROGRESS: AFNORTH International Middle/High School’s CSP (Continuous School
Progress) goal one is, “All students will improve their reading
comprehension skills across the curriculum.” Goal two is, “All students
will improve skills in mathematical computation.” Standardized assessments,
such as the OSSLT, PSAT and Terra Nova will be used to identify areas of
strengths and weaknesses and to assess growth as we continue to strive towards
continued academic improvement. Success of all students requires that
instructional strategies to improve reading comprehension and mathematical
computation become a consistent and integral component of each course taught at
AFNORTH International Middle/High School.
6
Traits + 1 Writing Rubric: The 6 Traits + 1 is the model selected to improve
school-wide writing in all subject areas. The 6 Traits + 1 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 High School.
The
six particular traits will be implemented in the following manner:
Ideas: students will determine
validity of ideas through debate and research and incorporate them into
appropriate document format
Organization: students will learn how to organize ideas in proper
sequence and incorporate them into appropriate
document format
Voice: students will learn to differentiate between
formal, common and slang terms incorporate
them as required into appropriate document format
Word Choice: students will engage in extensive vocabulary building to allow them to
implement proper terminology for appropriate document format and settings
Sentence Fluency: students will study a variety of sentence
structures and their implementation into appropriate document format
Conventions: students
will study conventions of language that pertain to research, formal debate and
proper document format
Presentation: students will incorporate all of the above in
presentation of resolutions and research material in both written format and
audio/visual/oral presentations
Textbooks:
·
Destinations 5
·
Nouvelles frontières 11 – Anthologie
Ressources :
·
Carmen – Bizet
·
Le Petit Prince – A de
St-Exupéry
·
Nouvelles à l’écran