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Course Overview

Core French, Grade 10, Applied

Identifying Information

Grade: 10

Development date: October 1999 - March 2000

Course Title: Grade 10 Core French Applied FSF2P

Policy Document: The Ontario Curriculum Grades 9 and 10, French as a Second Language – Core, Extended and Immersion 1999

Prerequisites: minimum of 720 hours of French instruction or equivalent

Ministry Course Code: FSF2P

Course Type: Applied

Credit Value: 1 credit 110 hours

Course Description

Core French Grade 10 Applied FSF2P

This course emphasizes the further development of oral communication, reading, and writing skills using a broad-based theme such as adolescence. Students expand their knowledge of French by studying a series of theme related topics, such as students’ rights and responsibilities, relationships with peers and adults, and part-time jobs.

Course Profiles

This course profile demonstrates one way to organize and develop activities to allow students to demonstrate the expectations for the Grade 10 Core French Academic course. The four units provide an opportunity for students and teachers to explore themes not included in traditional texts and activities to assist teachers integrate technology in FSL program planning. As stated on page 43 of the Policy document "the introduction of Internet access has been an important innovation in the area of second-language study, since the use of e-mail enables both students and teachers to communicate directly with French speakers. Through the Internet, students can talk to key pals from regions or countries where French is spoken. Teachers may also use the Internet to set up class projects with some language learners.” The sixteen new Language Structures are divided in a balanced way among the four units.

Each unit integrates the expectations of the three strands: Oral Communication, Reading, and Writing. Each unit includes specific reading materials to complement the theme and relevant web sites, where applicable. Teachers are encouraged to add other available, current resources, and software.

There is a final task in all of the units that focusses on one of the three strands but contains expectations from each strand. The evaluation rubrics are based on criteria in the Achievement Chart.

Specific reading materials and relevant web sites have been selected to complement the themes.

Unit Titles (Time + Sequence)

Unit 1	Youppi! Je peux conduire!	18 hours
Unit 2	La communication ça clique!	35 hours
Unit 3	De l'idée à la réalité	35 hours
Unit 4	À votre santé	22 hours

Unit Descriptions

Unit 1: Youppi! Je peux conduire!

Time: 18 hours

This unit follows the staged process in French of obtaining a driver’s permit in Ontario in that students demonstrate their knowledge before being able to drive with a “G1” license. Instead of collecting demerit points, the students collect “merit” points in order to qualify for their license. They learn and use vocabulary dealing with car parts, road signs, and driving rules. They practise language structures in “real life” situations such as changing a tire, dealing with a mechanic or salesperson and filling up the gas tank. They consolidate their knowledge of the unit by developing a board game based on the theme of driving.

Language Structures

· position of object pronouns with imperatives (e.g., Faites-le)

· affirmative and negative infinitives following impersonal expressions (e.g., il est préférable de ne pas conduire trop vite)

· prepositions with geographical names

Unit 2: La communication, ça clique!

Time: 35 hours

This unit outlines a collaborative communication project. Working in teams, students create and send messages to another group of students either in the same school, the same board, or elsewhere in the province. The format for sending these messages can be e-mail, fax, courier, or regular mail. Students apply their written language skills as they compose and respond to messages. They use their oral language skills in group discussions and in an oral group presentation. The suggested discussion topic is communities. Students collect information and ideas and as a final task they create an ideal community and present it to the class in the form of an oral presentation. The rubric provided in this unit measures the student’s contribution to the entire group process throughout the unit.

Language Structures

· personal object pronouns (me, te, nous, vous)

· imparfait and conditionnel présent

Unit 3: De l'idée à la réalité

Time: 35 hours

Students identify jobs to suit their talents, skills, and interests. They visualize ideal jobs and recognize their characteristics. They read about and research inventors and entrepreneurs. Students identify different types of businesses, explore past and future trends in the job market, and discuss factors/characteristics of a successful business. They also examine values that influence consumer decisions. They learn and use vocabulary dealing with business to read, research, and write about an ideal job. Students demonstrate their knowledge by setting goals and practising language structures in "real life" situations such as a job interview. They consolidate their knowledge of the unit by preparing a budget and personal growth plan.

