FSF 4U1 - Grade 12 Academic Core French
STUDENT RESPONSIBILITIES
This course is a continuation of FSF 3U1. This
course focuses on the development of French-language
skills that students can use in the business world or
workplace. Students will give presentations, read a
selection of materials appropriate to the topics under
study, and produce a variety of written assignments.
The use of correct grammar and appropriate language
conventions in both spoken and written French will be
emphasized throughout the course
TEXTBOOK:
NOTEBOOKS:
 binder must be used only for this course
 should be a reflection of Catholic values
 will be evaluated for accuracy/
completeness/professionalism at any time
 have lots of lined paper
 keep your notebooks neat and organized
 date each entry, indicate title, page and
exercise numbers in the target language
 make sure that you understand all corrections.
 Textbook, anthology and workbook/review
package issued to each student
 students responsible for replacement cost of
lost/damaged books (text - $50.00/
 anthology - $20.00)
UNITS STUDIED:
Review (5 days)
Unit A – Vivre, c’est lutter
Unit B – Les rivages du cœur
Unit
– Tit-Coq
Unit C – Masques
Unit D – Suspense et mystère
Unit
– Le petit prince
HOMEWORK:
 daily homework and review essential to
language learning
 homework checked on a regular basis
 consequences for incomplete/missing
homework to be set by teacher
 if absent, student is responsible for class work
missed by establishing two student contacts
from this class
Student
Phone #
Unit E – Rêves
Unit F – On s’amuse
1. ____________________________________________
Unit G – Aventures
Unit H – Autres mondes
2. ____________________________________________
REQUIRED MATERIALS:
EXTRA HELP:
Be prepared and on time for class!
Daily required materials include the following:








textbook
workbook
2 blue pens
1 red pen
pencil
1 ½ “ binder with 10 indexes
200 three-holed punched paper
French-English dictionary
 sign up for help sessions in Room 361 or with
your language teacher
 individual help available with language
teacher before, during and after school, by
appointment only
ASSIGNMENTS:
 suspected use of computer translator
programs and Internet accessible assistance
will result in a “0” as well as all other forms of
cheating (plagiarism)
 all assignments are to be submitted at the
beginning of period in which they are due
 a form will be sent home to parents regarding
late assignments and a “0” will be assigned as
a place holder
 the student will have 3 days (including
weekends) to submit the assignment by the
closure date with a 10% deduction
 the above-mentioned form must be completed
and submitted together with the late
assignment
 if the assignment is not submitted or
submitted without the form, the “0” will then
become the mark
 all final copies must include rubric and all
rough work/drafts and should be typed
(double spaced) or neatly handwritten in
either dark blue or black ink (no gel pens)
 grade 11 and 12 students must use MLA
format
TESTS & EVALUATIONS:
 each unit will be evaluated in the areas of
language knowledge, creative writing, oral,
listening and reading
 students will also be assessed formatively to
facilitate summative evaluations
 students will be informed ahead of time in
order to study/prepare for evaluation
ABSENCE FROM AN EVALUATED TASK:
 students aware of missed evaluations are
required to complete them on the day they
return from the absence
 students who were unaware of the evaluation
will complete them on a make-up day
assigned by teacher (students are responsible
for following up with teacher)
 all absences which include a missed test must
be verified by parental contact/note the same
day of the absence to the attendance office
 an additional note must be give to the subject
teacher indicating that the parent/guardian is
aware that the student has missed an
evaluated task
 should students sign out on the day of the
evaluation without parental notification to the
school the same day, the mark will be 0
ATTENDANCE :
 parents are to call in absences before 2:00 p.m.
the same say of the students absence in order
for it to show on teacher status reports
 calls received after 2:00 p.m. require students
to pick up an admit slip from the attendance
office prior to 8:20 a.m.
