Syllabus

Instructor: “Madame” Morgane Bryson Email: mobryson@greenville.k12.sc.us 

Room: 203 School voicemail: (864)355-0244

Class website: http://www.greenville.k12.sc.us/whhs

Course Description: 

This semester-long course is the third level of French study and is designed to introduce students to both the French language and culture.  The student will develop the ability to communicate in the five modes of communication: Interpretive Listening and Reading, Interpersonal Communication, Presentational Speaking and Writing, Investigation of Cultural Products and Practices, Understanding of Cultural Perspectives and Participation in Cultural Interaction. Emphasis is placed on proficient communication in the language while studying four relevant, real-world theme based units: The Daily Grind, Taking a Break, Media and the Concept of Beauty, and The Environment and Us. The prerequisites for this class are successful completion of high school French 2 and a teacher recommendation. 

  

Instructional Philosophy: 

Many instructional approaches will be used to help all types of learners:  graphic organizers, language ladders, paired activities, cooperative learning, questioning strategies (yes/no, either/on, multiple choice, short answer), Total Physical Response (TPR), surveys, reading authentic documents, listening to authentic music, visiting authentic websites and PowerPoint presentations to name a few.  Students will be actively engaged and will be expected to participate voluntarily and/or when called upon.  Participation does not mean always giving the correct answer but a willingness to try to use French and a genuine attempt at learning the material or asking questions when the material is unclear.  The class will be conducted primarily in French. 

  

Course Goals & Power Standards: 

The standards for World Language classes revolve around levels of proficiency in the production and comprehension of the language.  GCSD has mandated the exit proficiency targets for levels 1 – 4 in the areas of listening, speaking, reading, and writing.  At the completion of level 3, students should rate at an Intermediate High level for listening in which the students can easily understand the main idea in messages and presentations on a variety of topics related to everyday life and personal interests and studies, can usually understand a few details of what they overhear in conversations even when something unexpected in expressed, and can sometimes follow what they hear about events and experiences in various timeframes.  For speaking, students should rate at an Intermediate Mid level in which students can make presentations on a wide variety of familiar topics using connected sentences.  For reading, students should rate at an Intermediate Mid level in which they can understand the main idea of texts related to everyday life and personal interests or studies.  For writing, students should rate at an Intermediate Mid level in which they can write on a wide variety of familiar topics using connected sentences.


Course Goals & Literacy Standards: 

This course addresses the following standards from the Common Core standards:


Major Course Assignments & Projects: 

At the end of each thematic unit, students will be assessed and evaluated by the Unit ‘test’:   Integrated Performance Assessment (IPA) which allows students to listen and/or read (interpretive), speak (interpersonal) and write (presentational) in French. The following IPA examples may be adjusted throughout the semester according to the teacher’s discretion.


Introductory Unit: Let’s Get Started

Context for the Integrated Performance Assessment: You are now in a modern language class and are interacting in a new language in a variety of situations. Since the target language is used exclusively in class, it is important that you can understand, use, and interact in the language with your teacher and with your classmates.

Interpretive Task: Listen to classroom phrases and identify meaning.

Interpersonal Task: Have an introductory conversation with a classmate.

Presentational Task: Write several student and teacher phrases.


Unit 1: My Friends & I

Context for the Integrated Performance Assessment: You and a group of four friends have been selected to study abroad in France, and the principal of your new school need some information about you and your friends. They want to know some personal details about you and one classmate, including the names, ages, physical descriptions and personality qualities. 


Interpretive Listening Task: Listen to descriptions of people then choose the letter of the picture being described.  

Interpersonal Task: Ask and answer questions about personality/physical characteristics, hair/eye color, family/age, and likes. 

Presentational Writing Task: Write sentences describing yourself, a friend or family member of the opposite gender as you, and you and your friend or family member together.


Unit 2: My School Life

Context for the Integrated Performance Assessment: A visiting international student arrives at your school from Québec, Canada. In an attempt to learn more about school life in his/her country, you visit their school’s homepage and find out what the school is like and how his/her classes are set up throughout the week.

Interpretive Task: Read an article about a student’s school life and complete a questionnaire based on the information you read.

Interpersonal Task: Ask and answer questions about school life. 

Presentational Task: Write about your school day. Include: what classes you have and when, what classes you do/don’t like and why, what you do in your classes, what you have to do in your classes, and where you go during/after the school day. 


Unit 3: Let’s Eat!

Context for the Integrated Performance Assessment: Compare and discuss the cultural practices of mealtime in France.

Interpretive Task: Study the photograph of a family eating and answer the questions.

Interpersonal Task: Ask and answer questions about eating habits. 

Presentational Task: Write an explanation of your and/or your family’s eating habits.


 Unit 4: Home Sweet Home

Context for the Integrated Performance Assessment: You are moving to a new house. Your parents have made a deal with you: you can decorate your bedroom however you want. There’s one catch, though – you must provide a weekly chore schedule along with your bedroom design. Before you can start decorating, you must present your plans to your parents for approval.

Interpretive Task: Study the photograph of a bedroom and answer the questions.

Interpersonal Task: Ask and answer questions about a room in a home. 

Presentational Task: Describe your ideal bedroom and include a weekly chore list. 


Unit 5: My Community

Context for the Integrated Performance Assessment: You are staying with a family in France, and you want to find out more about their hometown and for them to know about your hometown.

Interpretive Task: Study a city map and answer questions.

Interpersonal Task: Make plans with a partner to determine activities you will do on specific days, at specific times, in specific places, and what type of transportation you will use. 

Presentational Task: Write a description of different activities you do in Greenville and what you are going to do when you visit Paris. 




Course Assessment Plan & Grading: 

In accordance with Greenville County School District:

Major assessments are worth 60% (for example, IPA, long term in-class and out-of class projects, tests, etc.).

Minor assessments are worth 40% (for example, quizzes, homework, participation, etc.) 

Overall grade is calculated as 1st quarter grade = 45%, 2nd quarter grade = 45%, final exam = 10%


Required & Recommended Reading: 

Various web sites, authentic articles, French music, videos 

  

Pacing Guide: 

This is an approximate timeline of where the class will be. More time will be added as necessary.

Intro Unit - Let’s Get Started: Weeks 1-2 Unit 3 - Let’s Eat!: Weeks 9-11

Unit 1 - My Friends & I: Weeks 3-5 Unit 4 - Home Sweet Home: Weeks 12-14

Unit 2 - My School Life: Weeks 6-8 Unit 5 - My Community: Weeks 15-17