Language Structures

· relative pronouns ce qui, ce que, dont

· position of two object pronouns with simple and compound verbs

· use of imparfait and passé composé

· linking words (e.g., c'est-à dire, après tout, en effet)

· conjunctions (e.g., lorsque, dès que, quand, cependant, car)

Unit 4: A votre santé

Time: 22 hours

Students discuss different aspects of well being such as good nutrition, balanced lifestyles, exercise, time management and smoking issues. As a final task they review the influences at their school that promote well being and give an oral presentation on one aspect that is evident in their school.

Language Structures

· object pronoun en to replace expressions of quantity (e.g., Je voudrais un peu de salade. J’en voudrais un peu.)

· imparfait and conditionnel présent of -er, -ir and -re verbs and irregular verbs

· use of conditionnel présent to discuss politeness (e.g., Je voudrais un café, s'il vous plaît) and to discuss possibility (e.g., Est-ce que tu pourrais aller au restaurant avec moi?)

Course Notes

Teachers should address school and board policies regarding physical safety, acceptable use of the Internet, and proper use of audio-visual equipment. Daily activities should reflect awareness and avoidance of bias and violence prevention within the classroom learning environment. Teachers consult with special education teachers to provide accommodations to meet their students’ needs. Collaboration and integration with other departments assist students in making connections to other disciplines and to the world outside the school.

Teaching/Learning Strategies

There are a wide variety of teaching and learning strategies in the four units to maintain student interest and maximize learning. These include dialogues, group discussions and presentations, research skills, simulation, reading a wide range of texts, use of the Internet, categorizing information, teacher-directed lessons. Information technology has been included in all units.

Teaching and learning strategies address all types of learners with a balance of independent, collaborative and teacher-directed activities.

Activities are relevant, motivating, and allow for student creativity. Teachers review the planning notes in each activity for optimum delivery of the material. They also ensure that resources used (Internet, video and print) are previewed before use.

Assessment and Evaluation

The primary purpose of assessment and evaluation is to improve student learning. Information gathered through assessment helps teachers to determine students’ strengths and weaknesses in their achievement of the curriculum expectations in each course. Assessment is the process of gathering information from a variety of sources (including assignments, demonstrations, projects, performances, and tests) that accurately reflects how well a student is achieving the curriculum expectations in a course. As part of assessment, teachers provide students with descriptive feedback that guides their efforts towards improvement. Evaluation refers to the process of judging the quality of student work on the basis of established criteria and assigning a value to represent that quality.

In order to ensure that assessment and evaluation are valid and reliable and that they lead to the improvement of student learning, teachers must use assessment and evaluation strategies that:

· address both what students learn and how well they learn

· are based both on the categories of knowledge and skills and on the achievement level descriptions given in the achievement chart that appears in the curriculum policy document

· are varied in nature, administered over a period of time, and designed to provide opportunities for students to demonstrate the full range of their learning

· are appropriate for the learning activities used, the purposes of instruction and the needs and experiences of the students

· are fair to all students

· accommodate the needs of exceptional students and ESL/ELD students

· ensure that each student is given clear directions for improvement

· are communicated clearly to students and parents at the beginning of the course and at other appropriate points throughout the course

A final grade is recorded for each Core French course and a credit is granted for every course in which the student’s grade is 50% or higher.

The final grade is determined as follows:

· 70% of the grade is based on assessments and evaluations throughout the course

· 30% of the grade is based on a final evaluation in the form of an examination, performance or other method of evaluation, and administered near the end of the course. The components of the final evaluation, performance or other method of evaluation should assess the three strands of Oral Communication, Reading, and Writing.

In the final mark, the weighting of the three strands of Oral Communication, Reading and Writing should reflect the expectations in each strand, a focus on Oral Communication skills, and levels described in the Achievement Chart.

“The development of strong oral communication skills provides the foundation for students to read and write effectively.” p. 6. The Ontario Curriculum, Grades 9 and 10 French as a Second Language – Core, Extended, and Immersion French, 1999.

