Galloway 2015-2016

Timberland High School

Fall 2015
French 2
rd
3 block, 12:12-1:42 pm
Mlle. Galloway, room B103
gallowaye@bcsdschools.net
843-567-8110 ext. 2245

Bienvenue à la classe de français 2!

I am so glad that you are in my class this year! Studying another language gives us the opportunity to explore
the world in a very unique way. This year, through what we read, watch, hear, and analyze, we will interact
with and grow in our understanding of French-speaking people and cultures from all over the world. Through
conversations, discussions, and presentations, we will better know our classmates and ourselves. We will
have fun, and we will work hard.
Course Description
This course is a continuation of studies from French 1. Students in French 2 are required to have successfully
completed French 1. This course will expand the student’s proficiency in hearing (and comprehending),
speaking, reading and writing the French language that was developed in French 1. This course continues a
study of the culture of countries where French is spoken. Some of the goals of this course are to strengthen
and expand students’ mastery of foundational vocabulary and grammar, to increase the fluidity and
confidence with which students read, write, and converse in French, and to sharpen students’ critical thinking
skills.

Long-Range Learning Goals

The student will often be able to understand words, phrases, and simple sentences related to everyday life
and sometimes understand the main idea of what is being said. (Benchmark NH.IL)
The student will be able to understand familiar words, phrases, and sentences within short and simple texts
related to everyday life, and sometimes to understand the main idea of what he/she has read. (Benchmark
NH.IR)
The student will be able to communicate and exchange information about familiar topics and usually handle
short social interactions in everyday situations by asking and answering simple questions. (Benchmark
NH.IC)
The student will be able to present basic information on familiar topics using practiced language that uses
simple phrases and sentences. (Benchmark NH.PS)
The student will be able to write short messages and notes on familiar topics related to everyday life.
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Long-Range Learning Goals

(Benchmark NH.PW)
The student will be able to identify some products and practices of cultures. (Benchmark N.CPP)
The student will be able to identify some basic cultural beliefs and values. (Benchmark N.CP)
The student will be able to function at a survival level in an authentic cultural context. (Benchmark N.CIA)

Long-Range Developmental Goals

The student will work cooperatively with peers on group assignments and activities.
The student will practice clear, direct, respectful communication in his/her interactions with the teacher and
classmates.
The student will actively participate in the learning process.
The student will take active responsibility for his/her own learning and academic success.
The student will demonstrate understanding that different does not equal bad.

Instructional Units

Unit Length
Unit Topic or Description
(approximate)

Course introduction (policies and procedures) and review 1 week

August 17-21
Unit 1: « Les modes de vie » (Lifestyles) 3-4 weeks
Lexical content (vocabulary) August 24-
September 16
 Extended family
 Occupations of family members
 Parts and rooms of the house
 Direction words
Grammatical content
 Comparative expressions
Cultural content
 Varieties of housing and residences
 Varieties in architecture and building materials
 Lifestyle comparisons
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Unit Length
Unit Topic or Description
(approximate)

Unit 2 : « La vie quotidienne » (Daily life and routines) 3-4 weeks
Lexical content (vocabulary) September 17-
October 9
 Household chores
 Toiletry items
 Basic parts of the body
Grammatical content
 Reflexive verbs
 Commands
 Verbs used with infinitive expressions (“to want to…” etc)
Cultural content
 Daily routines in other cultures
Unit 3 : « En plein forme : La santé et la nourriture » (Health, fitness, and 3-4 weeks
food) October 12-
Lexical content (vocabulary) November 3
 Specific exercise routines
 The food pyramid
 Information on food labels
 Physical and mental conditions
 Expressing obligation (the expression “should”)
Grammatical content
 Direct and indirect object pronouns
 The past tense (passé composé)
Cultural content
 Perceptions of a healthy lifestyle
 Trends in health for all ages
Unit 4 : « Faisons les magasins » (Shopping and stores) 3-4 weeks
Lexical content (vocabulary) November 4-24
 Ordering and buying items in a store
 Names of stores and items sold at each
 Quantity words/expressions
 Clothing sizes
 Money/currency
 Preference expressions (“I would like to…” etc)
Grammatical content
 Demonstratives
 Comparatives
 Superlatives
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Unit Length
Unit Topic or Description
(approximate)

