FRANÇAIS 10 IB-MYP
2016-2017 Semester 1
Madame Sarnecki
[email protected]
Madame Mauro
[email protected]
780-451-1470
A. COURSE OBJECTIVES
The goals of the French 10 course, identified by Alberta Education,
are to develop in students:
1.
2.
3.
4.
5.
Intermediate, to advanced communication skills in French in
the areas of listening, reading, writing, and speaking.
Cultural sensitivity, by developing a greater awareness and
appreciation of other cultures and lifestyles.
Originality and creativity in the language.
The ability to acquire, and expand on concepts and
generalizations about language and language learning.
The desire to improve one's proficiency in the language
through enrichment and further study.
B. CLASS EXPECTATIONS
All students are expected to :
1.
2.
3.
4.
Cooperate with and be respectful of one another and the teacher
be punctual
Attend all classes unless there is some serious reason to be away.
(A note and/or phone-call from your parent(s) / guardian(s) is required to explain all
absences. If the absence should occur on an examination day, or when a major
assignment is due, a note written by your parent(s) / guardian(s) to teacher is
necessary to explain the absence)
Speak French as much as possible during class time.
C. ASSIGNMENTS
1.
Usually, some class time will be devoted to assignments. Students may, however, be
expected to do an average of 20 minutes of homework per day.
2.
Whether or not homework has been assigned, students should get into the habit of
reviewing the new concepts taught in class daily.
D. ASSESSMENT PRACTICES
 Late Assignments and Missed Exams:
Assignment extensions and rescheduling of quizzes, tests, and exams are granted only on
excused absences. In this case, the student will be allowed to complete their evaluation within
one week of their return only if they provide documentation to support their absence.
 Academic Honesty and Integrity:
A student cheating on a quiz, tests, or an exam will automatically receive a mark of zero.
E. EVALUATION
Evaluation in French is based on the five abilities basic to language learning (aural comprehension,
oral production, reading and writing, and cultural understanding).
1. Communication
 Listening Comprehension
 Reading Comprehension
 Oral Production
 Written Production
2. Language
 Knowledge of Language Concepts
 Application of Vocabulary and
Language Concepts
3. Culture
Based on the suggested allotment of time for skill development of the French Curriculum Guide,
marks for each report card will be allocated as follows in a cumulative format:
85% Course Work
-tests
-projects and/or assignments (some research may be involved)
-grammar and writing exercises
-reading comprehension
-listening comprehension
-oral presentations
15% Final Exam
The Power School Grade Book Codes:
Only the following may appear for a student on an assignment in a course.
1.
a numeric value
2.
“ √ “ [Green “check mark’] This indicates an assignment has been received
3.
Late “L” (Red ‘L”) – this indicates that the assignment is has not been turned in on time. No
change to the course grade will result.
4.
Exempt “EX” (Grey “EX”) – this is used for all items that are not to be included in that student’s
grade calculation. (see disclaimer) No change to the course grade will result.
5.
Missing “M” (Tan “M”) – The student has missed an assessment but has the opportunity to
complete the required work. The work will be evaluated when submitted according to a timeline
set up in consultation between the student and the teacher. This code will calculate as a zero
until the code has been replaced with a numeric value.
Please Note: A range of assessment information is used to determine a student’s final grade. At Archbishop
MacDonald High School, individualized assessments provide specific information regarding student progress and
overall performance in the course. Student assessment may vary from student to student to adapt to differences
in student needs, learning styles, preferences, and paces. Due to special circumstances assessment criteria may
vary from student to student in the same course.
F. COURSE CONTENT
The French 10 course uses the primary text, Discovery French 1, as well as other texts and online
resources.
Fields of Experience
Language
Concepts
Resources
Activities
Conditional of aimer,
vouloir, pouvoir with je,
tu, nous, vous (polite
forms)
Adverbs of affirmation
and doubt
Adjectives
Passé Composé
C’était…, Il y avait… as
past expressions in the
affirmative and the
negative
Interrogative expressions
Coordinate conjunctions
(et, mais)
Subordinate
conjunctions – (parce que,
Discovering French
Unité 1 – Faisons
connaissance
Unité 2 – La vie courante
Unité 3 – Qu’est-ce qu’on
fait?
Unité 4 – Le monde
personnel et familier
Unité 7 – Le temps libre