Accommodations

Specific accommodations, for students who need them, are listed in each unit activity.

Resources

Specific titles from the four current commercial programs are listed as suggested resources for each theme in the Grade 10 Applied Profiles.

Grade 10 Applied Themes	Resource List (commercial programs suggested)
Youppi! Je peux conduire	Destinations 4
La communication ça clique	Destinations 3 & 4 Voyages 1 Passages 3
De l'idée à la réalité	Voyages 1 Destinatins 3 Destinations 4 Entre Amis 3 Passages 3 Réflexions 2 En direct 1 D'accord 2
A votre santé	Décollage En direct 1

A la page, pour le plaisir de lire, Addison Wesley Longman now Pearson Education
ISBN 0-201-61454-0-2

Assessing Student Outcomes, ASCD, 1993. ISBN 0-87120-225-5

Avec Brio, Prentice Hall Canada Ltd., now Gage Educational Publishing. ISBN 0-13-5692458 (vocabulary resource)

Bablanian Maral, and Caroline Demers. Jeunesse Mag. Gage Educational Publishing, 1993.
ISBN 0-7730-5322-0

Bennett, B., C. Rolheiser, L. Stevahn, (traduit par MacKinnon, M) L’apprentissage co-opératif: rencontre du coeur et de l’esprit. Toronto: Educational Connections, 1995. ISBN 0-9695388-2-0

Carter, Bonnie and Georgette Bolger. Getting Assessment Right, FSL Core Extended & Immersion French Grades 9 and 10. Barrie, ON: Data Based Directions. ISBN 1-897369-15-7

Duplantie, M. Communication Centre Educatif et Culturel Inc. ISBN 2-7617-0274-3

Connaître et se connaître, Holt Rhinehart & Winston. ISBN 0-03002122-7

Conversations, situations, Addison Wesley Longman now Pearson Education, ISBN 0-582-22042-4

Entrez 1. Addison Wesley Longman, now Pearson Education. ISBN 0-7730-4563-5

Euler, Dieter, Heidi Gollert, Elver Peruzzo and Claire Piché. Destinations 4 Cahier d’activités. Addison Wesley Longman now Pearson Education, 1993. ISBN 0-7730-5202-X

Euler, Dieter, Heidi Gollert, Elver Peruzzo and Claire Piché. Destinations 4. Addison Wesley Longman now Pearson Education, 1993. ISBN 0-7730-5201-1

Euler, Dieter, Heidi Gollert, Elver Peruzzo and Claire Piché. Destinations 3 cahier d’activités. Addison Wesley now Pearson Education, 1992. ISBN 0-7730-5139-2, Unité E

Guide Officiel de l’automobiliste, Imprimeur de la reine de l’Ontario 1995. ISBN 1-57517-123-6

Gladys, Jean. En Direct 1 Cahier d’activités. Gage Educational Publishing, 1993.
ISBN 0-13-062217-6

Gladys, Jean. En Direct 1. Gage Educational Publishing, 1993. ISBN 0-13-062209-5, p. 50

Gladys, Jean. Entre Amis 3 Cahier d’activités. Prentice Hall Publishing now Gage Educational Publishing, 1992. ISBN 0-13-287996-4,

Gollert, Heidi, Elver Peruzzo and Claire Piché, Destinations 3, Canada: Copp Clark Pitman Limited,
now Pearson Education, 1992. ISBN 0-7730-5134-1

Jeunesse Mag, Copp Clark Pitman. ISBN 0-7730-5323-9

L’Express. Toronto based French Newspaper-free subscription

Le Magazine Entre Amis, Prentice Hall Canada Ltd., now Gage Educational Publishing.
ISBN 0-13-282906-1

McConnell, G. Robert, Rosemarie Collins and Alain Favrod. Passages 3, cahier d’activités. Addison Wesley now Pearson Education, 1991. ISBN 0-201-57378-4

