Bonjour! Welcome to French Class.
My name is Marianne Deschaines. I am certified to teach French k-12. I teach levels I, II, III and IV and my planning period is 4th block.
The best way to reach me is through email: marianne.deschaines@nhcs.net
My phone extension is 73621
Emsley A. Laney
Course Syllabus - French
Teacher: Marianne Deschaines
Room: Float/Base 111C
Extension: 73621
Email: marianne.deschaines@nhcs.net
French I Classroom Goals:
Students should be able to:
Speaking & Listening
Hold longer conversations and narrate in the present, past, and future with increasing detail.
Ask follow-up questions and use circumlocution (talk around unknown words).
Understand main ideas and some details in authentic audio (songs, short videos, conversations).
Reading
Understand and interpret more complex texts (short stories, articles, cultural readings, excerpts from literature).
Identify themes, sequence of events, and supporting details.
Writing
Write multi-paragraph compositions with more developed ideas.
Narrate events in different time frames (present, past, future, conditional).
Express opinions and support them with reasons.
Grammar
Solidify use of present, preterite, and imperfect tenses.
Use imperative mood, future and conditional tenses with accuracy.
Begin incorporating subjunctive mood (in noun and adjective clauses, after impersonal expressions, etc.).
Use a wider range of pronouns and complex sentence structures.
Culture
Discuss cultural products, practices, and perspectives in greater depth (music, art, politics, history).
Compare and contrast cultural themes across Spanish-speaking countries.
Guidelines for Success
In this class, we will use the CHAMPS framework to clearly define expectations for all activities. CHAMPS stands for:
· Conversation – Can students talk during this activity? If so, about what and with whom?
· Help – How do students get the teacher’s attention or assistance?
· Activity – What is the task or objective students should be working on?
· Movement – Are students allowed to move around? If so, when and how?
· Participation – What does appropriate participation look and sound like?
· Success – Following these expectations leads to a positive and productive learning environment.
Before each activity, I will provide clear CHAMPS expectations so students know exactly how to achieve success. Visual CHAMPS cues will be posted in the classroom and referred to regularly to reinforce expectations.
Classroom Rules
1. Be respectful and kind.
2. Bring ALL your materials to class.
3. Give your BEST effort every day.
Activities
As a student in French I, it is your responsibility to participate in all class activities. You will be required to read, write, listen, and speak in French. Perfection is not expected– only effort is expected! Mistakes are welcome and encouraged. Language mistakes help you grow and help prevent the same mistakes from occurring in the future and make you a better speaker. When learning a language you need to take risks and feel comfortable doing so.
Grades
Laney High School's grading policy aligns with the New Hanover County Schools (NHCS) grading policy referenced below. 3400-R Semester
NHCS Evaluation of Students Performance Regulations (3400-R) HIGH SCHOOL
The following implementation is the minimum requirement and is outlined for students who are failing. School staff should always consider additional opportunities for growth when any student is underperforming.
Quarter 1 (Q1) and Quarter 3 (Q3) · All assignments will appear in Infinite Campus as a direct reflection of student performance (0-100%). · Documented two-way communication with parent/guardian will occur bi-monthly (twice a month) if their child is failing the course, one of which should be a parent conference. · Q1/Q3 grades will appear as the following: o (90-100) A o (80-89) B o (70-79) C o (60-69) D o (50-59) F o (0-49) INC* § *Teachers will temporarily put an “incomplete” in PowerSchool for students in the (0-49% grade range for the overall Q1 grade) · Parents of students whose final average is an F or an INC will be notified that their child will receive an academic contract. The academic contract will outline academic support and opportunities to allow the students to gain a greater understanding of missed skills and improve their academic performance. · After the parent, student, and teacher have agreed on an academic contract, the student will have two weeks to fulfill the requirements of the contract. · Once students fulfill the contract, within the two-week allotted period, the Q1/Q3 grade will be updated. · If a student fails to fulfill their academic contract they will receive the grade floor of an F, numerically presented as a 50.
