AFNORTH International School

Canadian Section

Course Outline

FSF2D

Core French

Course Description:

Core French, Grade 10, Academic (FSF 2D)

This course enables students to increase their knowledge of the French language, further develop their language skills, and deepen their understanding and appreciation of francophone culture around the world.  Exploring a variety of themes, students will develop and apply critical thinking skills in discussion, in their analysis and interpretation of texts, and in their own writing.

Prerequisite: Core French, Grade 9, Academic or Applied

 

 

FSF 2D, Grade 10 Core French Academic

Credit Value: 1

Ontario Ministry of Education Documents: The Ontario Curriculum Grades 9 and 10 (1999) French As a Second Language – Core, Extended, and Immersion French

Prerequisite: Grade 9 Core Academic or Applied

Co requisite: N/A

Department: French Second Language / World Languages

Department Head:

Developer(s): Renfrew County District School Board

                          AFNORTH International School

                         AFNORTH International School

Development Date: August 2001

Revision Date:  September 2007

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Overall Expectations:

Oral Communication:

By the end of this course students will:

·        Listen and respond to a variety of spoken texts

·        Listen and respond to a variety of non-structured media works.

·        Express ideas and opinions in conversations and teacher-guided discussions.

·        Make oral presentations on a variety of topics

·        Use appropriate language conventions during oral communication activities

Reading:

By the end of this course students will:

·        Read and demonstrate an understanding of a variety of texts and simple authentic materials.

·        Apply critical thinking as they read (e.g., infer meaning from the text, analyze information, determine cause and effect, and go beyond the surface meaning)

·        Identify and understand language conventions used in their reading materials.

Writing:

By the end of this course students will:

·        Express ideas and opinions in short written texts

·        Create short written texts in structured and open-ended situations.

·        Identify and use appropriate language conventions in their written work.

Course Units in Sequence:

Unit A: Se connaître (20 hours)

Over the course of this unit students will:

·        Prepare and present a personal description

·        Use adjectives in writing

·        Write a poem

·        Develop an appreciation of poetry

·        Create an improvisational dialogue

·        Take a side and justify their opinion

·        Express themselves in problem solving situations

·        Conduct an interview

·        Conduct and draw conclusion from a survey

·        Recognize and use preceding direct object pronouns in the past tense

Unit B: Les langues et la communication (20 hours)

Over the course of this unit students will:

·        Attempt phrases in other languages

·        Recognize and use the correct preposition before the names of countries

·        Recognize correspondences among Germanic and Romance languages

·        Develop an appreciation for poetry

·        Organize an itinerary for a trip

·        Develop strategies for communicating in a second language

·        Conduct a research and present information

·        Describe personal photos

·        Solve problems and justify their opinion

·        Write a letter

·        Recognize and use irregular past pronouns

·        Recognize and use the preceding object pronoun

Unit C: La publicité (20 hours)

Over the course of this unit students will:

·        Create advertising slogans

·        Order by telephone

·        Create an effective yellow page ad

·        Create an ad campaign

·        Express opinions and feelings

·        Encourage and convince people to take a specific point of view

·        Create, write and present a cover page for a magazine

·        Recognize and use the conditional tense

Unit D: Le monde autour de nous (20 hours)

Over the course of this unit students will:

·        Research members of the local community who have made a difference and explain their involvement.

·        Discuss their personal solutions for saving the environment

·        Role-play

·        Write and conduct a survey and tabulate the results

·        Create a project to encourage members of the class, the school or the community to make a difference

·        Writing a newspaper article

·        Recognize and use preceding indirect object pronouns

Unit E: L’avenir (30 hours)

Over the course of this unit students will:

·        Make predictions

·        Prepare arguments in order to conduct a debate

·        Conceptualize a new invention

·        Write a descriptive text

·        Present an argument to convince someone to do something

·        Recognize idiomatic expressions

·        Recognize the formation of compound nouns

·        Recognize and use the future tense

Independent Reading Assignment (included in the time for each unit)

Through this assignment students will:

·        Respond to an independent reading assignment of a short novel, a minimum of 60 pages in length

·        Be able to accurately answer questions relating to the text

·        Summarize the story both verbally and by using written format

·        Make an oral presentation to the class incorporating visual aids etc.

·        Summarize the main ideas of a written text from the point of view of one of the characters

Teacher-Assisted Reading Assignments (included in the time for each unit)

The teacher will assist the students with the comprehension of magazine or newspaper articles, short stories and poems.

·        Students will answer multiple choice questions, short answer questions and perform matching activities to test their level of comprehension

·        Students will demonstrate critical thinking skills by identifying issues and values in reading selections, locating and analyzing root causes, and expressing their views either in writing or in conversations.

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 and Evaluation Strategies

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%.

• Unit tests will be administered at the end of each unit.
• A performance task involving written work and oral presentation will take place at the end of each unit.  This task will be putting together the work done in class during the unit.
• The culminating assignment will be part of the final evaluation, which also includes the final examination.  During this assignment students will be required to demonstrate that they have met the overall expectations of the course.  This assignment will make up 15% of the students final mark.
• The final examination will cover the full year’s work and will take place at the conclusion of the course. It will make up 15% of the students final mark.
• Work ethics, participation and group work skills will also be assessed on a daily basis and reported as learning skills on the provincial report card.

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: 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.

The 6 Traits + 1 is the model selected to improve school-wide writing in all subject areas.  The 6+1 writing framework is a 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 both written format and audio/visual/oral presentations.

Textbooks:

·        Destinations 4

·        Nouvelles frontières 10 – Anthologie

Ressources :

·        Paroles d’échanges II

·        Une image vaut 1000 mots

·        Histoires de nos Jours

·        Le Petit Nicolas