McConnell, G. Robert and Rosemarie Giroux Collins. Voyages 1, Canada: Éditions Addison-Wesley,
now Pearson Education, 1994. ISBN 0-201-57486-1

McConnell, G. Robert and Rosemarie Giroux Collins. Voyages 1, Cahier d’activités, Éditions Addison-Wesley, now Pearson Education, 1994. ISBN 0-201-57497-7

McConnell, G. Robert, Rosemarie Giroux Collins and Alain M. Favrod. Passages 3, Canada: Éditions Addison-Wesley, now Pearson Education, 1992. ISBN 0-201-57377-6

McConnell, Robert and Rosemarie Collins. D’Accord 2 cahier d’activités. Addison Wesley Longman
now Pearson Education, 1988. ISBN 0-201-43942-5

McConnell, Robert and Rosemarie Collins. D’Accord 2. Addison Wesley Longman now Pearson Education, 1988. ISBN 0-201-43940-9

McConnell, Robert and Rosemarie Collins. Voyages 1 Cahier d’activités. Addison Wesley Longman
now Pearson Education, 1994. ISBN 0-201-39605-X

McConnell, Robert and Rosemarie Collins. Profils. Addison Wesley now Pearson Education, 1990.
ISBN 0-201-43990-5

Radio Puce CEC, 1986. ISBN 2-7617-0309-X

Sol videos TVO

SOS Binder, see Durham District School Board Catalogue

The Mindful School: How to Grade for Learning. Skylight Training & Publishing, 1999.

Tous Ensemble: Connaître at savoir (grammar resource)

Tous Ensemble: Décollage. D.C. Heath, now ITP Nelson, 1992 ISBN 0-669-95367-9

Tribunal des Jeunes. Copp Clark Pitman now Addison-Wesley Longman, ISBN 0-7730-5321-2

Ullman, R. Tous ensemble! Au-delà. La Francophonie dans le mondes. D.C. Heath, 1995.
ISBN 0-669-95518-3

Ullman, R. Tous ensemble! Au-delà. Un regard sure l'entrepreneuriat. D.C. Heath, 1997.
ISBN 0-669-95525-6

Ullman R., B. Carter and S. Goodman. Tous Ensemble, Réflexions Volume 1. D.C. Heath,
now ITP Nelson, 1993. ISBN 0-669-95488-8

Ullman R., B. Carter and S. Goodman Tous Ensemble, Réflexions Volume 2, Guide Pédagogique.
D.C. Heath now ITP Nelson

Ullman R., B. Carter and S. Goodman Tous Ensemble, Réflexions, Volume 2. D.C. Heath, 1993.
ISBN 0-669-95412-8

Ullman R., B. Carter and S. Goodman Tous Ensemble: Altitude. D.C.Heath, now ITP Nelson 1993
ISBN 0-669-95373-3

Videos: Pieces of the Puzzle. Il etait deux fois: deux langues un pays.

Web sites are listed in the units to provide background information for both teachers and students.

OSS Policy Documents

Choices Into Action, Ontario MET ISBN 0777856093

The Ontario Curriculum, Grades 9 and 10, French as a Second Language – Core, Extended, and Immersion French, 1999, Ontario Ministry of Education and Training,

The Ontario Curriculum, Grades 9 to 12, Program Planning and Assessment, 2000, Ontario Ministry of Education and Training

Course Evaluation

At the end of the course, teachers will review the expectations and instructional and assessment strategies to assess the effectiveness of their program. They will also collect information from students regarding the effectiveness of the course through surveys or questionnaires.

Coded Expectations, Core French, Grade 10, FSF 2P

Oral Communication

Overall Expectations

OCV.01P

• listen and respond to a variety of spoken texts;

OCV.02P

• listen and respond to a variety of non-structured media works;

OCV.03P

• express ideas and opinions in conversations and teacher-guided discussions;

OCV.04P

• make oral presentations on a variety of topics;

OCV.05P

• use appropriate language conventions during oral communication activities.