Quarter 2 (Q2) and Quarter 4 (Q4) · All assignments in Q2/Q4 will appear in Infinite Campus as a direct reflection of student performance (0-100%). · Parents will be contacted bi-monthly (twice a month) if their child is failing the course. The teacher will work with the students and parents to identify assignments that allow the student to gain a greater understanding of missed skills and improve their academic performance prior to the end of the semester. · Q2/Q4 grades will appear as the following: o (90-100) A o (80-89) B o (70-79) C o (60-69) D o (0-59) F
Final
Course
Grade (F1)
(F2) · The final course grade will appear in Infinite Campus as a direct reflection of student performance (0-100%).
Grade Weights
Assignments are divided into categories, each with a specific weight contributing to the final grade. Categories include: Q1 & Q3= 35% Major, 35% Minor. 15% Formative. 15% Mid Term Q2 & Q4= 40% Major, 40% Minor, 20% Formative
· Major Assessments: Tests, projects, research papers, and other significant assignments.
· Minor Assessments: Quizzes, classwork, homework, and other smaller assignments.
· Formative Assessments: Class participation, engagement, and other related activities.
· Final Assessment (20% Overall Grade) Affects F1, S1, and/or S2
Classroom Procedures
Entering & Exiting the Classroom
No passes will be given during the first or last 15 minutes of class. Upon entering the classroom, students should begin the “Calentamiento” which is the daily warm up.
Laney High School Tardy Policy
1st tardy – warning
2nd tardy – teacher contacts parent
3rd tardy – teacher submits office referral
Assignments, Grades, and Responsibilities
Assignments and tasks will be clearly explained in class and on canvas. Students will submit work face to face or online depending on the assignment.
Assignments will be returned promptly with feedback in class or online. Grades are updated in Infinite Campus, and students must monitor their progress. After an absence, students have the same number of days missed to complete make-up work. Late assignments are accepted within one week.
Communication Procedures with Parents and Families
Maintaining open and consistent communication with families is an important part of supporting student success. Periodic communication will be initiated to share updates on student progress and identify specific student concerns. Emails or phone calls will be returned within 24 hours.
Technology Use
Laptops, tablets, and school-approved devices may be used when directed for instruction. Personal devices must be silenced and out of sight. Technology is not allowed during lectures, discussions, assessments, or when it distracts from learning.
Cell Phones are to be OUT OF SIGHT at all times. North Carolina recently enacted a new law, House Bill 959, restricting cell phone use in public schools. The law mandates that students cannot use their cell phones during instructional time unless given permission by a teacher or in the case of an emergency.
Consequences for Code of Conduct Violations The Laney High School Academic Integrity Policy can be found here
French II & Honors French III Classroom Goals:
Students should be able to:
Speaking & Listening
Hold longer conversations and narrate in the present, past, and future with increasing detail.
Ask follow-up questions and use circumlocution (talk around unknown words).
Understand main ideas and some details in authentic audio (songs, short videos, conversations).
Reading
Understand and interpret more complex texts (short stories, articles, cultural readings, excerpts from literature).
Identify themes, sequence of events, and supporting details.
Writing
Write multi-paragraph compositions with more developed ideas.
Narrate events in different time frames (present, past, future, conditional).
Express opinions and support them with reasons.
Grammar
Solidify use of present, preterite, and imperfect tenses.
Use imperative mood, future and conditional tenses with accuracy.
Begin incorporating subjunctive mood (in noun and adjective clauses, after impersonal expressions, etc.).
Use a wider range of pronouns and complex sentence structures.
Culture
Discuss cultural products, practices, and perspectives in greater depth (music, art, politics, history).
Compare and contrast cultural themes across Spanish-speaking countries.
s.
Guidelines for Success:
In this class, we will use the CHAMPS framework to clearly define expectations for all activities. CHAMPS stands for:
Conversation – Can students talk during this activity? If so, about what and with whom?
Help – How do students get the teacher’s attention or assistance?
Activity – What is the task or objective students should be working on?
Movement – Are students allowed to move around? If so, when and how?
Participation – What does appropriate participation look and sound like?
Success – Following these expectations leads to a positive and productive learning environment.
Before each activity, I will provide clear CHAMPS expectations so students know exactly how to achieve success. Visual CHAMPS cues will be posted in the classroom and referred to regularly to reinforce expectations.
Classroom Rules:
1): Be Prepared and On Time
Bring necessary materials (binder, 3x5 index card, charged device, writing utensil) and arrive ready to learn.
If not followed: Students will lose participation points or may need to make up time after class.
2): Respectful Communication
Speak respectfully to classmates and teacher; use appropriate language in both English and French.
If not followed: A warning will be given; repeated disrespect may lead to a parent contact or referral.
3): Stay Engaged and On Task
Actively participate in activities, stay focused, and avoid distractions (such as phones, side conversations, or unrelated work).
Cell Phones are to be in bookbags or in phone holder at all times. North Carolina recently enacted a new law, House Bill 959, restricting cell phone use in public schools. The law mandates that students cannot use their cell phones during instructional time unless given permission by a teacher or in the case of an emergency.
If not followed: Student may be redirected, moved to another seat, or asked to complete the task independently.
4): Follow Directions the First Time
Listen carefully and follow instructions promptly to keep the class moving efficiently.
If not followed: Teacher may repeat once; continued issues may result in a loss of privileges or additional practice outside of class.
5): Contribute to a Positive Learning Environment
Encourage classmates, take turns, and allow everyone the opportunity to participate.
If not followed: Student may be asked to step aside from group activities until they are ready to rejoin respectfully.
6): Use French to the Best of Your Ability
Make the effort to speak French during class activities and practice sessions.
If not followed: Student may be required to complete additional practice assignments to reinforce skills.
Activities:
French II – Weekly Activities More structured speaking and writing tasks, frequent grammar scaffolding.
Daily warm-ups with a partner (short questions/answers).
Guided dialogues and role-plays (restaurant, shopping, travel, etc.).
Group speaking games to practice vocabulary.
Short oral practice using new grammar.
Mini-lessons to introduce new verb tenses and structures.
Practice through examples and short activities.
Apply grammar in speaking and writing tasks.
Short readings such as infographics, stories, or articles.
Answer basic comprehension questions.
Identify familiar vocabulary and grammar in the text.
Quick journals/free-writes.
Paragraph writing (descriptions, narrations, short letters).
Peer review for grammar and vocabulary practice.
Songs, dialogues, or short video clips.
Answer comprehension questions.
Practice repeating or summarizing in simple Spanish.
Explore traditions, foods, and holidays from French-speaking countries.
Short discussions comparing cultural practices with students’ own lives.
Projects or games to highlight cultural themes.
Daily warm-ups with more open-ended questions.
Small-group discussions and debates on cultural or current topics.
Role-plays and spontaneous conversation practice.
Oral presentations and storytelling.
Mini-lessons on advanced grammar (subjunctive, perfect tenses, commands).
Practice identifying grammar in authentic texts.
Apply grammar in extended speaking and writing tasks.
Authentic texts such as articles, short stories, or poems.
Comprehension and analysis questions.
Connect readings to culture and compare perspectives.
Journals with more detail and reflection.
Extended writing (essays, persuasive letters, narratives).
Peer editing with focus on grammar accuracy and style.
Authentic sources (news, interviews, music, podcasts).
Comprehension checks and group discussions.
Listening followed by speaking or writing tasks.
Deeper exploration of traditions, history, and cultural perspectives.
Comparisons between different SFrench-speaking regions.
Projects highlighting cultural products, practices, and perspectives.
Grades:Laney High School's grading policy aligns with the New Hanover County Schools (NHCS) grading policy referenced below. 3400-R Semester
NHCS Evaluation of Students Performance Regulations (3400-R) HIGH SCHOOL
The following implementation is the minimum requirement and is outlined for students who are failing. School staff should always consider additional opportunities for growth when any student is underperforming.
Quarter 1 (Q1) and Quarter 3 (Q3)
All assignments will appear in Infinite Campus as a direct reflection of student performance (0-100%).
Documented two-way communication with parent/guardian will occur bi-monthly (twice a month) if their child is failing the course, one of which should be a parent conference.
Q1/Q3 grades will appear as the following:
(90-100) A
(80-89) B
(70-79) C
(60-69) D
(50-59) F
(0-49) INC*
*Teachers will temporarily put an “incomplete” in PowerSchool for students in the (0-49% grade range for the overall Q1 grade)
Parents of students whose final average is an F or an INC will be notified that their child will receive an academic contract. The academic contract will outline academic support and opportunities to allow the students to gain a greater understanding of missed skills and improve their academic performance.
After the parent, student, and teacher have agreed on an academic contract, the student will have two weeks to fulfill the requirements of the contract.
Once students fulfill the contract, within the two-week allotted period, the Q1/Q3 grade will be updated.
If a student fails to fulfill their academic contract they will receive the grade floor of an F, numerically presented as a 50.
Quarter 2 (Q2) and Quarter 4 (Q4)
All assignments in Q2/Q4 will appear in Infinite Campus as a direct reflection of student performance (0-100%).
Parents will be contacted bi-monthly (twice a month) if their child is failing the course. The teacher will work with the students and parents to identify assignments that allow the student to gain a greater understanding of missed skills and improve their academic performance prior to the end of the semester.
Q2/Q4 grades will appear as the following:
(90-100) A
(80-89) B
(70-79) C
(60-69) D
(0-59) F
Final Course Grade (F1) (F2)
The final course grade will appear in Infinite Campus as a direct reflection of student performance (0-100%).
Grade Weights
Assignments are divided into categories, each with a specific weight contributing to the final grade. Categories include: Q1 & Q3= 35% Major, 35% Minor. 15% Formative. 15% Mid Term
Q2 & Q4= 40% Major, 40% Minor, 20% Formative
Major Assessments: Tests, projects, research papers, and other significant assignments.
Minor Assessments: Quizzes, classwork, homework, and other smaller assignments.
Formative Assessments: Class participation, engagement, and other related activities.
Final Assessment (20% Overall Grade) Affects F1, S1, and/or S2
Classroom Procedures:
Entering & Exiting the Classroom
No passes will be given during the first or last 15 minutes of class. Students should be in their seat ready to begin when the bell rings.
Laney High School Tardy Policy
1st tardy – warning
2nd tardy – teacher contacts parent
3rd tardy – teacher submits office referral
Assignments, Grades, and Responsibilities
Assignments and tasks will be clearly explained and on the screen upon walking into the classroom. Students will submit work either to me or online, depending on the assignment.
Assignments will be returned promptly with feedback in class or online. Grades are updated in Infinite Campus, and students must monitor their progress. After an absence, students have the same number of days missed to complete make-up work. Late assignments are accepted for up to 1 week in french II . However, in Honors French III there are very hard deadlines.
Communication Procedures with Parents and Families
Maintaining open and consistent communication with families is an important part of supporting student success. Periodic communication will be initiated to share updates on student progress and identify specific student concerns. Emails or phone calls will be returned within 24 hours.
Technology Use
Laptops, tablets, and school-approved devices may be used when directed for instruction. Personal devices must be silenced and out of sight. Technology is not allowed during lectures, discussions, assessments, or when it distracts from learning.
Consequences for Code of Conduct Violations
The Laney High School Academic Integrity Policy can be found here