C-FRENCH-EXTEND.WPD (Converted)

Course Profile Extended French, Grade 9 academic, Catholic

Unit 1

Course Profiles are professional development materials designed to help teachers implement the new Grade 9 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment, or technology reflect only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education and Training or by the Partnership of School Boards that supported the production of the document.

Acknowledgments

Catholic Curriculum Cooperative

Lead Board: Ottawa Carleton C.D.S.B.

Sandie Bender, Project Manager

Course Profile Writing Team

Salwa Khouzam, Ottawa-Carleton C.D.S.B.

Mireille LaPointe, Eastern Ontario C.D.S.B.

Monique Chapman, Algonquin and Lakeshore C.D.S.B.

Nancy Abi-Khattar, Ottawa Carleton C.D.S.B.

Eastern Ontario Catholic Curriculum Cooperative

Institute for Catholic Education

Unit # 1: Sports, activités et loisirs

Time: 22 hours

Unit Developers: Salwa Khouzam, Ottawa-Carleton C.D.S.B., Mireille LaPointe, Eastern Ontario C.D.S.B., Monique Chapman, Algonquin & Lakeshore C.D.S.B.

Development Date: February 1999

Description

This unit will cover three major themes: “Sportons-nous bien!”, “Les intérêts personnels” et “On s’amuse”. Students will review and reinforce structures and vocabulary previously taught and learn new ones. The three themes will focus on the skills and values that students develop in team activities, various hobbies and individual activities. The unit will culminate in the creation of a board game.

Strands & Expectations

Ontario Catholic School Graduate Expectations: OCSGE 1d, 2a, 3a, 3f, 4a, 4e, 4g, 5a

Strands: Oral Communication, Reading, Writing

Overall Expectations: OCV.01D, 02D, 03D

REV.01.D, 02D, 03D, 04D

WRV.01D, 02D, 03D

Specific Expectations: OC1.01D, 02D, 03D, 04D, 07D

OC2.01D, 02D

RE1.01D, 02D, 03D

RE2.01D, 03D

WR1.01D, 02D, 04D

WR2.01D, 02D, 03D

Activity Titles (Time and Sequence)

Activity 1	Sportons-nous bien! - Nous ressortons les bienfaits de l’activité sportive et physique.	5 hours
Activity 2	Sportons - nous bien! - Nous faisons une recherche sur une activité sportive ou une personne connue dans le monde des sports.	3 hours
Activity 3	Les intérêts personnels - J’identifie et je découvre les intérêts des autres.	3 hours
Activity 4	Les intérêts personnels - Je relie mes intérêts personnels aux carrières.	3 hours
Activity 5	On s’amuse!- Je découvre les différents clubs de l’école.	4.5 hours
Activity 6	On s’amuse! - Qui perd gagne.	0.5 hour
Activity 7	On s’amuse! - Créons un jeu de société.	3 hours

Unit Planning Notes

The major part of this unit reviews the following:

• gender and number of nouns, adjectives and articles

• verbs in the present tense, the imperative and the “passé composé” with “avoir”

The following language structures will be presented:

• 1st and 2nd group verbs in the futur simple

• demonstrative pronouns

Portfolios are to be initiated in this unit.

Prior Knowledge Required

Although this unit will review structures and vocabulary seen in grade 8, it is expected that students have successfully completed the grade 8 French Extended or French Immersion program.

Teaching/Learning Strategies

• Brainstorming

• Extracting information from oral and written text

• Writing in various genres: summary, brochure, autobiography, curriculum vitae, essay

• Creating a board game

• Group discussion

• Oral presentation

• Interviews

• Portfolios

Assessment/Evaluation

• Brainstorming (observations)

• Comprehension of text (Appendix 1q)

• Informal assessment of language structures (Appendices 1d, 1e)

• Research (Appendix 1f)

• Oral presentation (Appendix 1r)

• Portfolios - Conferencing

• Self-assessment

• Peer-assessment

Resources

Print

Entre amis 3

The Bible (French)

Dictionaries

Computer Software

Le Verboscope (CPFO)

Word processing software

Activity #1.1: Sportons-nous bien! - Nous ressortons les bienfaits des activités physiques et sportives.

Time: 300 minutes

Description

L’apprenant ressortira les bienfaits de l’activité physique et sportive. Il renforcera des structures linguistiques déjà acquises et enrichira son vocabulaire par l’entremise d’activités de communication orale, de lecture et d’écriture. Pour terminer, l’apprenant fera une recherche à ce sujet.

