Course Overview

Public and Catholic District School Board Writing Partnerships



French As a Second Language -
Core, Extended, and Immersion French












Course Profile
Core French

Grade 12
University Preparation
FSF4U







( for teachers by teachers


This sample course of study was prepared for teachers to use in meeting
local classroom
needs, as appropriate. This is not a mandated approach to the teaching of
the course.
It may be used in its entirety, in part, or adapted.


Course Profiles are professional development materials designed to help
teachers implement the new Grade 12 secondary school curriculum. These
materials were created by writing partnerships of school boards and subject
associations. The development of these resources was funded by the Ontario
Ministry of Education. This document 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 or by the Partnership of School
Boards that supported the production of the document.

© Queen's Printer for Ontario, 2002


Acknowledgments

Public and Catholic District School Board Writing Teams - Core French

Lead Boards
Ottawa-Carleton Catholic District School Board
Near North District School Board

Project Managers
Daniel Dionne, Ottawa-Carleton Catholic District School Board
Bob Stilson, Near North District School Board

Lead Writers
Lynne Langille, Ottawa-Carleton Catholic District School Board
Bob Stilson, Near North District School Board

Writers
Rhonda Ruddy, Near North District School Board
Kathy Sinclair, Ottawa-Carleton Catholic District School Board
Leisa Villeneuve, Catholic District School Board of Eastern Ontario
Francine Weigeldt, Near North District School Board

Reviewers
René Chiasson, University of Ottawa
Helena Daly, Ottawa-Carleton Catholic District School Board
Cher Harvey, Nipissing University



Course Overview


Core French, FSF4U, Grade 12, University Preparation


Policy Document: The Ontario Curriculum, Grades 11 and 12, French As a
Second Language
- Core, Extended, and Immersion French, 2000.

Prerequisite: Core French, Grade 11, University Preparation

Course Description

This course draws on a variety of themes to promote extensive development
of French-language skills. Students consolidate their oral skills as they
discuss literature, culture, and current issues. They read a variety of
texts and write a formal essay. The use of correct grammar and appropriate
language conventions in both spoken and written French are emphasized
throughout the course (The Ontario Curriculum, Grades 11 and 12, French As
a Second Language-Core, Extended, and Immersion
French, 2000, p. 17).

How This Course Supports the Ontario Catholic School Graduate Expectations

As a Catholic faith community, we acknowledge and affirm the uniqueness of
each person and the diversity of cultures. The study of French is a step
towards becoming an effective communicator in both of Canada's official
languages, improving students' understanding of self and society. This
study promotes individual growth, responsible citizenship and respect for
the Catholic teachings of peace, justice, solidarity, and compassion.

Course Notes

When planning and implementing this course, the teacher should take into
consideration activities and approaches that are designed to equip students
with the knowledge and skills they need to meet entrance requirements for
university programs. Activities and strategies used throughout the units of
this course are designed to enable students to meet the Ministry standards
and expectations for FSF4U. Care has been taken to cluster the expectations
to foster meaningful and relevant learning. The mastery of these
expectations is demonstrated by students' successful completion of the
culminating tasks. Students must be instructed to accept "no comment" as a
valid answer to any questions, and to respect that people may choose not to
respond at all. The teacher should be sensitive to the personal nature of
the experience and support students in avoiding disclosure and discussion
of sensitive issues.

Units: Titles and Time

|* Unit |Piquez l'appétit |25 hours |
|1 | | |
|Unit 2 |Bien assaisonné |25 hours |
|* Unit |Point d'ébullition |25 hours |
|3 | | |
|Unit 4 |Laissez mijoter |25 hours |
|Unit 5 |À démouler |10 hours |


* These units are fully developed in this Course Profile.

Unit Overviews


Unit 1: Piquez l'appétit

Time: 25 hours
Unit Description
Students explore an issue through various types of current media, e.g.,
documentaries, magazine articles, news reports, etc. Through the various
activities in the three strands, students learn to summarize and analyse an
issue, e.g., social, cultural, political, etc., and propose relevant
solutions that include a moral and ethical framework from which issues of
concern are examined. Students learn the sequence of present and past
tenses with les expressions temporelles, and the formation and use of the
infinitif passé. Students also learn the use of the pronoun on to reflect
the English passive, the use of peut-être vs. peut-être que, and negative
infinitives. As the culminating task, students write a dialogue presenting
two sides of an issue.
Unit Overview Chart
|Cluste|Learning Expectations |Assessment |Focus |
|r | |Categories | |
|1 |OCV.01, .04; REV.01, .02;|Knowledge/Understand|Create awareness |
| |OC1.01, .03; OC3.01, .02;|ing |of an issue |
| |RE2.01, .03, .04, .05; | |through various |
| |WR2.01, .05 | |media |
| |CGE 2a | | |
|2 |OCV.01, .04; REV.02; |Thinking/Inquiry |Teacher-directed |
| |OC3.01, .02; RE2.01, .03,|Knowledge/Understand|media analysis |
| |.04, .05 |ing | |
| |CGE 2b |Communication | |
|3 |OCV.01, .04; REV.02; |Thinking/Inquiry |Self-directed |
| |OC2.05; OC3.01, .02; |Communication |media analysis and|
| |RE2.01, .03, .04, .05 |Application |proposed solutions|
| |CGE 2c, 4d | | |
|4 |OCV.04; WRV.02, .03; |Application |Culminating Task: |
| |WR1.04; WR2.01, .02, .04,|Communication |write a dialogue |
| |.05 |Thinking/Inquiry |presenting two |
| |CGE 1i, 2c, 3e | |sides of an issue |




Unit 2: Bien assaisonné

Time: 25 hours
Unit Description
Students think reflectively and creatively as they learn to interpret
character through the reading and analysis of a play. Students collaborate
to prepare and dramatize a scene. Students learn the use of possessive
pronouns, the use of the subjonctif présent after conjunctions and
expressions of emotions, wish, order, and permission, and verbs of
perception and laisser followed by the infinitive. As the culminating task,
mastery of the concept of characterization is demonstrated when students
write and present a monologue.
Unit Overview Chart
|Cluste|Learning Expectations |Assessment |Focus |
|r | |Categories | |
|1 |REV.03; RE1.01; RE2.01, |Thinking/Inquiry |Read and analyse|
| |.04, .05 |Knowledge/Understand|a play |
| |CGE 1i, 2b |ing | |
|2 |OCV.03, .04; OC2.04; |Application |Dramatize a |
| |OC3.01, .03 |Communication |scene from a |
| |CGE 3c, 4a, 5g | |play |
|3 |RE1.01; RE2.03, .04, .05 |Knowledge/Understand|Study concept of|
| |CGE 5a, 7b |ing |characterization|
| | |Thinking/Inquiry |through a play |
|4 |OCV.03, .04; WRV.02, .03; |Application |Culminating |
| |OC3.01, .03; WR1.02; |Communication |Task: write and |
| |WR2.01, .02, .04, .05 | |present a |
| |CGE 2c, 4f, 5g | |monologue |




Unit 3: Point d'ébullition

Time: 25 hours
Unit Description
Students develop moral and legal decision-making skills as they research a
current community-based issue and become familiar with the formal debate
process in preparation for an in-class debate. Students learn the
interrogative and relative pronoun lequel, the use and position of
ne...jamais, ne...rien, ne...nulle part, ne...personne, ne...plus, and
ne...aucun, and the formation and use of the subjonctif passé of er, ir, re
and irregular verbs. As the culminating task, students evaluate new ideas
and apply effective communicative