Core French – FSF1D (Tutoring)

Course Prerequisite

Minimum of 600 hours of French instruction, or equivalent (Recommended)

Description

This course provides opportunities for students to communicate and interact in French with increasing independence, with a focus on familiar topics related to their daily lives. Students will develop their skills in listening, speaking, reading, and writing by using language learning strategies introduced in the elementary Core French program, and will apply creative and critical thinking skills in various ways. They will also enhance their understanding and appreciation of diverse French-speaking communities and will develop skills necessary for lifelong language learning

Course Info

Course Outline & Units

Unit Order

Unit Name

Suggested Time

Unit 1

Listening

24 hours
Unit 2

Speaking

24 hours
Unit 3

Reading

27 hours
Unit 4

Writing

27 hours
Final Evaluation 30%

Culminating Project  

Final Exam 

6 hours 

2 hours 

Total 110 Hours
Learning Strategies

A variety of strategies are used to allow students many opportunities to attain the necessary skills for success in this course. The teacher uses a variety of whole class, small group and individual activities to facilitate learning. The following is a list of specific teaching/learning strategies that the teacher may use but is not limited to:

  • Oral Presentation 
  • Activity Learning Centers  
  • Discussion 
  • Think Pair Share 
  • Lecture  
  • Socratic Lesson 
  • Visual Stimuli 
  • Worksheet 
  • Independent Study 
  • Note Making 
  • Inquiry Process  
  • Research Process 
  • Scientific Method 
  • Computer Assisted Instruction 
  • Media Presentation 
  • Brainstorming 
Course FAQ
The course duration is 110 hours, delivered in an online school format.
Minimum of 600 hours of French instruction, or equivalent
The course fee varies based on the selected availability option: Online Small Class and Online Private 1-on-1 Tutoring. For detailed information and pricing, please check our website.
Assessment & Resources

Purpose

The primary purpose of assessment is to improve student learning. Assessment relates directly to the expectations for the course. 

A variety of assessments for and as learning are conducted on a regular basis to allow ample opportunities for students to improve and ultimately demonstrate their full range of learning and for the teacher to gather information to provide feedback. Assessment tasks relate to the success criteria set out in lesson plans. Success criteria allow students to see what quality looks like. 

Evaluation is the process of judging the quality of student work in relation to the achievement chart categories and criteria and assigning a percentage grade to represent that quality. Evaluation is based on gathering evidence of student achievement through: 

  • Products
  • Observations
  • Conversations

Assessment for Learning – we provide feedback and coaching. Assessment FOR Learning is the process of seeking and interpreting evidence for the use of learners and their teachers to decide where the learners are in their learning, where they need to go, and how best to go there. 

Assessment as Learning – we help students monitor progress, set goals, reflect on their learning 

Assessment AS Learning is the process of the explicit fostering of students’ capacity over time to be their own best assessors, but teachers need to start by presenting and modeling external, structured opportunities for students to assess themselves. 

Assessment of Learning – we use assessments to provide evaluative statements about student achievement. Assessment OF Learning is the assessment that becomes public and results in statements of symbols 

(marks/grades/levels of achievement) about how well students are learning. It often contributes to pivotal decisions that will affect students’ future. 

ASSESSMENT TOOLS 

 

Units 

Duration   Overall Expectations  AFL  AAL  AOL  

25% 

25% 

25% 

25% 

 

20 hours A1-A3  Student-Teacher Conferencing   Peer Assessment  Poster Presentation   √  √  √ 

√ 

 

 

70% 

20 hours B1-B3  Worksheet  

Class Discussion  

KWL Chart  Unit Test  

Class Discussion  

√  √  √ 

√ 

C 

20 hours  C1-C3  Worksheet  

Pair Discussion  

Learning Log    

Unit Test  

Written Assignment  

     

 

 

25 hours  D1-D3  Homework 

Student – Teacher Conferencing 

Reflective Discussion  Unit Test 

Portfolio Assignment 

√  √  √ 

√ 

30% 

    A1-D3  Final Project 10% (Individual Presentation)  

and Final Exam 20% (Written Component)  

 

√ 

 

√ 

 

√ 

 

 

√ 

 

Resources  

Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010) 

http://www.edu.gov.on.ca/eng/policyfunding/growSuccess.pdf 

  • Various Grammar powerpoint and BContext presentations, some with audio. 
  • Youtube.com 
  • Tv5.enseigner.com 
  • Actualite magazine 
  • CBC French TV and radio site 
  • Le Petit Nicholas by Grociny 

 

Course Final Grade & Report Card

Grading 

  • The final grade is based on performance in 3 areas: products, observations, conversations.
  • 70% of the grade is based on evaluations conducted throughout the course.
  • 30% is based on a final evaluation.

Weighting of categories 

Knowledge/Understanding  Thinking/Inquiry  Communication  Application 
25%  25%  25%  25% 

 

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Course Grade

Grade 9

Course Code

FSF1D

Course Category

French As a Second Language

Course Type

Academic

Course Delivery

Online

Course Duration

8hrs

Course Credit

0

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