Strands and Expectations

Ontario Catholic School Graduate Expectations:

• Reads, understands and uses written materials effectively;

• Writes and speaks fluently one or both of Canada’s official languages;

• Finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

• Witnesses Catholic social teaching by promoting equality, democracy and solidarity for a just, peaceful and compassionate society.

Strands: Oral Communication, Reading, Writing

Overall Expectations

By the end of this course, students will:

• express ideas and opinions arising from class discussions, individual research, and personal interests;

• create short texts based on class discussions, individual research, or topics of personal interest;

• identify and use the appropriate language conventions in their written work;

• recognize and use appropriate language structures.

Specific Expectations

By the end of this course, students will:

• extract detailed information from a range of authentic materials (e.g., brochures, schedules, menus, and advertisements) to plan a specific activity (e.g., a journey, a meal);

• write in a variety of genres (e.g., posters, brochures, collages, photo stories, comic strips) based on topics under study;

• write paragraphs, using clear introductory sentences, supporting arguments, and a conclusion.

Planning Notes

• Le professeur expliquera aux élèves les étapes du portfolio et les supervisera.

• Annoncer aux élèves qu’à la fin de l’unité, le portfolio sera utilisé lors des entrevues prof/élèves.

Prior Knowledge Required

• Les attentes de la 8e année, Extended French.

Teaching/Learning Strategies

L’apprenant pourra :

• ressortir les bienfaits de l’activité physique tout en utilisant le vocabulaire approprié et en renforçant des connaissances déjà apprises (le présent des verbes réguliers, le genre et le nombre).

L’enseignant devra :

• animer un remue-méninges au sujet des différentes activités physiques pratiquées par les étudiants, leurs bienfaits et leurs inconvénients (Év.: observation - évaluation informelle et formative);

• exploiter des textes variés en s’assurant de la compréhension des étudiants et en ressortant les

structures linguistiques et le vocabulaire qui s’y trouvent (Res.: "Jeunesse Mag," p. 17; Entre amis 3, p. 158; articles variés; Annexe 1a);

• utiliser l’Annexe 1b pour vérifier la compréhension (Res.: Annexe 1b, Év.: corrections - évaluation formelle);

• en plénière, faire ressortir l’importance du corps en tant que création de Dieu et temple de l’esprit;

• diviser les élèves en groupes de 3 ou 4 et leur demander de faire l’activité “Occupons-nous de notre corps" (Res.: Annexe 1c, Év.: observation);

• renforcer la forme et l’usage des verbes des 3 groupes, au présent de l’indicatif (Res.: "Le Verboscope" (logiciel, CFORP); Annexe 1d);

• réviser et renforcer les notions du genre et du nombre des noms communs et des adjectifs (Res.: Annexe 1e, Év.: correction orale - évaluation informelle et formative).

Assessment/Evaluation

Observation (évaluation informelle et formative)

Correction (évaluation formelle)

Présentation orale (évaluation informelle et formative)

Accommodations

• Faciliter l'usage des logiciels.

• Jumeler

• Fournir des exercices de révision et de renforcement supplémentaires.

• Fournir des textes abrégés ou plus simples.

Resources

“Jeunesse Mag”, p. 17

Entre amis 3, p. 158

En direct 1 (Unité 1)

Articles variés

Annexe 1a

Annexe 1c

“Le Verboscope” (logiciel, CFORP)

Annexe 1d

Annexe 1e

Activity #1.2: Sportons-nous bien! - Nous faisons une recherche sur une activité sportive ou une personnalité du monde du sport.

Time: 180 minutes

Description

L’apprenant fera une recherche sur une activité physique on une personnalité du monde du sport. Il appliquera les étapes du dossier d’écriture. Une grande partie de cette activité sera faite par l’apprenant en dehors des heures de classe.

Strands and Expectations

Ontario Catholic School Graduate Expectations:

• Writes and speaks fluently one or both of Canada’s official languages;

• Thinks reflectively and creatively to evaluate situations and solve problems;

• Achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

• Finds meaning, dignity, fulfillment, and vocation in work which contributes to the common good;

• Ministers to the family, school, parish, and wider community through service;

• Respects and understands the history, cultural heritage, and pluralism of today’s contemporary society;

• Respects the environment and uses resources wisely.

Strands: Oral Communication, Reading, Writing

Overall Expectations

By the end of this course, students will:

• create short texts based on class discussions, individual research, or topics of personal interest;

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

Specific Expectations

By the end of this course, students will:

• write in a variety of genres (e.g., poems, letters, newspaper articles, journal entries, postcards, advertisements);

• create visuals and text (e.g., posters, brochures, collages, photo stories, comic strips) based on topics under study;