LONG RANGE PLAN

Krystine Wawrzonek
Topic/Unit Vocabulaire de base September

French 8

2013-2014
Evidence Quiz Numbers 1-100 Oral Greetings Quiz - Etre et avoir French facts internet scavenger hunt

General Outcomes understand, in guided situations, by identifying key words or expressions previously taught, the main idea(s) and a few isolated details about a variety of concrete topics contained in authentic or adapted oral texts understand, in guided situations, by identifying key words or expressions previously taught, the main idea(s) and a few isolated details about a variety of concrete topics contained in authentic or adapted written texts name, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, give compliments, orally, providing some details, in a defined, structured and modelled fashion, with limited spontaneity, resulting in a prepared message expressed in the present, that is comprehensible and accurate name, label, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, in written form, providing some details, in a defined, structured and modelled fashion, resulting in a prepared message expressed in the present, that is comprehensible and accurate continue to develop knowledge of nouns, gender, number, definite and indefinite articles, possession, possessive adjectives, adjectival agreements, prepositions and prepositional phrases, the infinitive as a verb identifier, personal subject pronouns, verb conjugation, the present tense, conjugation pattern of regular er verbs in the present tense, negation, the interrogative, global expressions using faire and avoir, the contractions for and de + definite articles, interjections, cardinal and ordinal numbers, the soundsymbol system, pronunciation, word order at the phrase level, word order at the sentence level, construction of simple sentences, acquire use, with a higher level of accuracy, in oral and written form, linguistic elements defined in grades 47, needed to communicate a message use, with some consistency, in oral and written form, the linguistic elements needed to communicate a message

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identify, with teacher assistance, concrete facts that reflect the way of life of various Francophone peoples (e.g., Per capita, the French consume the most mineral water in the world.) recognize and understand how the French language has evolved and is evolving (e.g., le rle des emprunts et des anglicismes) seek out information about Francophone cultures from authentic sources reflect, with teacher assistance, upon the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures access appropriate Web sites using French language search engines cite copyrighted French language sources when using information from digital technologies demonstrate knowledge of the cultural characteristics of the French language by using the following sociolinguistic conventions: o the sociolinguistic conventions listed in grades 47 o appropriate spacing between sets of digits in large numbers develop and use comprehension strategies to facilitate the understanding of an oral or written message develop and use production strategies to facilitate the communication of an oral or written message develop and use memory strategies to learn, recall or retain vocabulary or grammatical structures o use rehearsal techniques o use organizational techniques o play with language o use elaboration techniques understand, in guided situations, by identifying Je suis Perdu Description key words or expressions previously taught, the Animal print animal name main idea(s) and a few isolated details about a PowerPoint Mon Animal variety of concrete topics contained in authentic Prfr or adapted oral texts. understand, in guided situations, by identifying key words or expressions previously taught, the main idea(s) and a few isolated details about a variety of concrete topics contained in authentic or adapted written texts name, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, give compliments, orally, providing some details, in a defined, structured and

Les animaux October - December

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modelled fashion, with limited spontaneity, resulting in a prepared message expressed in the present, that is comprehensible and accurate (e.g., give someone directions to a specific area of the zoo) name, label, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, in written form, providing some details, in a defined, structured and modelled fashion, resulting in a prepared message expressed in the present, that is comprehensible and accurate (e.g., describe an animal in the form of an information card). continue to develop knowledge of the following concepts: nouns, gender, number, definite and indefinite articles, possession, possessive adjectives, adjectives, adjectival agreements, prepositions and prepositional phrases, the infinitive as a verb identifier, personal subject pronouns, verbs, conjugation, the present tense, conjugation pattern of regular er verbs in the present tense, negation, the interrogative, global expressions using faire and avoir, the contractions for and de + definite articles, interjections, cardinal and ordinal numbers, the soundsymbol system, pronunciation, word order at the phrase level, word order at the sentence level, construction of simple sentences acquire knowledge of the following concepts: determiners, demonstrative adjectives, exclamatory adjectives, the partitive, quantity, adverbs and adverbial expressions, different verb groupings (er, ir, re), irregular verb conjugation patterns in the present tense, pronominal versus nonpronominal verbs, verb + infinitive, the imperative, negative expressions, punctuation use, with a higher level of accuracy, in oral and written form, linguistic elements defined in grades 47, needed to communicate a message use, with some consistency, in oral and written form, the following linguistic elements needed to communicate a message: o vocabulary associated with animals o demonstrative adjectivesce, cet, cette, ces o possessive adjectivesnotre, nos; votre, vos; leur, leurs o exclamatory adjectives (e.g., Quel animal!) o the question word pourquoi o the partitive articlesdu, de la, de l, des

