Professional Documents
Culture Documents
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D
Determining the final mark:
kIn secondary academic courses, the final mark is determined
using the following procedure: term work comprises 70% of the
final mark and end of semester summative evaluation and an
exam comprise 30% of the final mark.
C. READING
C1. Reading Comprehension: determine meaning in a variety of French texts, using a
range of reading comprehension strategies;
C1.1 Using Reading Comprehension Strategies:
C1.2 Reading for Meaning:
C1.3 Reading with Fluency: FRENCH IMMERSION
C1.4 Developing Vocabulary:
C1.5 Responding to and Evaluating Media Texts:
C2. Purpose, Form, and Style: identify the purpose(s) and characteristics of a variety of
adapted and authentic text forms, including fictional, informational, graphic, and media
forms;
C2.1 Purposes and Characteristics of Text Forms:
C2.2 Text Features and Elements of Style:
C2.3 Metacognition:
C3. Intercultural Understanding: demonstrate an understanding of information in French
texts about aspects of culture in diverse French-speaking communities and other
communities around the world, and of French sociolinguistic conventions used in a variety
of situations and communities.
C3.1 Intercultural Awareness:
C3.2 Awareness of Sociolinguistic Conventions: FREN
CH IMMERSIN
P. WRITING
P1. Purpose, Audience, and Form: write in French in a variety of forms and for a variety of
purposes and audiences, using knowledge of vocabulary, language conventions, and
stylistic elements to communicate clearly and effectively;
P 1.1 Identifying Purpose and Audience:
P 1.2 Writing in a Variety of Forms:
P 1.3 Creating Media Texts:
P 1.4 Applying Language Structures:
P 2. The Writing Process: use the stages of the writing process including pre-writing,
producing drafts, revising, editing, and publishing to develop and organize content,
clarify ideas and expression, correct errors, and present their written work effectively;
P 2.1 Generating, Developing, and Organizing Content:
P 2.2 Drafting and Revising:
P 2.3 Producing Finished Work:
P 2.4 Metacognition:D3.
P 3. Intercultural Understanding: in their written work, demonstrate an awareness of
aspects of culture in diverse French-speaking communities and other communities around
the world, and of the appropriate use of French sociolinguistic conventions in a variety of
situations.
Note
The examples of language learning strategies in the specific expectations for each strand (A1.1,
A2.1, B1.1, B2.1, C1.1, C1.4, D2.1, D2.2, and D2.3) are not grade specific, but students use of such
strategies will become more complex as they progress through the grades. Students will be
introduced to these strategies through teacher modelling, and they will have multiple opportunities
to practise their use in a variety of contexts. Students will also be encouraged to reflect on their
use of the strategies and the strategies effectiveness (A2.3, B2.3, C2.3, D2.4).
A. LISTENING
OVERALL EXPECTATIONS
A1. Listening to Understand: determine meaning in a variety of
authentic and adapted oral French texts, using a range of listening
strategies;
A2. Listening to Interact: interpret messages accurately while
interacting in French for a variety of purposes and with diverse
audiences;
A3. Intercultural Understanding: demonstrate an understanding of
French Immersion
SPECIFIC EXPECTATIONS
A1. Listening to Understand
By the end of this course, students
will:
A1.1 Using Listening
Comprehension Strategies:
identify a variety of listening
comprehension strategies, and
use them before, during, and
after listening to understand
oral French texts (e.g., share
information about the topic
with classmates before
listening; note key ideas and
organize notes after listening
to various texts expressing
different points of view on a
topic; formulate questions to
elicit further information from a
speaker; draw conclusions
based on the information
stated in the oral text,
inferences made while
listening, and prior knowledge
and experience)
Teacher prompts: Comment
LISTENING
planning; articulate
their opinion after
hearing a news
report or an
interview on a
social issue; extract
the key ideas from
a documentary by a
conservationist
such as Philippe
Cousteau; summarize the information
provided in a
presentation for Grade
12 students who are
interested in pursuing
their studies at
bilingual universities in
Canada; describe the
events in a scene
heard from a novel or
play; explain how the
information in a
presentation builds on
or contradicts their
prior knowledge; after
watching films about
writers associated with
French literary
movements, such as le
classicisme or le
A3. Intercultural
Understanding
By the end of this course, students
will:
A3.1 Intercultural Awareness:
using information from oral French
texts, identify French-speaking
communities worldwide, find out
about aspects of their cultures, and
make connections to personal
experiences and their own and
other communities (e.g., listen to
plays from different Frenchspeaking regions and explain how
they reflect the societies in which
they were written; analyse
similarities and differences in the
ways
in which comedy shows from
FIF4U
LISTENING
A3.2 Awareness of
Sociolinguistic
Conventions: using
information from oral
French texts, identify
and demonstrate an
French Immersion
Teacher prompts:
Comment la
comparaison de
documents sonores
de diverses cultures
peut-elle mener une
meilleure
comprhension de
votre propre culture?
