1 Riverdale Collegiate Institute Toronto District School Board EVALUATION POLICY and COURSE OUTLINE 2012 Riverdale Collegiate Institute Course of Study EXTENDED FRENCH, GRADE 10, ACADEMIC Note 1: All Ontario Ministry of Education curriculum documents with full course content information can be located at http://www.edu.gov.on.ca/eng/curriculum/secondary/fsl.html Note 2: Detailed information on Ministry of Education assessment, evaluation, and reporting policy is provided in Ontario Schools, Kindergarten to Grade 12, Policy and Program Requirements (OS), 2011, located at http://www.edu.gov.on.ca/eng/document/policy/os/index.html 1. Course Details Program Area: Modern and International Languages Assistant Curriculum Leader: Gladys Chin Course title: Extended French, Grade 10, Academic, Credit Value: 1.0 Prerequisites(s) and co-requisite(s): Extended French, Grade 9, Academic Textbook(s) and resource materials that are essential to the course: - Au revoir les enfants, Louis Malle, 1987. - La route de Chlifa, Michèle Marineau, 2010. 2. Overall Goals Course Description: This course emphasizes the continued development and refinement of students oral communication, reading, and writing skills as they explore a variety of themes. Students will expand their knowledge and appreciation of francophone culture through the study and interpretation of novels, poems, and plays intended for a French-speaking audience. Overall Expectations The curriculum expectations of all French programs are organized into three strands that correspond to the main areas of language use: oral communication, reading and writing. By the end of this course, students will: Oral Communication listen and respond to a broad range of spoken texts intended for a French-speaking audience; express ideas and opinions arising from class discussions, individual research, and personal interests; understand extended dialogues or other spoken texts (e.g., news reports) from various French-speaking regions; use appropriate language conventions during oral communication activities. Reading read and demonstrate an understanding of a variety of materials intended for a Frenchspeaking audience; read a variety of authentic texts and apply their interpretations to relevant, everyday situations;
read literary works and other authentic texts to acquire an understanding of the cultures of French-speaking people in Canada and the world; identify and understand language conventions used in their reading materials. 2 create texts based on class discussions, individual research, or topics of personal interest; communicate ideas and opinions, using a variety of written forms; identify and use appropriate language conventions in their written work. Units/Topics Unit 1: Le Monde de l art Website reporting and television series study Unit 2: Au revoir les enfants Film and script study Unit 3: La route de Chlifa Novel study Culminating Activities & Final Exam Preparation Timing September - November December - March March - May May - June EVALUATION PLAN As required by the Ministry of Education and Training, each student is evaluated according to the four achievement categories: Knowledge/Understanding, Thinking & Investigation, Communication and Application Knowledge & Understanding Thinking & Inquiry Communication Application TERM (70%) FINAL EVALUATION (30%) knowledge of language forms and conventions understanding of content critical and creative thinking skills inquiry skills (e.g., formulating questions; planning; selecting strategies and resources; analysing, interpreting, and assessing information; forming conclusions) communication of information and ideas use of language communication for different audiences and purposes, using various forms application of knowledge and skills in familiar contexts use of the language in new contexts - making connections (e.g., between personal experiences and the subject, between FSL and other subjects, and between FSL and the world outside the school) This evaluation is cumulative, containing material from all units and will evaluate all 4 achievement categories. 70% Term Work Students must demonstrate achievement of all the overall expectations of the course.
