Course Syllabus

Bienvenue à la classe de français 3

Our course goals: The language benchmark for French 3 is INTERMEDIATE MID

• Essential skills (From the Massachusetts Curriculum Framework for World Languages)
  
  • Interpretive Communication - Understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.
  • Interpersonal Communication - Interact and negotiate meaning in spontaneous spoken, signed, or written conversations to share information, reactions, ideas, feelings, opinions, and perspectives 
  • Presentational Communication - Present information, concepts, ideas, feelings, opinions, and perspectives to inform, explain, persuade and narrate on a variety of topics using appropriate media, and adapting to various audiences of listeners, readers, or viewers. 
  • Intercultural Communication - Interact appropriately with others in and from another culture. 
  • Cultures - Gain cultural competence and understanding. 
  • Comparisons - Develop insight into the nature of language and culture to interact with cultural competence.

• What are we studying this year?
  • The essential questions guiding the three units of study this year are:
    • What does it mean to be an adult?
    • What is my role in taking care of the environment?
    • What does it mean to live a healthy life?
  • The grammar we will be using includes the le présent, le passé composé, l’imparfait, le future, le subjonctif, and le conditionnel

• How do grades work?
  • Success Criteria:
  • ACP:
  • I can independently create a spoken or written message or participate in a conversation using intermediate-mid language.
    • I can be easily understood by someone used to a language learner, and possibly by a native speaker who doesn’t know I’m a language learner.
    • I can use a variety of words, expressions and personalized vocabulary and begin to use expanded vocabulary. I can give details. 
    • I use strings of sentences to describe or explain. I combine simple sentences using connector words to create original sentences. I pose questions to direct or advance a presentation or written work.
    • I convey my knowledge of differences in familiar (learned or experienced) cultural products and practices. I use culturally appropriate vocabulary and expressions.
    • My errors with targeted structures and/or word order do not interfere with communication.
  • HONORS:
  • I can independently create a spoken or written message or participate in a conversation using intermediate-mid language.
    • I can be easily understood by someone used to a language learner, and possibly by a native speaker who doesn’t know I’m a language learner.
    • I can use a variety of words, expressions and personalized vocabulary and begin to use expanded vocabulary. I rarely repeat vocabulary words.  I can give details. I consistently use vocabulary from in-class resources and/or previous units.
    • I use strings of sentences to describe or explain. I combine simple sentences using a variety of sophisticated transition and connecting words to explain, describe or elaborate. I pose questions to direct or advance a presentation or written work. 
    • I convey my knowledge of differences in familiar (learned or experienced) cultural products and practices. I use culturally appropriate vocabulary and expressions.
    • My errors with targeted structures and/or word order do not interfere with communication. I show ample evidence of strong control of previously learned structures.

The World Language Department uses sequential grading  

• • Each performance assessment counts more heavily than the last (e.g. if the first one is worth 10 points, the last one may be worth 40-50)
  • Each quarter counts more heavily than the last:

    • Sequential Term Weights
      Term 1 :	12%
      Term 2 :	19%
      Term 3 :	26%
      Term 4 :	31%
      Final Experience:	12%
      Year end grade:	100%

• There are two types of assessments:
  • Performance assessments – (90% of each quarter grade) – these are tasks where you actually use the language.
    • Interpretive Reading- Read an article or infographic with questions
    • Interpretive Listening- Listen to a video/audio with questions
    • Interpersonal Speaking- Conversations with groups of 2-5 people
    • Interpersonal Writing- Writing an email or text exchange with people
    • Presentational Writing- Writing an essay/paragraph
    • Presentational Speaking- Giving a short presentation on a topic, this may be in front of the class or not (e.g., a voicemail, a vlog post, etc.)
    • Class Conversation- Engaging in class period long conversation
  • Achievement Assessments – (10% of each quarter grade) – these are quick check ins to see how you’re doing with the material that we’re studying
    • Vocab can do check- Check in to see how you’re doing with our vocab
    • Grammar can do check- Check in to see how you’re doing with the grammar we’re using

• Successful students…
  • Speak French. If you want to learn how to speak French, you must speak French. The only English that should be spoken in class should be questions about “Comment dit-on…?”
  • Have a good attitude about learning, meaning you want to learn, you are willing to make mistakes, and you make an effort to get better
  • Are prepared: come to class with a pen/pencil and your course workbook, your laptop and charger, headphones, a notebook and any handouts.
  • Are organized- keep your materials- packets/handouts, notes, assessments from previous units. This course is cumulative!
  • Exercise good study skills- constantly review what we do in class, not just for assessments but daily!
  • Are respectful and kind in their behavior towards other members of the class and the teacher.
  • Use electronics responsibly. You should be on task (not on your phone or other apps having side conversations), not taking video/audio/screenshots, etc. See the district’s Acceptable Use Policy for further details, but if it’s not kind, don’t do it.
  • Be aware also that use of Google Translate/AI constitutes plagiarism. If you need to look up vocabulary, you should be using a dictionary (WordReference.com is great), and looking up individual words, not phrases. This really should be at a minimum, though. If you’re not sure, you can always ask me.
  • Are in class and on time.
  • Talk to me when they need help, feel confused, need something repeated, etc… I want to help you understand, improve and reach your full potential!
  • Ask for help when they need it: In addition to meeting with me, the French lab is available block A on days 2, 3 and 5 to work with a teacher and there are peer tutors available (just ask me to match you up with one).