Comment les
problmes de la
socit sont-ils
reprsents
au thtre? Existet-il une photographie
francophone?
Expliquez votre
rponse.
Instructional tip:
Teachers can
encourage students to
listen for
demonstrative
pronouns and to use
them when making
comparisons (e.g.,
Dans cette rgion on
sintresse beaucoup
aux sports, mais dans
celle-l on sintresse
plutt aux arts).
351
B. SPEAKING
OVERALL EXPECTATIONS
SPECIFIC EXPECTATIONS
B1. Speaking to Communicate
defficacit transmettre le
message? Comment lhumour
peut-il sauver des situations
difficiles pendant une
prsentation orale?
Instructional tip: Teachers can
suggest that students use
connecting words to highlight the
structure of their presentation
(e.g., en premier lieu, en
revanche, en contrepartie,
par contre, toutefois,
nanmoins, pourtant, or,
par ailleurs, bien que,
malgr que, tant donn
que).
352
Instructional tip:
Teachers can
encourage students
to use the
conditionnel prsent
and
the conditionnel pass
when expressing
opinions about issues
in the media.
Instructional tips:
French Immersion
B1.5 Applying
Language
Structures:
communi- cate their
meaning clearly,
using parts of speech
and word order
appropriately (e.g.,
use a variety of
sentence structures
correctly to
communicate
complex ideas; use
tense sequences
correctly in both
spontaneous and
prepared dialogues;
use the participe
prsent and the
grondif
appropriately; use the
active voice and
passive voice
appropriately for the
purpose and
audience; use
unconventional
grammatical
constructions to
create a particular
effect)
Teacher prompts:
Qua-t-on besoin
dapprendre pour tre
capable dutiliser la
FIF4U
SPEAKIN
G
la
synthse
des
ides
prsentes
dans
une
conversation vous aide-t-elle
avancer la discussion?
Instructional tip: Teachers can
review the correct sequence of
tenses in complex sentences
about past events, which
students can use to clarify their
point in both informal and
formal contexts (e.g., Je suis
fauch. Permettez-moi
dexpliquer plus en dtail : Jai
dj dpens tout largent que
mes grands-parents mavaient
donn pour mon anniversaire,
Laila est une amie
bienveillante. Je mexplique:
Quand je suis arrive au
cinma, Laila avait dj achet
les billets et mattendait
patiemment).