Cultural content
 Comparisons of clothing sizes
 Using the metric system for clothing sizes
 Money (currency conversion)
 Bargaining
Unit 5 : « En ville » (City) 3-4 weeks
Lexical content (vocabulary) November 30-
December 11
 Directional expressions
 Places in a city
 Specialty shops
Grammatical content
 Prepositions
Cultural content
 Layout and role of cities in daily life
 Shopping and transportation in cities
Course review/final exam 1 week
December 14-18

Methods of Instruction
This class will be taught using instructional techniques adopted by the American Council on Teachers of
Foreign Language (ACTFL) in order to meet the academic standards adopted by the State of South Carolina for
modern foreign languages. These techniques include: direct instruction conducted in French, inductive
grammar presentations in which the students decode the rules of French grammar, inductive vocabulary
presentations using visuals to bind the meaning of French words to the words themselves, speaking activities
which role-play real-life situations in which one would use the vocabulary and grammar being learned, and
reading of authentic French documents to improve comprehension of the French language. These techniques
may be different than those used in other classes, but have been proven through research to lead to real
learning of a foreign language.

Assessment Plan

Assessment Task Evaluation Criteria Grade Weights

Tests, Projects, and Integrated Accuracy/rubric 40%

Performance Assessments (IPA)

Classwork Accuracy/completion 25%

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Assessment Task Evaluation Criteria Grade Weights

Quizzes and some Performance-Based Accuracy/rubric 15%

Assessments (PBA)
Participation Currency system (euros) 10%
Homework Accuracy/completion 10%

In each unit, students will complete approximately…

 1 test and 1 IPA (IPAs are the end-of-unit assessments and count as two test grades)
 A participation grade every week
 1 real-world homework stamp sheet (counts as 3 homework grades) and 3-4 additional homework
assignments
 …as well as a variety of classwork assignments and quizzes
*Tests and IPAs will always be announced at least one week in advance, and quizzes will usually be
announced several days in advance.

Participation
To determine students’ participation grade this year, I will be implementing a “currency system” using euros
(the currency used in France).
At the beginning of the year, students receive an envelope. During class every day, students have the
opportunity to receive paper euros in denominations of €10 and €20, which are to be stored in their
envelopes.
Students turn in their euros at the end of the week. Students must earn €100 to earn a weekly participation
grade of 100% (if a student earns more than €100, all of the extra euros will be counted towards his/her
participation grade).
Students can earn euros by answering questions in class, participating fully in group activities and at learning
stations, and speaking French during speaking activities.

*Communication with parents and guardians / Accessing Parent Portal:

Parents and guardians, please be in touch with Ms. Mills in the Guidance department to set up a Parent Portal
account. (Her email address is Bonnie@bcsdschools.net and her phone number is 843-567-8110 ext. 2211).
You are welcome to contact me with any questions or concerns via email or phone (this information can be
found on the first page of this syllabus). If you would like to set up a conference, I ask that you contact me
first.

*A note on HOMEWORK
This year, students will be assigned homework in two different formats. Students will receive 3-4 traditional
homework assignments during each unit (typically grammar or vocabulary exercises or a short writing
assignment). These assignments are graded for accuracy.
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Additionally, students will receive a “real-world homework” stamp sheet at the beginning of each unit. This
page lists a variety of short activities related to the content of the unit (“find a French song about the unit
topic,” “have a texting conversation with a friend about _________,” etc). Students choose six of these
activities to complete over the course of the unit; at the end of the unit, the stamp sheets are collected and
graded, worth a total of three homework grades.

Students who receive homework passes as a reward may use up to two per unit. However, homework passes
may not be used on “real-world homework” stamp sheets.