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expressions with avoir (e.g., Tu as peur des serpents?) o expressions with faire o present tense of regular and irregular er, ir, re verbs with all personal subject pronouns in affirmative and negative sentences o the imperative in the affirmative and in the negative with regular and irregular er, ir, re verbs (e.g., Ne mettez pas trop de sel.) o adverbs of manner (e.g., bien, fort, lentement), of time (e.g., demain, bientt, parfois, souvent, tard), of quantity and intensity (e.g., assez, beaucoup, trs, trop) and of place (e.g., droite, autour, ici, l-bas, loin) o adverbs and adverbial expressions of negation (e.g., rien, jamais, ne jamais, ne plus, ne rien) o parce que as an oral sentence starter o appropriate punctuation marks. identify, with teacher assistance, concrete facts that reflect the way of life of various Francophone peoples recognize and understand how the French language has evolved and is evolving (e.g., le rle des emprunts et des anglicismes) recognize regional variations in expressions used by different Francophone groups in a similar context seek out information about Francophone cultures from authentic sources (e.g., French zoo maps) compare and contrast, with teacher assistance, their own way of life with the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures compare and contrast, with teacher assistance, the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures (e.g., the use of animal words in expressions that are similar in Englishtre fort comme un taureau = to be as strong as a bull, or are not similaravoir un chat dans la gorge = to have a frog in ones throat) reflect, with teacher assistance, upon the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures access appropriate Web sites using French language search engines cite copyrighted French language sources when o

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using information from digital technologies demonstrate knowledge of the cultural characteristics of the French language by using the following sociolinguistic conventions: o the sociolinguistic conventions listed in grades 47 o appropriate spacing between sets of digits in large numbers o the appropriate convention for a written title o the appropriate abbreviations or symbols for measurement (e.g., km, g, kg, ml, l) o the appropriate abbreviations or symbols for Canadian and foreign currencies o the appropriate placement and spacing of the currency symbol and the comma develop and use comprehension strategies to facilitate the understanding of an oral or written message develop and use production strategies to facilitate the communication of an oral or written message develop and use memory strategies to learn, recall or retain vocabulary or grammatical structures o use rehearsal techniques o use organizational techniques o play with language o use elaboration techniques understand, in guided situations, by identifying Tic-Tac-Toe key words or expressions previously taught, the o Oral Unit Project main idea(s) and a few isolated details about a o Written Unit Project variety of concrete topics contained in authentic or adapted oral texts (e.g., identify the reason behind eating a healthy breakfast [Le corps a besoin dnergie le matin.] and pull out two foods that comprise a healthy breakfast [un fruit, un liquide froid ou chaud]) understand, in guided situations, by identifying key words or expressions previously taught, the main idea(s) and a few isolated details about a variety of concrete topics contained in authentic or adapted written texts name, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, give compliments, orally, providing some details, in a defined, structured and modelled fashion, with limited spontaneity, resulting in a prepared message expressed in the present, that is comprehensible and accurate (e.g., list the ingredients and describe the steps to follow for a favourite family recipe)

La nourriture January - March

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name, label, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, in written form, providing some details, in a defined, structured and modelled fashion, resulting in a prepared message expressed in the present, that is comprehensible and accurate (e.g., write a list of grocery items needed for a Moroccan recipe; give nutritional advice in the form of a game). continue to develop knowledge of: nouns, gender, number, articlesdefinite and indefinite, possession, possessive adjectives, adjectives, adjectival agreements, prepositions and prepositional phrases, the infinitive as a verb identifier, personal subject pronouns, verbs, conjugation in the present tense, conjugation pattern of regular er verbs in the present tense, negation, the interrogative, global expressions using faire and avoir, the contractions for and de + definite articles, interjections, cardinal and ordinal numbers, the soundsymbol system, pronunciation, word order at the phrase level, word order at the sentence level, construction of simple sentences. acquire knowledge of determiners, demonstrative adjectives, exclamatory adjectives, the partitive, quantity, adverbs and adverbial expressions, different verb groupings (er, ir, re), irregular verb conjugation patterns in the present tense, pronominal versus nonpronominal verbs, verb + infinitive, the imperative, negative expressions, punctuation use, with a higher level of accuracy, in oral and written form, linguistic elements defined in grades 47, needed to communicate a message use, with some consistency, in oral and written form, the following linguistic elements needed to communicate a message: o vocabulary associated with food o demonstrative adjectivesce, cet, cette, ces o possessive adjectivesnotre, nos; votre, vos; leur, leurs o exclamatory adjectives o the question word pourquoi o the partitive articlesdu, de la, de l, des o expressions of quantity (e.g., une bote de, un kilo de) o expressions with avoir (e.g., Jai faim/soif.) o expressions with faire (e.g., Le chef fait sauter les oignons.)

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o present tense of regular and irregular er, ir, re verbs with all personal subject pronouns in affirmative and negative sentences o the imperative in the affirmative and in the negative with regular and irregular er, ir, re verbs (e.g., Ne mettez pas trop de sel.) o adverbs of manner (e.g., bien, fort, lentement), of time (e.g., demain, bientt, parfois, souvent, tard), of quantity and intensity (e.g., assez, beaucoup, trs, trop) and of place (e.g., droite, autour, ici, l-bas, loin) o adverbs and adverbial expressions of negation (e.g., rien, jamais, ne jamais, ne plus, ne rien) o parce que as an oral sentence starter o appropriate punctuation marks. identify, with teacher assistance, concrete facts that reflect the way of life of various Francophone peoples (e.g., Per capita, the French consume the most mineral water in the world.) recognize and understand how the French language has evolved and is evolving (e.g., le rle des emprunts et des anglicismes) recognize regional variations in expressions used by different Francophone groups in a similar context (e.g., petit djeuner, djeuner, dner [France] versus djeuner, dner, souper [Canada]; slip[France] versus caleon [Canada]) seek out information about Francophone cultures from authentic sources (e.g., French language recipe books) compare and contrast, with teacher assistance, their own way of life with the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures (e.g., eating-out patterns) compare and contrast, with teacher assistance, the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures reflect, with teacher assistance, upon the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures access appropriate Web sites using French language search engines cite copyrighted French language sources when using information from digital technologies demonstrate knowledge of the cultural characteristics of the French language by using the following sociolinguistic conventions:

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o the sociolinguistic conventions listed in grades 47 o appropriate spacing between sets of digits in large numbers o the appropriate convention for a written title o the appropriate abbreviations or symbols for measurement (e.g., km, g, kg, C, ml, l) o the appropriate abbreviations or symbols for Canadian and foreign currencies o the appropriate placement and spacing of the currency symbol and the comma o the appropriate conventions for punctuation o the appropriate conventions for spacing develop and use comprehension strategies to facilitate the understanding of an oral or written message develop and use production strategies to facilitate the communication of an oral or written message develop and use memory strategies to learn, recall or retain vocabulary or grammatical structures o use rehearsal techniques o use organizational techniques o play with language o use elaboration techniques understand, in guided situations, by identifying Tic-Tac-Toe key words or expressions previously taught, the o Oral Unit Project main idea(s) and a few isolated details about a o Written Unit Project variety of concrete topics contained in authentic or adapted oral texts understand, in guided situations, by identifying key words or expressions previously taught, the main idea(s) and a few isolated details about a variety of concrete topics contained in authentic or adapted written texts (e.g., identify the colour blue [le bleu] and pull out two personality traits of someone who likes to wear blue [personne gnreuse, crative] and two symbols associated with this colour [le bleu reprsente le ciel et les grands espaces]) name, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, give compliments, orally, providing some details, in a defined, structured and modelled fashion, with limited spontaneity, resulting in a prepared message expressed in the present, that is comprehensible and accurate (e.g., itemize and describe ones wardrobe) name, label, list, encourage, describe, explain, ask and answer questions, give simple

Les vtements April - June

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commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, in written form, providing some details, in a defined, structured and modelled fashion, resulting in a prepared message expressed in the present, that is comprehensible and accurate. continue to develop knowledge of nouns, gender, number, definite and indefinite articles, possession, possessive adjectives, adjectives, adjectival agreements, prepositions and prepositional phrases, the infinitive as a verb identifier, personal subject pronouns, verb conjugation, the present tense, conjugation pattern of regular er verbs in the present tense, negation, the interrogative, global expressions using faire and avoir, the contractions for and de + definite articles, interjections, cardinal and ordinal numbers, the soundsymbol system, pronunciation, word order at the phrase level, word order at the sentence level, construction of simple sentences acquire knowledge of determiners, demonstrative adjectives, exclamatory adjectives, the partitive, quantity, adverbs and adverbial expressions, different verb groupings (er, ir, re), irregular verb conjugation patterns in the present tense, pronominal versus nonpronominal verbs, verb + infinitive, the imperative, negative expressions, punctuation, use, with a higher level of accuracy, in oral and written form, linguistic elements defined in grades 47, needed to communicate a message use, with some consistency, in oral and written form, the following linguistic elements needed to communicate a message: o vocabulary associated with clothing o demonstrative adjectivesce, cet, cette, ces o possessive adjectivesnotre, nos; votre, vos; leur, leurs o exclamatory adjectives (e.g., Quelle belle chemise!) o the question word pourquoi o the partitive articlesdu, de la, de l, des o expressions of quantity o expressions with avoir (e.g., Jai besoin de) o expressions with faire o present tense of regular and irregular er, ir, re verbs with all personal subject pronouns in affirmative and negative sentences o the imperative in the affirmative and in the negative with regular and irregular er, ir, re

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verbs (e.g., Choisis le bleu.) o adverbs of manner (e.g., bien, fort, lentement), of time (e.g., demain, bientt, parfois, souvent, tard), of quantity and intensity (e.g., assez, beaucoup, trs, trop) and of place (e.g., droite, autour, ici, l-bas, loin) o adverbs and adverbial expressions of negation (e.g., rien, jamais, ne jamais, ne plus, ne rien) o parce que as an oral sentence starter o appropriate punctuation marks. identify, with teacher assistance, concrete facts that reflect the way of life of various Francophone peoples recognize and understand how the French language has evolved and is evolving (e.g., le rle des emprunts et des anglicismes) recognize regional variations in expressions used by different Francophone groups in a similar context (e.g., French language magazines) compare and contrast, with teacher assistance, their own way of life with the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures. compare and contrast, with teacher assistance, the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures reflect, with teacher assistance, upon the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures access appropriate Web sites using French language search engines cite copyrighted French language sources when using information from digital technologies demonstrate knowledge of the cultural characteristics of the French language by using the following sociolinguistic conventions: o the sociolinguistic conventions listed in grades 47 o appropriate spacing between sets of digits in large numbers o the appropriate convention for a written title (e.g., lentretien des vtements) o the appropriate abbreviations or symbols for measurement o the appropriate abbreviations or symbols for Canadian and foreign currencies o the appropriate placement and spacing of the currency symbol and the comma o the appropriate conventions for punctuation