Daily
Social
Cultural
Physical
Shopping



Shopping for goods
and services
Shopping Advice
Shopping habit
Vacations
 Canadian and other travel
destinations
 Vacation planning
 Travellers’ health and
safety
quand)
Use of the infinitive
Discovering French
acting as imperatives –
Unité 6 – Le shopping
Consulter un agent de bord
avant d’utiliser la toilette.
Adjectives
Immediate Future (Futur
proche)
Possessive adjectives
Discovering French
Unité 5 – En ville
Fine Arts
 Visual arts
 Performing arts
 Literary Arts
Film
Les Choristes
International Focus
Le Québec
Paris
Film
Music
What is the MYP?
The MYP is a challenging framework that encourages students to make practical
connections between their studies and the real world.
The MYP is a five-year programme, which can be implemented in a partnership between
schools, or in several abbreviated (two, three or four year) formats. Students who complete
the MYP are well-prepared to undertake the IB Diploma Programme (DP) or Career-related
Programme (CP).
MYP at Archbishop MacDonald
The Honors/IB Program entails an enriched Alberta Education Curriculum with a focus on preparing the
student for success in both the IB Diploma/or Honors program in Grade 11 or 12. All grade 10 students
will be exposed to IB/MYP assessment rubrics that are designed for Critical thinking, metacognition, and
reflection. These assessments will be administered to promote success in the student’s overall grade.
The Middle Years Programme (MYP) helps students develop both subject-specific and interdisciplinary
understanding. The MYP curriculum framework includes:

Approaches to learning (ATL), helping students learn how to learn by developing skills for
research, critical and creative thinking, communication, collaboration, and self-management

Key and related concepts, helping students explore big ideas that matter

Global contexts, (identities and relationships, personal and cultural identity, orientations in space and
time, scientific and technical innovation, fairness and development globalization and
sustainability)helping students understand the relevance and importance of their study for
understanding their common humanity and shared guardianship of the planet.
MYP Assessment in Language Acquisition
Criteria
Criterion A
Comprehending
spoken and visual
text
Criterion B
Comprehending
written and visual
text
Criterion C
Communicating
in response to
spoken and/or
written and/or
visual text
Explanation of each Criterion
At the end of year 5, students should be able to:
i. show understanding of information, main ideas and supporting
details, and draw conclusions
ii.understand conventions
iii.engage with the spoken and visual text by identifying ideas,
opinions and attitudes and by making a response to the text based on
personal experiences and opinions.
i.show understanding of information, main ideas and supporting details, and
draw conclusions
ii.understand basic conventions including aspects of format and style, and
author’s purpose for writing
iii.engage with the written and visual text by identifying ideas, opinions and
attitudes and by making a response to the text based on personal
experiences and opinions
i.respond appropriately to spoken and/or written and/or visual text
ii.interact in rehearsed and unrehearsed exchanges
iii.express ideas and feelings, and communicate information in familiar and
some unfamiliar situations
iv.communicate with a sense of audience and purpose.
Max score
8
8
8
Criterion D
Using Language
in Spoken and/or
Written Form
i.write and/or speak using a range of vocabulary, grammatical
structures and conventions; when speaking, use clear pronunciation
and intonation
ii.organize information and ideas and use a range of basic cohesive
devices
iii.use language to suit the context.
Each criterion will be evaluated twice during the course.
8
The IB learner profile
The International Baccalaureate® (IB) learner profile describes a broad range of
human capacities and responsibilities that go beyond academic success.
They imply a commitment to help all members of the school community learn to
respect themselves, others and the world around them.
Each of the IB's programmes is committed to the development of students according to the IB learner
profile.
The profile aims to develop learners who are: Inquirers, Knowledgeable, Thinkers, Communicators,
Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective.