School Year 2021 – 2022

Course Name Intermediate French Course Code 60.012000

School Name Clarkston High School Teacher Name David Debe

School Phone (678) 826 - 9323 Teacher Email David_Debe@dekalbschoolsga.org

Number
School Website http://Clarkston.dekalb.k12.ga.us/ Teacher https://monsieurdebe.weebly.com
Website

Course Description: The Level II language course focuses on the continued development of communicative
competence in the target language and understanding of the culture(s) of the people who speak the language. It
assumes that the students have successfully completed a Level I course or are at a Novice-Mid level of
proficiency.

Students begin to show a greater level of accuracy when using basic language structures, and they are exposed
to more complex features of the language. They continue to focus on communicating about their immediate
world and daily life activities, read material on familiar topics, and write short, directed compositions. The
major means of communication between students and instructors will be in the target language. Because
students may begin formal language learning at various stages of their cognitive development, teachers must
adjust vocabulary and content in order to reflect developmentally appropriate interests.

This course may be taught over two years (e.g., middle school programs), over one year (e.g., traditional high
school programs), or during one semester (e.g., 4 x 4 block schedule). An important component of language
classes is the use of the language beyond the classroom in the real world. The integration of technology is an
important tool in accessing authentic information in the target language and in providing students the
opportunity to interact with native speakers.

By the end of Level II, students will exhibit Novice-Mid level proficiency in speaking and writing and Novice-
High level proficiency in listening and reading (ACTFL Proficiency Guidelines, 1999).

Student Profile (Level II)

ACTFL Listening Proficiency Guidelines (Novice-High)

Listeners at the Novice-High level are able to understand short, learned utterances and some sentence- length
utterances, particularly where context strongly supports understanding and speech is clearly audible. They can
comprehend words and phrases from simple questions, statements, high-frequency commands and courtesy
formulae. At this level, students may require repetition, rephrasing and/or a slowed rate of speech for
comprehension.

ACTFL Speaking Proficiency Guidelines (Novice-Mid)

Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated
words and memorized phrases limited by the particular context in which the language has been learned. When
responding to direct questions, they may utter only two or three words at a time or an occasional stock
vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of
vocabulary, inaccuracy, or failure to respond appropriately, Novice- Mid speakers may be understood with great
difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle
topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words
from their native language, or silence.

Curriculum Overview
The following academic concepts will be covered. THIS IS ONLY A GUIDE AND IS SUBJECT TO CHANGE.
 CURRICULUM OVERVIEW—French 2

Unit 1 – All about me

In this unit, students will: describe themselves and others; express preferences; compare
themselves to others. Students will identify cultural similarities and difference
Unit 2 – Daily Life
In this unit, students will: describe themselves and others; express preferences; compare
themselves to others. Students will identify cultural similarities and differe

Unit 3 – Healthy Living

In this unit, students will: describe themselves and others; express preferences; compare
themselves to others. Students will identify cultural similarities and difference

Unit 4 – Youth
In this unit, students will: describe themselves and others; express preferences; compare
themselves to others. Students will identify cultural similarities and differe

Unit 5 – Travel 7 Places

In this unit, students will explore cultural and linguistic differences in traveling to
francophone countries.
Unit 6 –

BOARD-APPROVED INSTRUCTIONAL MATERIALS

Title Bien Dit Unit 2

ISBN N_A

Replacement Cost
Please refer to clever to access the book
Online book and/or resources

Online student access code (school specific)

GRADING SYSTEM: The DeKalb County School District believes that the most important assessment of student learning
shall be conducted by the teachers as they observe and evaluate students in the context of ongoing classroom instruction. A
variety of approaches, methodologies, and resources shall be used to deliver educational services and to maximize each
student’s opportunity to succeed. Teachers shall evaluate student progress, report grades that represent the student’s
academic achievement, and communicate official academic progress to students and parents in a timely manner through the
electronic grading portal. See Board Policy IHA.

GRADING CATEGORIES *GRADE PROTOCOL

A 90 – 100 ~P (pass)
Formative and Diagnostic Assessments – 0%
B 80 – 89 ~F (fail)
Assessment Tasks (Skills & Homework) – 25%
Classwork (Guided, Independent, and Group Practice) – 45% C 71 – 79
Quizzes, Tests, and Projects – 30% D 70
F Below 70

DISTRICT EXPECTATIONS FOR SUCCESS

Semester progress reports shall be issued four and a half, nine and thirteen and a half
weeks into each semester.  The progress of students shall be evaluated frequently, and
plans shall be generated to remediate deficiencies as they are discovered. Plans shall
STUDENT PROGRESS include appropriate interventions designed to meet the needs of the students. See Board
Policy IH.
 Students will not engage in an act of academic dishonesty including, but not limited to,
cheating, providing false information, falsifying school records, forging signatures, or
using an unauthorized computer user ID or password. See the Code of Student Conduct
ACADEMIC INTEGRITY - Student Rights and Responsibilities and Character Development Handbook.
Homework assignments should be meaningful and should be an application or adaptation
of a classroom experience.  Homework is at all times an extension of the
teaching/learning experience.  It should be considered the possession of the student and
HOMEWORK should be collected, evaluated and returned to the students. See Board Policy IHB.
When a student is absent because of a legal reason as defined by Georgia law or when the
absence is apparently beyond the control of the student, the student shall be given an
MAKE-UP WORK opportunity to earn grade(s) for those days absent. Make-up work must be completed
DUE TO ABSENCES within the designated time allotted. Students should aim to complete all work by progress
report period. The daily assignments will be available on google classroom. It is the
responsibility of students to join the platform and find the work for day of absence. See
Board Policy IHEA.
SCHOOL EXPECTATIONS FOR SUCCESS
Be on time
CLASSROOM Be prepared
EXPECTATIONS Be respectful to self and others
Be cooperative and respectful

- 1. Warning
Consequences - 2. Teacher sponsored Detention
- 3. Detention/ Parent contact
- 4. Administrative referral
- A Composition Notebooks
MATERIALS AND Crayon, pencil crayon color, paper
SUPPLIES Eraser board with an, French –English Dictionary, Twin pocket folder.

EXTRA HELP Please see teacher after class to set up Available upon request or by appointment. Please
refer to tutoring time.

Parental involvement is key to student success. Parents should monitor their child’s work
PARENTS AS and progress regularly. Conferences are available upon request or on conference nights.
PARTNERS

PLEASE SIGN BELOW AND RETURN.

I have read the syllabus.

Student Signature___________________________________________________________

Parent/Guardian Signature____________________________________________________

Date_____________________________

Additional information to support continued contact:

Information Parent/Guardian
Day Time Phone Number

Cellular Phone Number

Home Phone Number

Email Address