B2.2 Interacting: engage in
sustained spoken interactions
in French (prepared and
spontan- eous), in academic
and social contexts, about a
wide variety of topics, including
literary topics and challenging
or specialized topics (e.g., with
a partner, role-play an
information-seeking session
with a guidance counsellor,
medical professional, or
lawyer; lead a panel discussion
on the effectiveness of a film
or theatre adaptation of a
literary text; present a groupresearched paper on a literary
topic, encourage questions
from the audience to stimulate
an exchange of views, and
provide spon- taneous
answers; formally and
informally debate issues
arising from the study of a
literary work; evaluate the
effectiveness of arguments
during a class debate on an
environmental or economic
issue; participate in a group
discussion about how to
express pride in ones own
culture while respecting other
cultures; in a small group, plan
and lead a press conference
presenting a political
viewpoint)
Teacher prompts: Comment
initiez-vous un dialogue avec
un professionnel, tel quun
avocat, afin de chercher des
informations et conseils
B2.3 Metacognition:
Instructional tips:
French Immersion
B3.2 Awareness of
Sociolinguistic Conventions:
identify sociolinguistic
conventions associated with a
variety of social situations in
diverse French-speaking
communities, and use them
appropriately in spoken
interactions (e.g., respond to
and use jokes appropriately in a
variety of settings; use regional
expressions and vocabulary
appropriately in dialogues; use
expressions of politeness from
various regions)
Teacher prompts: Comment
lhumour, le sarcasme et les
blagues sont-ils souvent une
rflexion des valeurs et murs
dune culture? De quelle faon
les expressions et les normes de
politesse diffrent-elles selon la
rgion? Comment pouvez-vous
vous assurer que vous ne violez
pas les normes de politesse?
FIF4U
SPEAKIN
G
355
C. READING
OVERALL EXPECTATIONS
SPECIFIC EXPECTATIONS
C1. Reading Comprehension
READIN
G
French Immersion
FIF4U
C2.3 Metacognition:
French Immersion
C3.2 Awareness of
Sociolinguistic Conventions:
using information from French
texts, identify and demonstrate an
understanding of sociolinguistic
conventions used in a variety of
situations in diverse Frenchspeaking communities (e.g., read
several texts by the same author
to determine how his or her
background influences the
choice of words and expressions;
compare the use of formal
literary language in texts from
different French- speaking
regions; use a T-chart to compare
and contrast descriptive
vocabulary in literary excerpts
from two French-speaking
regions; examine the influence of
slang and jargon on various
written texts)
Teacher prompts: Comment un
auteur met-il en valeur ses
expriences personnelles dans son
choix de vocabulaire? Comment
la culture dune rgion peut-elle
influencer le langage utilis dans
une uvre? Comment la culture
de lauteur ressort-elle travers
largot quil utilise dans son
uvre?
Instructional tip: Teachers can
suggest that students create a
dictionary of the slang and jargon
that they encounter in their
reading.
FIF4U
READIN
G
359
D. WRITING
OVERALL EXPECTATIONS
SPECIFIC EXPECTATIONS
D1. Purpose, Audience, and
Form
FIF4U
WRITIN
G
Instructional tips:
French Immersion
D1.4 Applying
Language
Structures: communicate their meaning
clearly, using parts of
speech appropriately
and following
conventions for correct
spelling, word order,
and punctuation (e.g.,
use a variety of
sentence structures
correctly, including in
lengthy and detailed
text; use transi- tional
words and phrases to
enhance the
coherence of
paragraphs; select the
appropriate tense for
the context; use
various simple and
complex pronouns to
avoid repetition; use
punctuation correctly
to improve rhythm and
flow; write balanced
sentences with parallel
structure to aid
clarity)
Teacher prompts:
Comment variez-vous
vos phrases dans une
production crite?
Comment la tche
elle-mme peut-elle
imposer le temps des
verbes employer?
Comment la structure
et la ponctuation de
vos phrases
contribuent-elles
tablir le ton dun
message?
Instructional tips:
362
D3. Intercultural
Understanding
By the end of this course, students
will:
French Immersion
D3.2 Awareness of
Sociolinguistic Conventions:
identify sociolinguistic
conventions associated with a
variety of social situations in
diverse French-speaking
communities, and use them
appropriately in their written
work (e.g., use French slang in
a comic strip; write a formal
memo to members of the
Acadmie Franaise to encourage them to include new terms
in their French dictionary; use
regionalisms in a play that
parod- ies political leaders in a
specific region)
Teacher prompts: Comment
largot est-il une rflexion de la
culture populaire? Comment
pourriez-vous convaincre
lAcadmie franaise dinclure
de nouveaux mots dans le
diction- naire? Comment
pouvez-vous utiliser des
rgionalismes dune faon
respectueuse pour satiriser les
figures politiques de la rgion?