Classroom Management
Class rules and expectations
1. Demonstrate respect for yourself, your classmates, and your teacher at all times.
2. Follow all directions the first time that they are given.
3. Participate fully in all class activities.
4. Talk only at appropriate times.
5. Finish all food and drink before coming to class.

Positive consequences Negative consequences

Individuals 1. Verbal or written warning
-euro coins (extra credit points) 2. 15” detention and parent contact
-choice from boîte à trésor (homework pass, restroom 3. 30” detention and parent contact
pass, etc)
4. Referral to administration
Whole class
Votre choix vendredi: An entire class who *any behavior that is dangerous or severely disruptive
demonstrates great behavior has the opportunity to will result in immediate referral to administration
earn one “letter” per day. After spelling out an entire *detentions will be served before or after school or
word or phrase, the class may choose a reward from during lunch, to be arranged with the teacher before
the boîte à trésor, to be used during the last 30” of
serving
class that Friday.

THS Attendance Policy

Attendance in class and being on time to class are an important first step in your academic success. It is
especially important for you to be present and on time in this course, because much of the in-class instruction
and practice depends upon working with other students, and will be difficult to effectively replicate in make-
up work.
The THS attendance policy can be found in the student handbook. According to state law, students are
allowed 5 lawful (excused) absences. Make every effort to be present in class; I do not want any student to
not receive credit for the course because he/she has accrued too many unexcused absences!
If a student misses more than one half of the class period (45” of a 90” class), he/she will be considered
absent. This policy applies whether the student arrives late to class or leaves class early.
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THS Tardy Policy

It is my expectation that students are in the classroom, in their assigned seat, with their materials out, and
ready to begin when the bell rings. Students who enter the classroom enter the classroom after the bell
rings are considered tardy. The following tardy policy is in place throughout the school, and will be used in
my classroom as well.

1st tardy Verbal warning by teacher

2nd tardy Detention by teacher
3rd tardy ISS for the class period that the student was late
4th tardy ISS for the class period that the student was late
5th tardy ISS for the whole day
6th tardy ISS for the whole day
7th tardy and above OSS

Make-up/Late Work Policy

All assignments are due on the date and time specified by the teacher. Students may submit assignments
late for a penalty of 10 points off per day that it is late.
If a student is absent, he/she has five school days to complete and turn in missed assignments. For any
assignment that is not completed and turned in after five days, the overall grade will be reduced 10% per day
for every additional day that it is late.
If a student is absent on the date an assignment is due and the due date was previously established, the
assignment is due on the first day the student returns.
Students will be responsible for collecting their make-up work on the day they return to class. If a student
needs additional help or time to complete make-up work, I will gladly help that student, provided that he/she
communicates with me in a timely manner.

Materials and Resources

Students are required to bring the following materials to class every day:
 3-ring French class binder (see separate “Class Binder” page)
 Notebook paper
 Pens or pencils
Optional materials: French/English dictionary, markers/colored pencils, index cards, folder
This year, students will not be issued a textbook.
The new BCSD world language curriculum does not align with the old textbooks. I will keep a class set of
textbooks to be used as a reference throughout the course.
If you are absent….
Write the name and phone numbers of two classmates that you can ask about make-up work:

Accommodation and support

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I understand that each student learns in a unique way, and I want all students to be comfortable in the
learning environment. Therefore, I encourage any student who requires accommodation during class to speak
with me so that I can maximize the learning potential for him or her. This may be done by phone, email, or in
person at the end of class.

Student support
If a student would like additional help, I am available for tutoring in my classroom at several times
throughout the week.
 Monday through Friday mornings, 8:00-8:25 am
 Tuesday afternoons, 3:50-4:50 pm
If a student has a schedule conflict and needs to set up another time for tutoring, he/she must make
these arrangements with me at least one day in advance. There will be time at the end of the class
period to discuss this.

How can you succeed in this class?

 Be present in class and follow the class rules
 Participate fully in class activities and be willing to try your best
 Complete assignments in a timely manner
 Practice speaking French with classmates
 Ask questions when something is unclear
 Engage with French outside of class: listen to French music, browse French websites, befriend a
French-speaking person, etc