 if no call is made, a parental note must be
written and submitted to the period 1 teacher
the day that the student returns
 when an admit slip is issued, it must be shown
to each teacher throughout the day
MODERN LANGUAGES CLUB:
 all language students are invited to join the
Modern Languages Club
 extra-curricular activities include culinary
experiences, foreign films, cultural events
reflecting French and Italian customs
 events are scheduled on a monthly basis
EVALUATION:
Your final mark in FSF 4U1 will reflect the attached
ministry’s achievement chart:
Knowledge/Understanding
17.5 %
Thinking
17.5 %
Communication
17.5 %
Application
17.5 %
Final Evaluation
30%
 written exam
(during exam week)
20%
 culminating task
(during class)
10%
(The CCPT is mandatory and absences on these days
must be accompanied by a medical note stating that
the student was unable to attend school, otherwise, a
mark of 0 will be given.)
Learning skills will be assessed according to the
attached rubric.
Achievement Chart –Modern Languages
Criteria
Level 1
(50-59%)
Level 2
(60-69%)
Level 3
(70-79%)
Level 4
(80-100%)
Knowledge / Understanding
knowledge of language
forms and conventions
demonstrates limited
knowledge of language
forms and conventions
demonstrates some
knowledge of language
forms and conventions
demonstrates considerable
knowledge of language
forms and conventions
demonstrates thorough
knowledge of language
forms and conventions
understanding of
content
demonstrates limited
understanding of content
demonstrates some
understanding of content
demonstrates considerable
understanding of content
demonstrates thorough
understanding of content
Thinking
critical and creative
thinking skills
uses critical and creative
thinking skills with limited
effectiveness
uses critical and creative
thinking skills with
moderate effectiveness
uses critical and creative
thinking skills with
considerable effectiveness
uses critical and creative
thinking skills with a high
degree of effectiveness
inquiry skills (e.g.,
formulating questions;
planning, selecting
strategies and resources;
analyzing, interpreting,
and assessing
information; forming
conclusion)
applies few of the skills
involved in an inquiry
process
applies some of the skills
involved in an inquiry
process
applies most of the skills
involved in an inquiry
process
applies all or almost all of
the skills involved in an
inquiry process
Communication
communication of
information and ideas
communicates information
and ideas with limited
clarity
communicates information
and ideas with some clarity
communicates information
and ideas with considerable
clarity
communicates information
and ideas with a high
degree of clarity, and with
confidence
use of language
uses language with limited
accuracy and effectiveness
uses language with some
accuracy and effectiveness
uses language with
considerable accuracy and
effectiveness
uses language with a high
degree of accuracy and
effectiveness
communicates with a
limited sense of audience
and purpose, using few
appropriate forms
communicates with some
sense of audience and
purpose, using some
appropriate forms
communicates with a clear
sense of audience and
purpose, using appropriate
forms
communicates with a strong
sense of audience and
purpose, using appropriate
forms
communication for
different audiences and
purposes, using various
forms
Application
application of
knowledge and skills in
familiar contexts
applies knowledge and skills
in familiar contexts with
limited effectiveness
applies knowledge and
skills in familiar contexts
with moderate effectiveness
use of language in new
contexts
demonstrates limited ability
in using the language in
new contexts
demonstrates some ability
in using the language in
new contexts
making connections
(e.g., between personal
experiences and that
subject, between
FSL/LWI and other
subjects and the world
outside the school)
makes connections with
limited effectiveness
makes connections with
moderate effectiveness
applies knowledge and skills
in familiar contexts with
considerable effectiveness
demonstrates considerable
ability in using the
language in new contexts
makes connections with
considerable effectiveness
applies knowledge and
skills in familiar contexts
with a high degree of
effectiveness
demonstrates a high degree
of ability and confidence in
using the language in new
contexts
makes connections with a
high degree of effectiveness
Performance
Achievement Chart – Learning Skills – Modern Language
Criteria
Needs
Improvement
Satisfactory
Good
Excellent
Responsibility
Student rarely:
Student sometimes:
Student generally :
Student always:
- completes and submits
