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FSF1D, French

French Department, FSF1D, Grade 9 French

French as a Second Language Department, FSF1D/1P, Grade 9 Academic

Policy Document: The Ontario Curriculum, Grades 9 and 10, French As a Second Language-Core Extended, and Immersion French, 1999 Ministry of Education of Ontario
Reference: http://www.edu.gov.on.ca/eng/curriculum/secondary/fsl910curr.pdf

  Course Description This course emphasizes further development of oral communication, reading, and writing skills. Students will build on and apply their knowledge of French while exploring a variety of themes. Thematic readings, which include a selection of short stories, articles, and poems, will serve as stepping stones to oral and written activities.   Prerequisite: Minimum of 600 hours of French instruction, or equivalent from Elementary School Summary of Units and Timelines Below is the suggested sequence of course unit delivery as well as the recommended number of hours to complete the respective unit. For complete details of targeted expectations within each unit and activity, please see each Unit Overview found in the course profile.

Unit Order

Unit Name

Suggested Time

Unit 1

Qui suis-je?

30 hours

Unit 2

L’enquête policière

30 hours

Unit 3

La culture pop

30 hours

Unit 4

La vie en vert

20 hours

   

Total: 110 hours

The curriculum expectations for all FSL programs are organized into three strands that correspond to the main areas of language use: oral communication, reading, and writing. Oral Communication The development of strong oral communication skills provides the foundation for students to read and write effectively. Students should have numerous opportunities both to listen to and speak French for practical purposes in everyday situations. They should have an adequate “listening period” before they are expected to communicate in French. By the end of this course, students will:

  • Listen and respond to short, structured spoken texts
  • Listen and respond to a variety of short, simple, non-structured media works
  • Express ideas and opinions in short conversations and teacher-guided discussions
  • Make oral presentations on a variety of topics
  • Use appropriate language conventions during oral communication activities

Reading Reading is a complex process that provides a bridge between speech and writing. Reading skills and knowledge should be developed after language has been introduced orally, in a meaningful context that encourages students to think about what they are reading. Oral prereading activities build vocabulary, set a context, and relate texts to the students’ experience or prior knowledge of the topic. A well-balanced reading program will provide students with opportunities to consolidate language learned orally, build vocabulary, and develop comprehension skills. By the end of this course, students will:

  • Read and demonstrate an understanding of a variety of simple texts;
  • Read a range of simple texts to gather information and to expand their knowledge of the French language;
  • Identify and understand language conventions used in their reading materials.

  Writing From their experience with oral communication and reading, students acquire the skills they need to become good writers who are able to communicate ideas and opinions with ease and clarity. As students read a variety of written texts, they increase their vocabulary and learn to vary their sentence structure, their organizational approach, and the voice they use in their writing. Students’ writing activities, in turn, support and reinforce their oral language skills. Writing activities that are seen by students as meaningful and that challenge them to think critically and creatively will help them achieve a fuller and more lasting mastery of the language. 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 Notes The aim of the course is to provide students with the necessary skills in all three strands of the French language. Students will develop their ability to read simple texts, write short responses and express personal details and opinions orally. Students will be required to learn various grammar concepts in order to familiarize themselves with the different parts of a sentence, as well as proper sentence structure. Students will be exposed to new vocabulary corresponding to the different units, and will have multiple opportunities to listen and speak in French.

Teaching and Learning Strategies

  Teachers will bring enthusiasm and varied teaching and assessment approaches to the classroom, addressing individual students’ needs and ensuring sound learning opportunities for every student. The activities offered should enable students to relate and apply these concepts to the social, environmental, and economical conditions and concerns of the world in which they live. Opportunities to relate knowledge and skills to these wider contexts will motivate students to learn in a meaningful way and to become life-long learners. Teachers will help students understand that learning a new language often requires a considerable expenditure of time and energy and a good deal of perseverance. Teachers will also encourage students to speak in French, and to use new vocabulary and language conventions when speaking. Effective instructional approaches and learning activities draw on students’ prior knowledge, capture their interest, and encourage meaningful practise both inside and outside the classroom. Students will be engaged when they are able to express themselves in a new language and use these skills to diversify their capacities for future encounters and experiences with French culture. Due to its importance, students will have opportunities to learn in a variety of ways- individually, cooperatively, independently, with teacher direction, through hands-on experiences, and through examples followed by practice. The approaches and strategies teachers use will vary according to both the object of the learning and the needs of the students. Teachers will accomplish this in an on-line environment with the use of on-line simulations, animations, videos, discussion forums, live chat and other interactive objects. Online & Offline Components The design of this course is intended to offer a rich balance between online and offline elements. The following is a summary of the course components and their delivery format. Please refer to the individual unit outlines for specific details. Course content & instruction: online Communication between teacher and students: online & offline Collaboration between students: online Assessment & evaluation: online & offline Practise exercises, textbook work, readings etc: offline

Assessment & Evaluation for Student Achievement

  As summarized in Growing Success 2010, 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. This information also serves to guide teachers in adapting curriculum and instructional approaches to students’ needs and in assessing the overall effectiveness of programs and classroom practices. 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. All curriculum expectations must be accounted for in instruction, but evaluation focuses on students’ achievement of the overall expectations. A students’ achievement of the overall expectations is evaluated on the basis of his or her achievement of related specific expectations. Teachers will use their professional judgement to determine which specific expectations should be used to evaluate achievement of overall expectations, and which ones will be covered in instruction and assessment but not necessarily evaluated. 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
  • 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 students with special education needs, consistent with the strategies outlined in their Individual Education Plan;
  • Accommodate the needs of students who are learning the language of instruction;
  • Ensure that each student is given clear directions for improvement;
  • Promote students’ ability to assess their own learning and to set specific goals
  • Include the use of samples of students’ work that provide evidence of their achievement;
  • Are communicated clearly to students and parents at the beginning of the school year and at other appropriate points throughout the school year.

The achievement chart for French as a Second Language outlines four categories of knowledge and skills. They include: knowledge and understanding, thinking, communication and application. Teachers will ensure that student work is assessed and/or evaluated in a balanced manner with respect to the four categories, and that achievement of particular expectations is considered within the appropriate categories. A final grade is recorded for this course, and a credit is granted and recorded for this course if the student’s grade is 50% or higher. The final grade for this course will be determined as follows:

  • Seventy percent of the grade will be based on evaluations conducted throughout the course. This portion of the grade should reflect the student’s most consistent level of achievement throughout the course, although special consideration should be given to more recent evidence of achievement. The seventy percent will be distributed in the following achievement chart categories: 20% Knowledge and understanding, 20% application, 15% communication and 15% thinking.
  • Thirty percent of the grade will be based on a final evaluation in the form of an examination and administered towards the end of the course.

Accommodations All students can succeed. Some students are able, with certain accommodations, to participate in the regular course curriculum and to demonstrate learning independently. Accommodations allow access to the course without any changes to the knowledge and skills the student is expected to demonstrate. The accommodations required to facilitate the student’s learning can be identified by the teacher, but recommendations from a School Board generated Individual Education Plan (IEP) if available can also be consulted. Instruction based on principles of universal design and differentiated instruction focuses on the provision of accommodations to meet the diverse needs of learners. Examples of accommodations (but not limited to) include:

  • Adjustment and or extension of time required to complete assignments or summative tasks
  • Providing alternative assignments or summative tasks
  • Use of scribes and/or other assistive technologies
  • Simplifying the language of instruction

Resources   Teachers will bring additional resources and teaching materials that provide a rich and diverse learning environment. Units in this course profile make specific reference to the intended textbook for this course but can be substituted for any relevant and approved text.    

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