3 Unit Task Achievement Category Focus Unit 1: Le monde des artistes Website and television series study Unit 2: Au revoir les enfants Film and script study Unit 3: La route de Chlifa Novel study Culminating Activities Interactive activities on artistic critique and roleplaying such as: panel discussions, celebrity interviews, and fan responses pieces for a multimedia website such as: critiques, opinion blogs, and event reports Oral Date Due October October In-class test Listening, Reading October and Reading and Test Reading and October Interactive activities on Oral January ethics such as: moral dilemmas, conflict resolution and problem solving. pieces for formal persuasion such as letters to the school principal or editorial in the school newspaper February In-class test Listening, Reading February and Literature circles Oral and Reading April In-class Test Listening, Reading and April Interactive chapter Oral May presentations Reading and writing exam Reading/ June In addition to the evaluations listed above, individual teachers may include other evaluations. Weighting of strands in term work Oral 50% Reading 25% 25% = 100%
4 REPORTING Four Reports Cards will be issued during the year. All reports will give a numeric grade to each student calculated as indicated above. All reports are cumulative. The November, February and April report cards are snapshots of all course work until that point in time. They will be based on the most consistent level of achievement to that point in time. LEARNING SKILLS Learning skills are critical for achievement of the curriculum expectations. On each report card there are 6 learning skills: Responsibility, Organization, Independent Work, Collaboration, Initiative and Self-regulation. Teachers report on the six Learning Skills using the following: E = Excellent, G = Good, S = Satisfactory, N = Needs Improvement. Learning skills are not used to determine a student s grade in the course. TEACHING /ASSESMENT AND EVALUATION STRATEGIES A range of teaching, assessment and evaluation strategies will be used to address the needs of students learning styles and allow students a variety of methods to demonstrate their achievement of the expectations. Teaching Strategies To facilitate the learning of the various concepts, a variety of teaching strategies will be used and might include: Activity Based Strategies examples: practical laboratory work, oral presentations, field trip, simulations, activity centres) Cooperative Learning Strategies examples: Think-Pair-Share, Teams-Games-Tournament, Group Investigation Arts Based Strategies examples: drawing and origami Direct Instruction Strategies examples: Socratic dialogue, lecture, demonstration, conferencing, review, tutorial, textbook Independent Learning Strategies examples: homework, independent reading/study, memorization, note making, reports Inquiry/Research Models examples: inquiry process, research process, scientific process, writing process Technology Applications examples: database application, internet websites and research, media presentation Thinking Skills Strategies examples: brainstorming, classifying, concept mapping, concept attainment, concept formation, experimenting, expressing another point of view, graphing, issue-based analysis, lateral thinking, oral explanation, problem solving Assessment The primary purpose of assessment is to improve student learning. Assessment is ongoing, varied in nature and allows students to assess their own progress and determine next steps.
5 The following assessment strategies may be used at different times throughout the course: quizzes, practice tests, conferencing, practical skill checks, written assignments, self-assessment/peer-assessment, reflective summary Evaluation Evaluation is varied and is used to determine a student s achievement grade. The following evaluation strategies may be used at different times throughout the course: quizzes, tests, written lab reports, practical skill checks, written assignments, presentations, written exams SUBJECT OR COURSE SPECIFIC INFORMATION: The course will reinforce the following specific expectations from the curriculum: Oral Communication Specific Expectations Listening understand and follow instructions (e.g., how to play a game, how to get to a destination); demonstrate an understanding of tape-recorded discussions by presenting their personal viewpoints on issues or questions raised; comment on and ask questions about a classmate s oral presentation. Speaking role-play interviews of people associated with a topic under study or of a character in a film, video, or book; create and present a scene based on a film or video (e.g., a prelude or postlude to a film; a remake of a scene from a film, presenting that scene from a different point of view); dramatize a scene from a reading assignment; participate in a formal debate relating to a topic under study; state and justify opinions, express likes and dislikes, and compare and contrast different attitudes. Application of Language Conventions recognize and use appropriate language structures (see language structures for Extended French, Grade 10); use newly acquired vocabulary in conversations, narrations, and presentations. Reading Specific Expectations Comprehension and Response to Text use critical thinking skills to respond to classmates reports (e.g., question their intentions, challenge their findings); analyse and comment on the actions and motivations of the characters in a work of fiction; make predictions about the course of events in a story based on previous events; describe the incidents in a work of fiction from the point of view of a secondary character; create an alternative ending to a work of fiction; describe how aspects of a work of fiction (e.g., the depiction of school or community life) illustrate francophone culture in Canada or in another part of the world.
6 Application of Language Conventions recognize and use appropriate language structures (see language structures for Extended French, Grade 10); identify stylistic devices (e.g., similes, metaphors, personification) in various genres; recognize language conventions that identify regionalisms, formal and informal language, popular language (e.g., anglicisms), and the language of the media (e.g., in advertising); use French-English dictionaries to determine the meaning of unfamiliar vocabulary. Specific Expectations Communication of Information and Ideas write multi-paragraph texts, with a clearly expressed introduction, support for arguments or ideas, and a conclusion; write a formal letter to a potential employer (e.g., applying for a job) or to a counsellor (e.g., asking for assistance with a problem); prepare a series of questions for an opinion poll concerning a topic under study; write a newspaper article presenting information objectively. Application of Language Conventions recognize and use appropriate language structures (see language structures for Extended French, Grade 10); revise, edit, and proofread their writing, focusing on grammar, spelling, punctuation, and conventions of style; apply the conventions of formal letter writing (e.g., the omission of cher in the salutation, the use of appropriate closing expressions); incorporate newly acquired vocabulary into their written work. LANGUAGE STRUCTURES The course will reinforce the following language structures from the curriculum: Verbs the infinitive used as a noun (eg., Voyager, c est épatant!) sequence of tenses with si using the imparfait and the conditionnel présent subjonctif présent with impersonal expressions (eg., il faut, il est important, il est temps)