A. N. Myer Secondary School  COURSE OUTLINE
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A. N. Myer Secondary School COURSE OUTLINE
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FRANÇAIS EXTENSIF - 12e année FEF 4UF |
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Description of Course: This course focuses the refinement of French-language skills through the study of Canadian and international Francophone literature. Students will interpret literary works, produce written assignments in a variety of genres, and conduct research on a major topic for a written and oral presentation. The use of correct grammar and appropriate language conventions in both spoken and written french will be emphasized throughout the course. Pre-Requisite or Co-Requisite: FEF 3UF Policy Document Reference: p. 30-33 and p. 34 in the Ministry Document - The Ontario Curriculum, Grades 11 and 12: French as a Second Language - Core, Extended and Immersion French. Textbook(s):Le Comte de Monte Cristo - novelLe Bourgeois Gentilhomme - play Le Misérables - novelLe Petit Prince - novel & workbook Maria Chapdelaine - novelLa pratique du vocabulaire - Cahier 3 La pipe de Maigret - novel excerptTeacher-made - grammar book |
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Unit Titles (With approximate time allotted per unit) |
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1.Review of concepts already learned - 1 week 2.Unit 1 - Study of a French novel - Le Comte de Monte Cristo and writing of a play - 2 ½ weeks 3.Unit 2 - Study of a French play - Le Bourgeois Gentilhomme and writing of a play - 2 ½ weeks 4.Unit 3 - Study of a French novel - Le Petit Prince - 1 ½ weeks 5.Unit 4 - Study of a Canadian French novel - Maria Chapdelaine - 2 weeks 6.Unit 5 - Study of a French novel - Les Misérables - 2 weeks 7.Unit 5 - Study of writing, editing and publishing a magazine - 2 ½ weeks 8.Vocabulary building- 2 weeks 9.Review and in-class exams - 1 week (week prior to exam week) N. B. All students need to be in class the week before exam as we are conducting oral and listening exams during that week. Please keep appointments to a minimum and in case of illness please have a doctor’s note or a mark of ZERO will be awarded for any missed exams!! |
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Assessment and Evaluation |
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According to Ministry policy, the primary purpose of assessment and evaluation is to improve student learning. It will be based upon the provincial curriculum expectations and the achievement levels outlined in the secondary curriculum policy documents. Assessment is the process of gathering information from a variety of sources such as assignments, demonstrations, projects, learning skills, etc. Evaluation is the process of judging the value of the student’s work on the basis of established criteria and assigning a value to represent that quality. The course evaluation is based on the DSBN Subject Council Consistency in Assessment and Evaluation Agreement, 2003-2004. |
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Learning Skills |
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These skills are supportive of student learning, marks serve another purpose. A student’s ability to work with others, to attend class regularly, to be punctual, and to keep up with the work and maintain an accurate and complete notebook is very important and has an impact on how well a student performs. The report card allows these skills to be recorded for the public record. Therefore, teachers will continue to record information on these skills and assign a value to them for the report card. |
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Types of Assessment, Evaluation and Activities |
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Reading/Lecture (Écrite)- Lecture/littérature - Compréhension de textes choisis
Listening/ Écoute (Orale)- Exercice d’écoute (chansons) - Exercices de visionnement (documentaires/ actualité/films/etc.)
Writing/ Écriture (Écrite)- Rédaction (compositions) - Tests de vocabulaire - Tests de grammaire - Travaux/ Projets écrits (pièce de théâtre, revue)
Speaking/ Verbal(Orale)- Présentation des projets oraux majeurs - Impromptus - Lecture orale |
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Term Work Assessment 70% |
Summative Assessment 30% |
Reading - Lecture/littérature -30% Listening - Écoute -15% Writing - Écriture -30% Speaking - Orale - 25% |
Reading - Lecture/littérature -30% Listening - Écoute -15% Writing - Écriture -30% Speaking - Orale - 25% |
Specific Course Expectations: |
Responsibilities of students/ Responsabilisés des élèves: 1. The student must be on time in class sitting at the desk when the final tone is sounded. THIS HELPS TO PARTICIPATE FULLY AND TO FEEL THAT THE STUDENT IS LEARNING SOMETHING. 2. Remember P.R.E.P. This means pen, ruler, eraser, and pencil. All must be brought to class. THIS HELPS TO BE PREPARED. 3. The student may use the box on my desk to borrow a pen, etc. However, (s)he must give the teacher something valuable in exchange. THIS HELPS TO REMEMBER TO RETURN THE BORROWED ITEM. 4. Each piece of work done counts towards the final mark. The final report also includes the exam results, attendance record and classroom manner. THIS HELPS TO REMEMBER THAT EVERYTHING DONE IN CLASS AND AT HOME IS IMPORTANT. 5. If the student has an appointment during class, let the teacher know beforehand and leave the room as quietly as possible. THIS HELPS TO REDUCE THE NUMBER OF INTERRUPTIONS.
● Chaque élève est responsable de parler en français en tout temps à l’intérieur de la salle de classe.
● Chaque élève doit arriver à sa classe de français avec un livre de lecture en français.
● Chaque élève est responsable du bon fonctionnement de la classe. Il ne faut jamais nuire à l’éducation d’une autre personne.
NOTE: (1) I am available before and after school to help you. THIS HELPS THE STUDENT TO COMPLETE HIS/ HER WORK WELL. (2) Be positive, smile and encourage each other. THIS HELPS ONE TO FEEL GOOD ABOUT HIM/ HERSELF AND OTHERS AROUND ONESELF. |