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o the appropriate conventions for spacing develop and use comprehension strategies to facilitate the understanding of an oral or written message develop and use production strategies to facilitate the communication of an oral or written message develop and use memory strategies to learn, recall or retain vocabulary or grammatical structures o use rehearsal techniques o use organizational techniques o play with language o use elaboration techniques understand, in guided situations, by identifying Mots Croises key words or expressions previously taught, the Quiz de Vocabulaire main idea(s) and a few isolated details about a variety of concrete topics contained in authentic or adapted written and oral texts name, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, give compliments, orally and in written form, providing some details, in a defined, structured and modelled fashion, with limited spontaneity, resulting in a prepared message expressed in the present, that is comprehensible and accurate use, with some consistency, in oral and written form, linguistic elements needed to communicate a message identify, with teacher assistance, concrete facts that reflect the way of life of various Francophone peoples recognize and understand how the French language has evolved and is evolving recognize regional variations in expressions used by different Francophone groups in a similar context seek out information about Francophone cultures from authentic sources compare and contrast, with teacher assistance, their own way of life with the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures compare and contrast, with teacher assistance, the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures reflect, with teacher assistance, upon the way of life of individuals or groups from various

LAction de Grace October 7 & 9

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La Sainte Catherine November 18, 20, 25 Francophone cultures as a means of developing an appreciation of these cultures demonstrate knowledge of the cultural characteristics of the French language by using sociolinguistic conventions: develop and use comprehension strategies to facilitate the understanding of an oral or written message develop and use production strategies to facilitate the communication of an oral or written message understand, in guided situations, by identifying Suivre une Recette key words or expressions previously taught, the Quiz de Vocabulaire main idea(s) and a few isolated details about a variety of concrete topics contained in authentic or adapted written and oral texts name, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, give compliments, orally and in written form, providing some details, in a defined, structured and modelled fashion, with limited spontaneity, resulting in a prepared message expressed in the present, that is comprehensible and accurate use, with some consistency, in oral and written form, linguistic elements needed to communicate a message identify, with teacher assistance, concrete facts that reflect the way of life of various Francophone peoples recognize and understand how the French language has evolved and is evolving recognize regional variations in expressions used by different Francophone groups in a similar context seek out information about Francophone cultures from authentic sources compare and contrast, with teacher assistance, their own way of life with the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures compare and contrast, with teacher assistance, the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures reflect, with teacher assistance, upon the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures demonstrate knowledge of the cultural

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La fte de la Chandeleur January 27, 29, February 3 characteristics of the French language by using sociolinguistic conventions: develop and use comprehension strategies to facilitate the understanding of an oral or written message develop and use production strategies to facilitate the communication of an oral or written message understand, in guided situations, by identifying Internet Scavenger Hunt key words or expressions previously taught, the Quiz de Vocabulaire main idea(s) and a few isolated details about a variety of concrete topics contained in authentic or adapted written and oral texts name, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, give compliments, orally and in written form, providing some details, in a defined, structured and modelled fashion, with limited spontaneity, resulting in a prepared message expressed in the present, that is comprehensible and accurate use, with some consistency, in oral and written form, linguistic elements needed to communicate a message identify, with teacher assistance, concrete facts that reflect the way of life of various Francophone peoples recognize and understand how the French language has evolved and is evolving recognize regional variations in expressions used by different Francophone groups in a similar context seek out information about Francophone cultures from authentic sources compare and contrast, with teacher assistance, their own way of life with the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures compare and contrast, with teacher assistance, the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures reflect, with teacher assistance, upon the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures demonstrate knowledge of the cultural characteristics of the French language by using sociolinguistic conventions: develop and use comprehension strategies to