Specific Expectations

Listening

OC1.01P

– understand and follow instructions for classroom activities;

OC1.02P

– respond to spoken texts by answering questions, interpreting meaning, summarizing content, adding information, and presenting dramatizations;

OC1.03P

– extract the main ideas and supporting details from a variety of media works (e.g., television and radio programs, videos, songs);

OC1.04P

– take brief notes on presentations, oral reports, and discussions.

Speaking

OC2.01P

– use simple and complex sentences in conversations, discussions, and dramatizations relating to topics under study;

OC2.02P

– share opinions and formulate judgements about topics under study;

OC2.03P

– present an argument, a point of view, or researched information relating to a topic under study;

OC2.04P

– prepare and present short dialogues on topics under study;

OC2.05P

– give individual or group oral presentations on topics under study, incorporating audio and visual aids.

Application of Language Conventions

OC3.01P

– recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

OC3.02P

– use newly acquired vocabulary in conversation;

OC3.03P

– use correct pronunciation and intonation, and body language and other non-verbal cues, to clarify and enhance a message;

OC3.04P

– interpret the meaning of unfamiliar words (e.g., by recognizing cognates, word families).

Reading

Overall Expectations

REV.01P

• read and demonstrate an understanding of a variety of texts;

REV.02P

• read a wide range of texts to gather information and to expand their knowledge of the French language;

REV.03P

• identify and understand language conventions used in their reading materials.

Specific Expectations

Comprehension and Response to Text

RE1.01P

– acquire information from a variety of materials (e.g., newspaper and magazine articles, job advertisements, publicity ads, CD-ROMs, computer software);

RE1.02P

– read a selection of short stories, articles, and poems, and develop the main ideas and some supporting details in a different context;

RE1.03P

– read a wide range of texts (e.g., public surveys, articles, e-mail, pen-pal communications) and respond through discussion or by giving short answers;

RE1.04P

– skim a text to list key ideas;

RE1.05P

– use specific research skills (e.g., identifying sources, data gathering, note taking) in preparing an assignment;

RE1.06P

– organize their research data on a topic and report on their findings in an oral presentation that includes an introduction and a conclusion.

Application of Language Conventions

RE2.01P

– recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

RE2.02P

– identify and model language conventions used in job advertising, personal letter writing, and press releases;

RE2.03P

– use French-English dictionaries to determine the meaning of unfamiliar vocabulary.

Writing

Overall Expectations

WRV.01P

• express ideas and opinions in short written texts;

WRV.02P

• create short written texts in structured and open-ended situations;

WRV.03P

• identify and use appropriate language conventions in their written work.

Specific Expectations

Communication of Ideas and Information

WR1.01P

– write in a variety of forms (e.g., a paragraph expressing an opinion, a personal letter, a newspaper article, a dialogue, a job advertisement, a research report);

WR1.02P

– write a brief description (e.g., a personal profile) using the appropriate past tenses;

WR1.03P

– write a formal letter (e.g., requesting a job interview, expressing a point of view to the editor of a newspaper);

WR1.04P

– write a brief report based on researched information;

WR1.05P

– prepare and conduct a survey, and summarize and interpret the data in short paragraphs.

Application of Language Conventions

WR2.01P

– recognize and use appropriate language structures (see language structures for Core French, Grade 10, p. 24);

WR2.02P

– revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style;

WR2.03P

– apply the conventions of formal letter writing (e.g., the omission of cher in the salutation, the use of appropriate closing expressions);

WR2.04P

– incorporate newly acquired vocabulary into their written work.

Acknowledgments

Identifying Information

Course Description

Course Profiles

Unit Titles (Time + Sequence)

Unit Descriptions

Unit 1: Youppi! Je peux conduire!

Unit 2: La communication, ça clique!

Unit 3: De l'idée à la réalité

Unit 4: A votre santé

Course Notes

Teaching/Learning Strategies

Assessment and Evaluation

Accommodations

Resources

OSS Policy Documents

Course Evaluation

Oral Communication

Overall Expectations

Specific Expectations

Reading

Overall Expectations

Specific Expectations

Writing

Overall Expectations

Specific Expectations