BIENVENUE!

1. BIENVENUE! Grade 7 Immersion 2012-2013 Ellenvale Junior High Mme Beaver et Mme Cameron

2. Agenda/Topics to be covered • Who’s who • Basic principals of French Immersion • Classroom policies • What to expect • Course descriptions • Special projects • Parent Contact • Summary

3. Who’s who • Principal: Mr. Lewis • Vice-Principal: Mr. McGowan • Secretary: Ms. McCrate • Guidance: Mr. Blinn • Library Technician: Ms. Hamilton

4. Who’s Who • Mme Beaver: FLA, Science Humaines & MVS • Mme Cameron : Mathématiques, Sciences & MVS • Ms. Anthony: English • Mr. Emberly: Phys. Ed. • Mr. Fraser: Band • Ms. Tse: Family Studies • Ms. Mathiesen: Art

5. Basic Principles: • Immersion is based on the simultaneous learning of the target • language and core subject matter in the target language. This • implies that students learn the language during their courses and that • the French course supports the needs of the students in other • courses. • Learning of French must be intensive without being unnecessarily • overwhelming. The students must understand the language and use • it to communicate. • The vision of the immersion program is to teach students to • communicate effectively in French, use French as a learning tool • and demonstrate an understanding of diverse cultures particularly • those of the “Francophonie” • (translated from APEF : Programme d’Études du Cours de Français novembre 2002)

6. Classroom policies • Homework • Students have agendas in which to write the • homework. The agendas are to be with them at all • times and homework copied as it is given in each • class. • Each homeroom teacher has a web page linked to the Ellenvale homepage on the Internet, but technical problems may make updating the pages irregular.

7. Classroom policies • Attendance • Your child is expected to be on time for school and • classes. If your child is absent or will be late due to an • appointment or unavoidable circumstances please call • the school or send a note in advance with • your child. When your child is absent HE/SHE is • responsible to seek out a classmate or check the web • page before returning to school to find out what work • was missed and make arrangements with the teachers to • complete the missed work within a reasonable period of • time.

8. Classroom policies • Classroom Procedures Students are expected to: • Speak French at all times. • Participate actively and appropriately. • Have all required materials for each class. (including a novel) • Be on time for school and prepared to work. • Be cooperative with all staff and peers alike. • Follow our established school and classroom routines. • Stay on task, listen to and follow directions to the best of his/her ability.

9. Classroom policies • Assessment and Evaluation • Assessment is ongoing. It includes, but is not • limited to, quizzes, projects, group work, and • cooperative learning activities. Completion of • assignments on time and appropriate • participation will also be factors.

10. What to Expect?

11. What to Expect? • After Christmas • Speaks in short sentences • Has average (60%) comprehension • Can understand written messages with short, simple sentences • Takes risks and acquires increasing self-confidence • Shows an increasing level of security in new situations • Works independently more frequently • Begins to be able to self-correct and recognize errors • Readily communicates with classmates in French during class

12. What to Expect? • April - June • Speaks in longer, more complex sentences • Has almost total comprehension • Can understand written messages with increasingly complex structures using abstract themes • Continues to takes risks with confidence • Can operate with autonomy in new situations • Works independently and go achieve results above expectations • Can produce oral and written texts based on past experiences • Readily communicates with classmates in French during class

13. French Language Arts(FLA) • Teacher: Lindsay Beaver • The French Language Arts in Immersion consists of • four indicators: • ·  French language and Cultural Diversity; • ·   Listening and Speaking; • ·   Reading and Viewing; • ·  Writing and Representing. • Within these four indicators are numerous “Learning Outcomes.” At • the entry level (Grade 7) most of these outcomes are considered • introductory and are in process of acquisition They are continued and • mastered in the later grades (8 and 9).

14. Math • Teacher: Lisa Cameron • Units of study

15. Math • Course materials: • Grade 7 Math Curriculum Guide • Mathématiques 7 text • Manipulatives • Teacher generated resources • Computer Programs

16. Science Units of Study

17. MVS • Teacher: Lindsay Beaver and Lisa Cameron • The Grade Seven MVS course is divided into six major units of study, • which facilitate working on grade level specific outcomes related to the • general curriculum outcomes. • General Curriculum Outcomes: • A: Students will be expected to demonstrate knowledge of the body, body functions and growth and development. • B: Students will be expected to demonstrate knowledge, skill and attitudes that contribute to active, healthy living. • C: Students will be expected to demonstrate knowledge of factors that contribute to healthy living, values and practices. • D: Students will be expected to demonstrate the knowledge, skills and attitudes necessary to live happily and productively as an individual, within a family and within the community. • Specific Units if Study • Learning Skills, Healthy Choices, Relationships and Learning for the Future

18. Social Studies • Teacher: Lindsay Beaver • Theme - Empowerment • 1.      Introduction – What is empowerment, power, authority?  • 2.      Economic Empowerment – role of money in empowering or disempowering people/groups, commodities connected to Canada’s history and today, future trends in economic empowerment. • 3.      Political Empowerment – Canadian politics of mid 1800’s as related to class, gender, religion, culture, rural/urban etc, responsible government, Confederation (1867), post Confederation era-Federalism • 4.      Cultural Empowerment – Effects of Confederation on groups - Metis – Red River Rebellion, Northwest Rebellion, Louis Riel, Aboriginal empowerment in the Maritimes and immigrant empowerment (1870-1914) • 5.      Societal Empowerment – Geo-political makeup of Canada (1900’s), Industrial Revolution and the Maritimes/Canada, empowerment of women in the 20th century • 6.      National Empowerment– Canadian independence, World War One participation and changes in economics and politics post WW1.

19. Special projects • Université Sainte-Anne • As part of the late French Immersion program in the HRSB, students participate in a four day « mini-immersion » camp during the school year. • This camp usually takes place in late April – early May • and has cost approximately $220.00 plus spending • money for souvenirs and lunch on the return trip.

20. Parent Contact • It is often easier and faster for us to communicate via • email. All staff email addresses are listed on the • school web page under SCHOOL DIRECTORYor • via our personal websites. • If this is not possible or you prefer to speak with one • of us directly, please call the secretary and leave a • message.

21. Summary • The complete list of outcomes is available free of • charge from the Nova Scotia Department of • Education. • (http://www.ednet.ns.ca/)