Instructional tip: Teachers can
suggest that students research
slang from various regions so
they can use it correctly in their
comic strips and parodies.
FIF4U
WRITIN
G
363
Teacher
Teacher reminds student about need to
complete task and initiates contact with
home to inform parents and seek support.
Teacher records incomplete for the task. The
student will be given an additional opportunity
to complete the task. This may be the
original task or an alternate task, if integrity
of the original task has been compromised by a
late submission.
Teacher reminds student about need to
complete task and contacts home to inform
parents and seek support. Student may be
provided with additional support (e.g., credit
rescue in secondary schools) to facilitate
completion of task. Further communication with
parents is required.
After considering mitigating factors, if the
teacher is considering deducting marks as
a consequence of late submission of an
assignment for evaluation, the teacher
will communicate with school
administration in order to maintain
Teacher determines
whether there
sufficient
professional
collaboration
and is
consistent
evidence of achievement of the overall
expectations from completed tasks. If there is,
a report card grade is determined using
teachers professional judgment, but learning
skills and anecdotal comment reflect missed
task(s). If there is insufficient evidence of
achievement of the overall expectations from
completed tasks, student receives R or a
failing percentage grade. A plan for credit
recovery is put in place in the secondary
context (where appropriate). Further
communication with parents is required.
ACADEMIC DISHONESTY
Academic fraud makes it impossible for the teacher to accurately judge whether or not certain skills or
knowledge has been mastered by the student. Fraudulent work provides zero evidence of a students
knowledge or skills related to the expectations being evaluated. A mark of zero will represent the
students absence of evidence of that learning. The student will be given an additional opportunity
to demonstrate achievement of the overall expectations when, in the teachers professional
judgment, there is not sufficient evidence
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EXPECTATIONS
The assessment of
learning skills
The development of sound learning skills is essential to the success of our students. Teachers and
students will work together to understand and further the development of student learning skills in
the areas of initiative, work habits, organization, team work, and independent work. At Glebe
Collegiate Institute students who earn a place on the honour role must exhibit excellent learning
skills in all courses.
You will be graded on the following Learning Skills. The assessment of your progress will appear on your report card as
Excellent, Good, Satisfactory or Needs Improvement.
RESPONSIBILITY
How you fulfill commitments within the learning environment.
How you take responsibility for and manage your own behavior.
ORGANIZATION
How you manage your work and materials. e.g. a neat notebook, using your planner.
How you manage your time to complete tasks and achieve goals.
INDEPENDENT WORK
How you use your class time. e.g. use time wisely, stay on task, follow instructions carefully.
How much supervision you need to complete a task.
COLLABORATION
How you accept various roles in group work. e.g. offer to help others when appropriate.
How equitable you are in group settings to achieve the groups goals. e.g. listen, share ideas, do your share.
INITIATIVE
Your attitude as you approach new tasks.
Your curiosity and interest in learning. e.g. take charge of your learning, get down to work.
SELF-REGULATION
How you seek clarification or assistance when needed.
How much effort you show and how you persevere when responding to changes.
LATES TO CLASS
Late arrivals are disruptive to the learning environment. Be on time. Lates to class will result in
1) a warning, 2) a detention, 3) a call home and a detention, 4) a visit to the office.
ABSENCES FROM CLASS
Regular attendance is strongly linked to academic success. You are responsible for copying the class notes that
you missed; please ask another student in the class. If you are absent for computer lab work, you must arrange with
the teacher for time to make it up. If anything was due the day you were away and you had prior knowledge of it,
hand it in before class on the day you return. If your absence is planned (e.g. school sports), then notify your teacher
in advance.
EXTRA HELP
Extra help is strongly encouraged and will be provided before school or at lunch. Please make arrangements with the
teacher as needed.