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Vendredi Saint April 7 & 9 facilitate the understanding of an oral or written message develop and use production strategies to facilitate the communication of an oral or written message understand, in guided situations, by identifying Passion Play key words or expressions previously taught, the Quiz de Vocabulaire main idea(s) and a few isolated details about a variety of concrete topics contained in authentic or adapted written and oral texts name, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, give compliments, orally and in written form, providing some details, in a defined, structured and modelled fashion, with limited spontaneity, resulting in a prepared message expressed in the present, that is comprehensible and accurate use, with some consistency, in oral and written form, linguistic elements needed to communicate a message identify, with teacher assistance, concrete facts that reflect the way of life of various Francophone peoples recognize and understand how the French language has evolved and is evolving recognize regional variations in expressions used by different Francophone groups in a similar context seek out information about Francophone cultures from authentic sources compare and contrast, with teacher assistance, their own way of life with the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures compare and contrast, with teacher assistance, the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures reflect, with teacher assistance, upon the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures demonstrate knowledge of the cultural characteristics of the French language by using sociolinguistic conventions: develop and use comprehension strategies to facilitate the understanding of an oral or written message develop and use production strategies to facilitate

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Pques April 14 & 16 the communication of an oral or written message understand, in guided situations, by identifying Mots Croises key words or expressions previously taught, the Quiz de Vocabulaire main idea(s) and a few isolated details about a variety of concrete topics contained in authentic or adapted written and oral texts name, list, encourage, describe, explain, ask and answer questions, give simple commands, directions, instructions or advice, express needs, desires, wishes and preferences, make suggestions, give compliments, orally and in written form, providing some details, in a defined, structured and modelled fashion, with limited spontaneity, resulting in a prepared message expressed in the present, that is comprehensible and accurate use, with some consistency, in oral and written form, linguistic elements needed to communicate a message identify, with teacher assistance, concrete facts that reflect the way of life of various Francophone peoples recognize and understand how the French language has evolved and is evolving recognize regional variations in expressions used by different Francophone groups in a similar context seek out information about Francophone cultures from authentic sources compare and contrast, with teacher assistance, their own way of life with the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures compare and contrast, with teacher assistance, the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures reflect, with teacher assistance, upon the way of life of individuals or groups from various Francophone cultures as a means of developing an appreciation of these cultures demonstrate knowledge of the cultural characteristics of the French language by using sociolinguistic conventions: develop and use comprehension strategies to facilitate the understanding of an oral or written message develop and use production strategies to facilitate the communication of an oral or written message

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ICT Outcomes Integrated Throughout the Year: The use of technology in the classroom is an integral part of the Information, Communication and Technology curriculum and as such, certain technology outcomes have been infused into this program of studies. Information and communication technologies are also an important part of enhancing language learning by demonstrating to students that French is used in real and authentic contexts outside the confines of the classroom. By using technologies in the French classroom, students are able to reinforce their technological knowledge and skills to create multimedia presentations, to use word processing programs and to do research on the Internet. Using technology allows students to tailor their communications to meet specific purposes and particular audiences. Technologies used will include personal devices as French-English dictionaries, DVDs and CDs for comprehension activities, Word Processor and PowerPoint programs, and more. Methods of Assessment: Students will be assessed on their understanding of the Alberta curriculum objectives through various written and oral projects, regular concept quizzes, self-assessment, reflections, dramatizations, etc. Curriculum Resources: French as a Second Language - Beginning Level 1 - Manuel d'accompagnement French as a Second Language - Beginning Level 2 - Manuel d'accompagnement French as a Second Language - Beginning Level 1 - Les animaux (Trousse) French as a Second Language - Beginning Level 2 - L'habillement (Trousse) French as a Second Language - Beginning Level 2 - L'alimentation (Trousse) French as a Second Language - Ftes et clbrations (Trousse) Communication Plan to Parents: In addition to scheduled PTI, I will regularly communicate to parents by monthly newsletter, by website with homework, activities, and assignments posted, and by telephone and email for contact specific to individual students.