class work, homework and
assignments according to
timelines
-takes responsibility for and
manages own behaviour
- completes and submits
class work, homework and
assignments according to
timelines
-takes responsibility for
and manages own
behaviour
- completes and submits
class work, homework and
assignments according to
timelines
-takes responsibility for
and manages own
behaviour
- completes and submits
class work, homework and
assignments according to
timelines
-takes responsibility for
and manages own
behaviour
Student rarely:
Student sometimes:
Student generally :
Student always:
- devises and follows a plan
and process for completing
work and tasks
-establishes priorities and
manages time to achieve
tasks and goals
- devises and follows a
plan and process for
completing work and tasks
-establishes priorities and
manages time to achieve
tasks and goals
- devises and follows a
plan and process for
completing work and tasks
-establishes priorities and
manages time to achieve
tasks and goals
- devises and follows a
plan and process for
completing work and tasks
-establishes priorities and
manages time to achieve
tasks and goals
Student rarely:
Student sometimes:
Student generally:
Student always:
- uses class time
appropriately to complete
tasks
-follows instructions with
minimal supervision
-monitors or revises plans to
complete tasks
- uses class time
appropriately to complete
tasks
-follows instructions with
minimal supervision
-monitors or revises plans
to complete tasks
- uses class time
appropriately to complete
tasks
-follows instructions with
minimal supervision
-monitors or revises plans
to complete tasks
- uses class time
appropriately to complete
tasks
-follows instructions with
minimal supervision
-monitors or revises plans
to complete tasks.
Student rarely:
Student sometimes:
Student generally:
Student always:
- accepts various roles and
an equitable share of work
in a group
-responds positively to the
ideas, opinions, values and
traditions of others
-builds healthy peer to peer
interaction
-resolves conflicts to
achieve group goals
- accepts various roles and
an equitable share of work
in a group
-responds positively to the
ideas, opinions, values and
traditions of others
-builds healthy peer to peer
interaction
-resolves conflicts to
achieve group goals
- accepts various roles and
an equitable share of work
in a group
-responds positively to the
ideas, opinions, values and
traditions of others
-builds healthy peer to peer
interaction
-resolves conflicts to
achieve group goals
- accepts various roles and
an equitable share of work
in a group
-responds positively to the
ideas, opinions, values and
traditions of others
-builds healthy peer to
peer interaction
-resolves conflicts to
achieve group goals
Student rarely:
Student sometimes:
Student generally:
Student always:
-demonstrates interest and
curiosity in learning
-approaches new tasks with
a positive attitude
-shows a willingness to take
risks or advocates for self
and other
-demonstrates interest and
curiosity in learning
-approaches new tasks
with a positive attitude
-shows a willingness to
take risks or advocates for
self and other
-demonstrates interest and
curiosity in learning
-approaches new tasks
with a positive attitude
-shows a willingness to
take risks or advocates for
self and other
-demonstrates interest and
curiosity in learning
-approaches new tasks
with a positive attitude
-shows a willingness to
take risks or advocates for
self and other
Student rarely:
Student sometimes:
Student generally:
Student always:
-sets own individual goals
and monitors progress
towards achieving them
-seeks clarification or
assistance when needed
-perseveres and makes an
effort when responding to
challenges
-reflects upon own
strengths, needs and
interests through choices
-sets own individual goals
and monitors progress
towards achieving them
-seeks clarification or
assistance when needed
-perseveres and makes an
effort when responding to
challenges
-reflects upon own
strengths, needs and
interests through choices
-sets own individual goals
and monitors progress
towards achieving them
-seeks clarification or
assistance when needed
-perseveres and makes an
effort when responding to
challenges
-reflects upon own
strengths, needs and
interests through choices
-sets own individual goals
and monitors progress
towards achieving them
-seeks clarification or
assistance when needed
-perseveres and makes an
effort when responding to
challenges
-reflects upon own
strengths, needs and
interests through choices
Organization
Independent Work
Collaboration
Initiative
Self Regulation
Performance